Routines and rituals – How to make them both meaningful learning opportunities

By G8 Education Practice Partner, Amy McNamee ??

What is the difference between routines and rituals and how can you make them both meaningful learning opportunities? ?

Routines: are an essential part of a child’s day. Routines provide a sense of familiarity, security and predictability that are important for children (Winderlich, 2019).?

Rituals: celebrate the important aspects of the routine and require preparation and intention.?

Educators often talk about routines in Early Childhood settings as being ‘difficult’ and ‘hard to manage’. ?

This is when we need to consider the reason and attitude behind the routine: ?

• Is it to get through the routine? ?
• Or is it an opportunity to connect with children? ?

Routines are wonderful opportunities for meaningful connection and authentic learning to occur. Though when routines become a ‘production line’ and a ‘tick the box’ event the opportunities for meaningful connection and learning are lost. The routine resembles more of a task or chore for both parties involved, educators and children. ?

Disconnect: How are meaningful opportunities lost during routine times? ?

• Rushing and hurrying children through the routine ?
• Viewing the routine as a task of the day, ticking it off mentally ?
• Interrupting children from play and learning to join the routine ?
• Not engaging or interacting with children during the routine ?
• Not looking for opportunities of connection and learning, meaningful moments
• Engaging children in routines that are not age appropriate for them ?
• Forcing children to engage/participate in the routine, for example, making a child rest, making a child finish all their lunch before leaving the table ?
• Removing independence from children during the routine, for example, completing tasks a child can complete ?

Connection: How to make routines more meaningful? ?

• Make the routine an opportunity to connect with children ?
• Ask children to participate and share their ideas throughout the routine, for example, setting the table ?
• Slow down ?
• Be intentional (Christie, 2021) ?
• Be prepared and organised for the routine ?
• Observe the learning that is taking place, for example, the early mathematics and social skills involved in the following scenario - there will be 5 children at the table, can you please get 5 cups? Perhaps you and Sally could work together on this? ?
• Allowing children choice and a sense of agency when participating in routine times ?
• Be present with and available for children ?
• Empower children with independence and display patience for children to complete tasks ?

A way to ensure that meaning and connection during these times is to think about your attitude behind the routine. ?

• What is special about these moments? ?
• How does this routine make me feel? ?

Rituals are a careful set of actions that involve being fully present and mindful about our tone of voice, choice of language, working in partnership with children and the way we physically support the child (Rituals for Relaxation, Rest and Sleep, 2021). ?

Rituals are more about the attitude behind the routine than the routine itself. It is about making the routine meaningful, allowing space for connection and learning to continue to occur. ?

Remember: Rituals and routines are not separate to learning that is occurring, they are not moments to be rushed through to get back to the learning. ?

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References: ?

Christie, T. (2021). Rituals: Make the everyday extraordinary. Everychild Magazine, 27(4), 28–29. ?

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Rituals for relaxation, rest and sleep. (2021, October 9). ABC Kids. Retrieved January 18, 2022, from https://www.abc.net.au/abckids/early-education/reflective-journal/rituals-for-relaxation-rest-and-sleep/13562014 ?

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Winderlich, K. (2019, November 8). Routines: Opportunities for learning and connecting. The Spoke – Early Childhood Australia’s Blog. Retrieved January 17, 2022, from https://thespoke.earlychildhoodaustralia.org.au/routines-opportunities-learning-connecting/ ?

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