Young children like to know what will happen next. A regular rhythm to their personal care routines and the timing of their days helps them to feel secure. Even those children with the most adventurous, go-with-the-moment temperament still flourish best with some friendly predictability for their days.
* Babies and very young children need the clear messages of word and body language that it is time for their nappy to be changed or to be eased into wakefulness from a nap.
* Three- and four-year-olds feel more at ease, and become appropriately independent, when they can predict the regular changes within a day or session.
* Adults need to help with emotional and physical transition times, such as arriving in the morning, mealtimes or getting ready to go out for a walk.
Clear guidance
The under-threes guidance documents for England and for Scotland both emphasise how personal care routines and the regular domestic events of the day help under-threes to feel emotionally secure.
The guidance is also clear that respect for care and a nurturing environment support young children's learning across every aspect of development.
Transition times
The Birth to Three Matters component card 'A sense of belonging' highlights the importance of the beginning and end of the day for fostering that crucial three-way relationship between child, parent and practitioner.
This triangular relationship is based on trust between those involved and a sense of emotional continuity for babies and very young children. Their transition times during the day are as important to learning as play.
A small study by Ofsted acknowledged the risks of overlooking the times on either side of 'core operating hours'. A sample of 45 nurseries was visited for the first hour of the day. The best ensured they had enough staff to ease the babies' and young children's emotional crossover from family responsibility to their keyperson.
However, one-third of the nurseries operated as if the proper nursery day had not yet started. Young children were sometimes left without company as the few practitioners were setting up the room or preparing breakfast.
Physical care
Routines for mealtimes or personal physical care can be run in a 'get-it-over-and-done-with' way. But a commitment to the principles underpinning Birth to Three Matters ensures that 'Schedules and routines ... flow with the child's needs'.
* Examples from the component cards supporting 'A Healthy Child' emphasise the planning of enough time and healthy options to enable young children to exercise real choice over food and drink.
* Another suggestion reminds practitioners that young children in the process of being toilet trained often have a clear preference, perhaps already established at home, that they use a potty or sit on the toilet.
Impersonal 'conveyor-belt' bathroom routines can make young children feel that they aren't being valued.
Listen carefully as you look again at the sequence in the Birth to Three Matters video: the practitioner shows warmth and respect as she changes a toddler's nappy and accompanies him through the routine of hand washing.
The commentary mentions six of the component cards (from 'A Strong Child', 'A Skilful Communicator' and 'A Healthy Child'). This relaxed, toddler-focused personal routine vividly illustrates the holistic nature of young learning. Aspects and components arise naturally through everyday physical care routines.
The three Rs
The Scottish Birth to Three guidance is equally clear that young children should be enabled to exercise their preferences, within safe boundaries. It is shaped around the three Rs: Relationships that enable under-threes to enjoy Responsive Care, offered in an atmosphere of Respect.
Personal and shared routines, says the guidance, should allow children 'to be independent, practise new skills and do things for themselves, as well as have things done for them' (page 26).
Young children are learning throughout their day - 'Being aware of the value of routines can help to ensure that the child remains the focus and not the task' (Birth to Three, page 26).
The guidance emphasises that good practice will be consistent across early years provision, whether with a childminder or in a nursery.
* The needs of babies and very young children are the same; their daily experiences should be similar because good early years practice has a great deal in common with good parenting.
* A proper keyperson system in group care is essential to maintain personalised care for young children and to ensure they become involved in simple tasks around shared routines such as mealtimes.
Making the time
The Birth to Three guidance for Scotland highlights the home-like feel of good practice: 'Routines can offer many possibilities for the sorts of playful encounters that babies and children enjoy, whether it is a game of "peek-a-boo" during a nappy change, playing with a baby's fingers and toes, or taking the time to respond to children's humour while they talk over lunch' (page 25).
As soon as they are steady on their feet, toddlers like to get involved in helping - wiping, brushing up or laying the table. There are many simple, meaningful tasks that help children to feel that they belong and that they have a real part to play in everyday life.
Supportive practitioners need to plan to allow enough time for routines - not pack so much into a day that everyone is under time pressure. You do not have to distort ordinary routines to fit in pre-planned learning intentions. You simply need to respond to natural opportunities and notice the learning that is happening for children right in front of you: use of physical skills, real concentration and perseverance, recall of sequences and the detail of routine, really early mathematical thinking and social skills.
Further resources
* Learning and Teaching Scotland (2005) Birth to three: supporting our youngest children, www.ltscotland.org.uk/earlyyears/birthtothree
* Sure Start/DfES (2002) Birth to Three Matters: a framework to support children in their earliest years, www.surestart.gov.uk/resources/childcareworkers/birthtothreematters
* Ofsted Early doors: experience for children in day care during the first hour of the day September 2005, www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs. summary&id=4111
* Jennie Lindon 'Close to you', Nursery World, 26 January 2006
* Jennie Lindon Toddlers and very early learning leaflet in the 2005 Learning Together series by Early Education, www.early-education.org.uk
