All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
The big focus for this element is the two words ‘maximise’ and ‘learning’. With learning comes teaching and that is what this element wants from us as educators.
Firstly, let’s look at the routine and see if we are maximising the learning within all the routines that are conducted during the day.
Babies have their own routines and as they grow older you can start to form a Room Routine together. For example, meal times might include a child by themselves, or a few children. As they grow the room starts to eat as a group.
There are so many learning possibilities in the Room Routine and they become a part of the EYLF process of learning for young babies and children. For example,
Food service – get the children, including the very young children, to run it eg handing out bowls and cutlery, serving themselves, washing up. They love it.
Sleep rest area – prepare this area with the children.
Cleaning – clean with the children using a roster for children’s jobs.
Gardening – garden with the children. My educators and children have done everything in my backyard, including recently laying new lawn and building climbing structures.
Recycling – eg children can help recycle material to use for art.
Toileting and nappy change – this is the most valuable time you have with a child which allows warm nurturing relationships that build trust.
At morning tea time Harry and Lylah had fun cleaning their faces with washers. We have them clean up every time after their meals so they know the feel of the face washer. It’s also part of a routine that’s implemented every day to make their transition smooth as it can be. They had fun getting used to the face washers and cleaning their faces. Courtney (educator) responded by talking to them and making them smile by clapping. Harry and Lylah would clap and laugh too. Learning Outcome 1.1
Help with the cleaning
Today the children helped us clean the room. Hadlee helped Stacey wipe down the cupboard. Sam provided Hadlee with a cleaning cloth so she could participate in cleaning the benches including the sides like Stacey showed her. Stacey actively supported Hadlee to learn hygiene practices during the daily routine.
Isabelle, Chelsea and Ivy helped Eliza wipe down the bookshelf. The girls climbed through the bookshelf to ensure all areas were clean as Eliza showed them how to wipe in big circles. Isabelle interacted with Ivy and Eliza by giggling with them and talking to them as she connected with them in a positive and happy way.
What are you doing well in relation to ‘maximising learning’ in the routine?
Where and how can you improve ‘maximising learning’ in the routine?
Exceeding Theme Core
All educators work collaboratively with the educational leader, and regularly engage with families and the community, to consistently make curriculum decisions, including the organisation of daily routines, which maximise learning and development outcomes for every child. All educators regularly reflect on changes to the program which would enhance learning outcomes, including through the organisation of daily routines.
Where is your practice compared to the above statement?