Session 1

1. Session 1

1.2. Inquiry 1

CCS3150 Sesson 1

Session 1: Nurturing Through Physical Routines

Inquiry 1: Nurturing Through Physical Routines—Is It Routine?

To provide you with an overview of nurturing physical routines, watch the “Nurturing Through Physical Routines” video clip. You may require a username and password to access this video. Contact your teacher for this information.

nurturing: what child care providers do when they conscientiously try to meet children’s social and emotional needs

Daily Care Routines

A large portion of the child’s day in child care involves interacting with child care providers and other children in daily routines.

Arrival and departure. This is the manner that children are greeted, the way that child care providers respond to children’s reactions to separating from their parents, and the way that children are supported in the transition from home to play at the centre. All of these interactions can have a tremendous impact on the child’s well-being.
Meal and snack time. Mealtime can be stressful for child care providers and for children, or it can be a part of the day that is eagerly anticipated as full of opportunities for enjoyment and learning.
Nap time. Children need rest in order to grow and develop. This can be a challenge in group care, but careful planning, the right environment, and respect for children’s needs will help.
Diapering, toileting, and dressing. The way that a child care provider relates to the child during these interactions can help children feel positive about themselves, their bodies, and their ability to be independent.

Each of these routines will be explored in more depth in this session.

During routine care, a child’s basic need for food, rest, and security are met. The familiarity and predictability of routines add to a child’s sense of security.

Routines provide an opportunity for one-to-one interaction with infants and older children, while also providing meaningful opportunities for children to learn. Routines are most successful when the developmental level (what they can and cannot do or understand) of the children is taken into account.

The cultural and family backgrounds of child care providers influence the way providers manage and respond to routines. It is critical for child care providers to remember that routines must be carried out in ways respectful of children.

Arrival and Departure of Children

In this photo a parent or guardian kisses her child goodbye.

Child care providers should consider the following practices:

Greet each child and parent individually when they arrive and say goodbye when they leave. When parents and/or guardians feel better about leaving the child, the child usually feels better too.

Watch for signs that a child needs more support with separation from parents. Signs may include extended crying, a lack of appetite, or a need to sleep more than normal. Discuss any concerns with your supervisor and the parents and/or guardians.

Respect relationships within the family. Some children may need help leaving the parent or family member when they depart from the centre. Parents or family members can often help the child cope with arrival and departure.

“Build bridges” between home and the centre. Display pictures and engage in conversations about each others’ lives. Talking about the child’s home will usually make the child feel better.
Plan experiences for arrival and departure times so that at least one child care provider is available to spend this time with parents and children. Children should be able to easily join or leave an experience. Special markers, paper, puzzles, and tabletop toys are examples of materials that can be used during arrivals and departures.
As often as possible, share with parents interesting and positive things their children have done. For example, “Marco ate all his lunch today. He really seemed to enjoy the spaghetti and meat sauce.” Or “Renada and Sarafina had such fun with the blocks today. They used all the blocks in their creation.”
Be warm and welcoming with the parents and/or guardians and other family members. It is important for family members to know that child care providers are interested in them as individuals.
ritual: an activity done consistently every time

Prepare children for departures so that leaving isn’t a sudden interruption. For example, the child care provider might say, “Mummy will be coming soon. Then we will put the book back on the shelf.”

Provide consistency of rituals.

Developmental Reminders

Follow these reminders:

Strong, secure relationships are required for infants to gain a sense of trust in order to “attach” to a significant other person or persons.
Stranger anxiety appears at about six months of age.
Separation anxiety usually appears at about nine months. (Remember that children will know that Mommy and Daddy exist, but won’t understand why they can’t be with them.)
At about one year, babies and toddlers can identify pictures of loved ones.
Preschoolers can express separation feelings in words. (“I miss Mommy.”)
Preschoolers may develop fears related to separation. (“Mummy might forget and won’t come and pick me up.”)
Separation anxiety is normal throughout childhood years.
Children who have experienced many separations may find each new one more difficult.

It is important to always think about the children’s developmental abilities in order to understand how they may respond to arrival and departure.

Eating Together: A Positive Experience

Developmental Reminders

Follow these developmental reminders:

For young babies, the feeding experience is a crucial moment for close contact and interaction with an adult. They learn basic trust and security by having their needs met.
As babies grow, mealtime becomes a way to learn about the world around them, as much of their learning is through their senses. Therefore, the colours, tastes, and textures of food become very important.
As toddlers gain independence (autonomy), mealtime is an important opportunity to learn to eat by themselves (with a bit of tactful help by their caregiver).
For preschoolers, mealtime becomes an opportunity to socialize with other children, learn manners, share ideas, and enjoy eating.

Children attending child care centres eat lunch and two snacks daily (morning and afternoon). Programs generally serve a breakfast or snack and provide a mid-afternoon snack. There are many variations in how food is served, who supplies the food, and when food is eaten. Food is necessary for existence, but concerns with food go far beyond nutrition. Food becomes a way of marking special events, an expression of concern or care, and an expression of one’s culture.

Eating together at the child care centre is important for the following reasons:

People eat to meet the physical need for food. Nutritious food not only satisfies hunger but is required for body growth and maintenance. Approximately 70 percent of a child’s nutritional needs may be met while the child is at the child care centre.
Eating habits are established during the early years. Many of these habits persist throughout a lifetime.
Eating together serves many social purposes. Infants begin to develop trust during feeding times, whereas older children learn independence during this time.
Children’s language and intellectual development can be fostered while they are eating together.
Eating provides a time when family and cultural practices can be shared. Respect for differences should be modelled and encouraged by the child care providers.