SayPro Implementation of routines

SayPro Implementation of routines

Young children do not yet fully understand the concept of time, so they do not order their lives by hours and minutes, but rather by the events that happen. When events happen in the same order every day, children have a better understanding of their world, and therefore feel more secure. 

A regular schedule gives children a way to order and organise their lives. When young children know what to expect, they become more confident in both themselves and the world around them. They know they will not be confronted with unfamiliar tasks that they are for which they are unprepared.

A young child’s brain is still undergoing major development, especially the part of the brain that is able to plan ahead and make predictions about the future. A routine helps kids practice making these simple predictions, as well as understand concepts such as “before and after.”  Routines also help children develop self-control because they know they have to wait until a certain time to do a particular activity.

Responsive routines and transitions should try to work towards the following:

  • Treat all children with respect
  • Listen to the views and needs of children
  • Share the days’ responsibilities
  • Create a calm harmonious environment
  • Be appreciative of the different abilities, values and backgrounds families
  • Maximise opportunities for interactions on all levels
  • Maximise opportunities for learning

In coming up with routines, caregivers should make sure that the rights of children are being upheld all the time, and that individual needs of children have been catered for, sufficiently. Routines should respect legislative requirements on children’s rights. Effective routines are those which are designed to meet needs of children, not the needs of educators. Routines should be considered as an important learning experience, and as such they should be carefully planned. Time should be committed to the evaluation of routines when undertaking curriculum development and evaluation.

When creating routines, the care givers should consider children’s rights which the right to:

  • a name and nationality from birth
  • family care or parental care, or to appropriate alternative care when removed from the family environment
  • basic nutrition, shelter, basic health care services and social services
  • protection from maltreatment, neglect, abuse or degradation
  • protection from exploitative labour practices which are inappropriate for a person of that child’s age or place at risk the child’s well-being, education, physical or mental health or spiritual, moral or social development
  • protection against detention except as a measure of last resort and for the shortest appropriate period of time, separately from detained persons over the age of 18 years; and to be afforded legal representation at state expense.

No routine should deny a child any of such rights.

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