How do children benefit from having a daily routine?
Sister Mayert
2025-07-15 12:50:16
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: 8
Your child may have a hard time moving from one task to another, especially during morning and bedtime routines. Bedtime involves separation from you so the longer they can postpone it the better. This can be emotionally challenging for both you and your child. Try to understand how your child is feeling. Using books and stories can help your child understand different situations. Keep your guidance simple and consistent. If your child is behaving in a way you don’t want them to, clearly explain what you want them to do instead. Sympathise with how your child may be feeling – for example, saying “I know you are cross”, when your child can’t have what they want. Showing you understand your child’s feelings can really help, and then you can move on to suggest some coping strategies.
Cynthia Gerhold
2025-07-15 10:23:57
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: 12
Routine in early years helps children feel safe and secure in their environment, gives them a sense of security and stability, and offers children an opportunity to get excited about what’s ahead. Establishing a consistent routine for young children lays the foundation for their overall development, fostering not just physical health but also nurturing mental and emotional wellbeing. Routine offers young children a sense of security and emotional stability. Predictable patterns of daily activities provide reassurance and reduce anxiety. By knowing what to expect next, children develop a sense of control and confidence, strengthening their emotional well-being. Regular routines also encourage self-discipline as children learn to follow a structured sequence of activities. Through repetition, they develop essential life skills, such as self-care, hygiene, and organising their belongings. As children gain independence within routines, their confidence and self-esteem flourish. Consistent routines support the development of cognitive and social skills. Through repetitive actions, children solidify their understanding of cause and effect, time concepts, and sequencing. Routines also offer opportunities for interaction with peers, caregivers, and educators, promoting social learning and communication skills.
Harley Kuhlman
2025-07-15 09:14:48
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: 16
Just like adults, children feel more confident and secure when their daily activities are predictable and familiar. A consistent daily schedule and step-by-step routines give children a predictable day. Schedules and routines in the group care setting and at home help children: Feel in control of their environment, Feel safe, secure, and comfortable, Know what is happening now and what comes next, Know how to do an activity or task, Engage in learning. When infants and toddlers are part of familiar activities and routines, they develop relationships with the people they interact with and gain a sense of self-confidence. As older toddlers and young children grow, they can follow routines, demonstrate emerging independence, and adjust to change more easily. Engaging, predictable environments and ongoing positive adult-child interactions are necessary for promoting children's social and emotional development and preventing challenging behaviors.
Leopoldo Crist
2025-07-15 09:05:40
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: 15
Having good routines in place provides a sense of security for children and promotes wellbeing. Routines also support the development of positive parent/child relationships. Having clear routines can go some way to helping both of you manage this. Tired children are more likely to have temper tantrums. Tired children are also less likely to eat well, and eating enough good food is what helps children maintain their energy levels. Having a good bedtime routine also means you’ll have the benefit of more ‘me time’ once your child is settled. If you spend focused time with your child, you’ll find their speech develops more easily and they’ll be more settled at night because their needs have been met during the day. Children who enjoy playing and have lots of opportunities to play will have fewer tantrums.
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