The Importance of care routines in early childhood settings

Routines are an essential part of to delivering quality childcare. It allows educators to comply
with the legislation as well as supporting childrens sense of security and wellbeing. (Kearns,
2014). It is these caring routines that offer important interactions between the teacher and
child. Adults are able to address childrens needs for food, sleep, bathing, clothing, toileting,
nurturing and learning. Greenman, (2008) refers to these as Prime times. It is not just about
being taken care of in the physical sense but also having those warm interactions with one
to one contact in a relaxed manner.
One of the Principles in the Early Years Learning Framework includes:
1. Secure, respectful and reciprocal relationships.
A childs first source of relationship is their family but once they enter an early childhood
program they expand on those relationships. Educators must help children to feel safe and
secure while in our care and provide emotional support to help build these relationships. Care
routines help children to feel safe and secure. (Rosback & Wilson, 2014) By having some
predictability to their day, helps children to have an understanding of what comes next and in
turn helps them feel enclosed or secure.
The major care routines followed within an early childhood setting would include:
Picking up and drop off routine
The way children begin and end the day will determine the quality of their day. Educators
need to be attentive and alert to protect the safety and wellbeing of the children. Separation
anxiety is common in preschool children and it is important for the Educator to develop a
ritual that becomes a regular part of the childs day. This also enables parents who may find it
difficult to leave their child. (Kearns, 2014). It is essential that parents always let their child
know that they are leaving and say goodbye, rather than sneaking out. This may affect the
child to develop trust and can lead them to become more anxious the next time they are left.
(Kearns, 2014; Greenman, 2009).
Hygiene routines - nappy changing
Nappy changing gives the educator to one- to- one time with the child. It also gives the child
opportunities to learn new experiences such as the freedom to kick without the confinement
of clothes. Playing peek- a- boo with the child and responding to the childs coos and smiles
allows the Educator and child to bond. If this need is met straight away the child will gain
trust in people. (Greenman, 2009).
Handwashing and toileting.
Hand washing is a key step in remaining healthy. Educators can be instrumental in promoting
good health through proper handwashing and help those who may have gaps in their
knowledge regarding handwashing process. ( Rosnack & Wilson, 2014)

Children who are not toilet trained can pose a health risk to other children. Maintaining a
separate nappy changing and toileting area can reduce any contamination that may spread
from child to child.
Bottles and Meals
Feeding time should be relaxed with times of talking and playing with the infant. Feeding
meets the infants need for close contact (bonding) and gives infants the social, emotional and
communication needs during this time.
During meal time educators are able to share a meal together with the children. This enables
teachers to model conversation, show appropriate behaviour, and as assist those who may
need extra help (Kearns, 2014)
Sleep
By following the same routine children are able to settle to sleep this could include going to
the toilet, wash and dry hands, take off their shoes and lying on their mattress. This will
depend on individual child; sleep patterns and expectation of the parents. (Marotz, 2015)
Dressing
Around the age of 3-4 children move towards independence and enjoy doing things for
themselves. When children dress try to dress themselves it should never be rushed so that the
child is able to learn dressing skills. ( Kearns, 2014)
Sun protection
Children are able to develop an understanding of sun safety with the help of the Educator.
They are able to learn how to apply it to their legs and arm with adult supervision as well as
the protective clothing that should be worn outside. For example, hat.
Interactions through play
The Early years Learning Framework promotes learning through the pedagogical practice of
being responsive to children. By being responsive to childrens ideas and play the educator is
able to extend the childs learning. Engaging in shared conversations with the children helps
them to extend their thinking and encourages children to problem solve, explore and promote
positive way to relate to others. (EYLF, 2009)
Setting up and packing away
Packing away and helping others helps to develop pride and a sense of self- confidence and
the feeling of belonging. Caring for each other builds a sense of community and is central to
being a productive, responsible adult in the future. (Kearns, 2014)

Reference
Kearns, K. (2014). The big picture (Third ed.). South Melbourne, Victoria, Australia:
Cengage Learning Australia Pty Limited.
Greenman, J. T., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for
excellence in infant and toddler programs (2nd ed.). St. Paul, MN: Redleaf Press.
Rosback, S., & Wilson, S. (2014). The EYLF and NQS without tears: A step-by-step guide
(Second ed.). Albert Park, Vic: Teaching Solutions.
Marotz, L. R. (2014). Health, safety, and nutrition for the young child (Ninth ed.). Stamford,
CT;Stamford, Conn;: Cengage Learning.
Becoming Belonging & Being. The Early Years Learning Framework for Australia (2009)
Australian Government Department of Education, Employment and workplace relations for
the Council of Australian Governments.