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Routines, Rhythms and Rituals

 

" The body’s ability to self-regulate and adapt is closely linked to the coordination and interaction of the chronological rhythms that make life possible. In early childhood, cultivating daily rhythms is especially important because the infant’s ability to regulate rhythmic functions is still undeveloped and needs support and stimulation”.

A Guide to Child’s Health
 Dr Michaela Glockler
When we design routines across our learning environments, we carefully consider the daily rhythms of children and infants. Ensuring a child's needs for sleep/rest, hunger, warmth and safety/security are met first and foremost, allows us to build a strong sense of connection with children, which in turn, leads learning. 
In each of our spaces, routines are made available for families at the entrance to the groupings. Included in these routines are important rituals which build a sense of security for children, allowing our service to provide respectful, predictable, flexible and adaptive programs to suit the needs of each child. A large part of our day is dedicated to unstructured child-directed play. 
Where possible, learning opportunities are provided outdoors and a hands-on, full integration of the body, mind and spirit towards play, takes precedence. 
As educators co-construct knowledge with children, and view themselves as facilitators of learning, our routines are designed to be adaptive and flexible, combining elements of intentional teaching with child initiated inquiry.  
Routines are shared upon enrolment and are on display in your child's grouping. For younger children, the home routine is very important during their transition to school and capturing this during the Orientation is what we feel is our greatest success as a service. We work very hard to make day one as smooth as possible by doing our very best to build a bridge between home and care.