How Routines Build Independence

On the surface, routines in Pre-Primary School appear fairly simple. Snack, play, potty, and work times are bookended by morning and singing meetings. You might be surprised to learn how important these simple routines are! Teachers pay attention to the smallest details within these activities to create an environment that supports children’s growth and independence. “It’s very important for children to have consistency. Visibility of the routine is present in every class,” says Director of Pre-Primary School Stefania Rubino.

 

In Morning Meeting children meet and greet each other and learn about the flow of the day. A visual representation of the schedule is reviewed by teachers and remains visible in the class at all times. “Our Morning Meeting won’t change for a month straight because the routine builds structure, and the structure is pivotal to their success in the classroom and for themselves,” says Discovery Room Teacher Ana Ardon.

 

Within Morning Meeting there are all kinds of mini-routines. Coming to the circle and finding a place, isn’t always as easy as it might seem! Children need to find a space big enough for their bodies and figure out how to make room for others. When the teacher shares a special object, it becomes an opportunity for children to learn how to ask for a toy that someone else is playing with.

 

In the Discovery Room, Ana observes the children as they carry out the various routines of Morning Meeting, and she describes what she notices. When children hear her acknowledge their actions, they feel more confident and understand that what they do matters in the moment.

Morning Meeting “gives children a sense of being a part of a group,” says Explorers Room Teacher Lisa Powell. “They bring what’s important to them; it’s a sharing of oneself.” At the beginning of the school year, the children are just getting to know one another and beginning to trust their teachers. The predictable routines of morning meeting help children develop healthy social and emotional skills, which are not only important in the moment but also enable children to be more present and attentive during work time or story time.

 

“I think with our group it’s learning the process—learning the routine of how to work with each other,” says Adventurers Room Teacher Drew Spriggs. Ultimately, children need to apply the skills they are learning—for example, how to listen to each other and how to make choices—as they play together and collaborate in different peer groups.

“Children internalize that routine, that schedule; it’s an internal clock and offers safety, builds trust,” says Stefania. Children develop their independence because they can predict what is going to happen, and “they feel like they have a voice in the group because they don’t have to depend on the adult to tell them what’s going on.”

When their basic social and emotional needs are met and children have internalized some key routines that foster their independence, they are more willing to explore and take risks—exactly what we hope for in the process of learning and growing!