Rules, rituals, and routines provide structure for everyone in the classroom, including the adults. Predictable routines teach children how that world is organized and how they can successfully interact within it. They give a sense of control and allow children to predict what is coming next, reducing anxiety and encouraging positive behavior.
A ritual may be a song, a rhyme, a game, a movement, or other activity used in a predictable and repeated pattern over time to communicate values, foster community, or remind children of behavioral expectations. Rules are most appropriate for preschoolers, whereas rituals and routines are more applicable to younger children
How routines help development
For infants, routines are individualized, providing a sense of security and comfort knowing their needs will be met. Feeling safe and secure enables babies to learn and develop. As babies get older, they move towards a more structured schedule. Predictable routines provide a foundation for daily events in their lives.
In toddlerhood, predictability is a key factor for growth. Toddlers need to anticipate what will happen next to feel a sense of control over themselves. Routines help develop the prefrontal cortex, the part of the brain that controls planning, sequencing, and decision-making.
Preschoolers’ sense of mastery of the world is beginning to strengthen, allowing them to take on bigger changes, transitions, and developmental tasks. Routines should support these developing skills and be simple enough for children to learn and remember. When children feel success in what they are doing, they gain self-esteem and self-control. Mastering routines gives children the opportunity for that success.
Routines should not be rigid, however. Some flexibility is necessary for children to explore, experiment, and learn to adapt to unexpected changes.
Common classroom routines
How the teacher gets children’s attention
How children get the teacher’s attention
Arrival
Lining up
Walking in the hallway
Circle time
Free time
Field trip behavior
Substitute teacher behavior
Playground
Meal/snacks
Rest time
Bathroom
Evacuating the classroom
How to behave with classroom visitors
Rules
Create limits and expectations for behavior and share them ahead of time. State rules positively.
Involve children in setting classroom rules.
Aim for 4 to 8 rules, based on developmental ability.
Create developmentally appropriate rules.
Post rules visually.
Make rules clear, concise, and consistent.
Share the rules with parents.
Teaching rules
Children need to learn rules to follow them. Some strategies for teaching children the expectations of the classroom:
Involve children in setting classroom rules to help them understand and feel ownership. Review expectations with each new group of children in your classroom. Encourage children to come up with any other expectations they feel are appropriate for the classroom.
Introduce limits and expectations one at a time and remind children of them often. For older children, display a visual daily schedule at their eye level, and help them learn to read and follow the schedule throughout the day.
Teach rules during circle time using visual cues that all children understand.
Explore creative ways to reinforce and help children learn the limits and expectations for behavior using games or songs.
Follow the rules yourself to model good behavior.
Reinforce limits and expectations in a consistent and fair manner. Talk about what will happen if those limits and expectations are not followed, and make sure children understand. Observe the same limits and expectations and acknowledge appropriate behavior.
Provide individual instruction to children who need more assistance and use individualized picture cues.
Prepare children for changes.
Provide verbal and non-verbal cues and prompts to help younger children learn appropriate behaviors. For example, a bell rung at the end of play time provides children with a cue about a schedule change and allows them to initiate the change without verbal prompting from the teacher.
Directions
Any early childhood educator can tell you that young children have high rates of not following teacher directions. Sometimes this is because of the way teachers give directions. Directions that are stated negatively (“Why haven’t you put up the toys?”) or directions that are stated as questions (“Can you help me put up the toys?”) may confuse children or make them less likely to follow. Strategies you can use to help children follow directions:
Get the child’s attention before you give directions. Many times, the child may not hear the direction or realize the direction is being given to them. Begin a direction to the whole class by saying, “I need everyone to listen.” Begin a direction to an individual child by tapping them on the shoulder or saying their name.
Minimize the number of directions given to children. Give directions only when you want the child to comply.
Consider the child’s learning style and individualize the directions for them. Some children respond well to verbal direction, while others need physical prompts or pictorial prompts to follow the direction.
Give clear directions. Tell the child exactly what you want her to do and why. Avoid vague directions, such as “be careful” or “settle down.” Be specific, for example “hold on to the railing” or “sit quietly.”
Give positive directions. Maintain a positive tone when you give them.
Allow children time to respond to a direction. Avoid giving multiple directions at once.
Acknowledge positively children’s responsive behavior. It’s important that children understand when they are following directions.
Visual cues
Although we receive sensory input from 5 different senses, 30% of our brains is devoted to what we see. It is important to provide visual cues and reminders for young children, especially those with special needs and for whom English is their second language. Visual cues and reminders help children learn the routines, expectations, and rules of the classroom and anticipate and make transitions. A visual schedule and a timer are good examples of visual cues.