The Three R’s – Rhythm, Routines and Relationships
At the beginning of the year educators, families and children are working together to develop relationships. We know that secure relationships are key to supporting children to develop a strong sense of belonging, which is our shared goal. One of the ways that educators nurture connections with children is through our daily routines and rhythms. A large part of our days at Flinders are dedicated to routines. Daily routines involve transitions from and to home, caring for our learning environment and our caregiving curriculum (eating, sleeping, toileting, changing nappies and putting sunscreen on). These seemingly ordinary moments can sometimes be overlooked; however, these moments are replete with potential learning opportunities. Routines help to give our days a rhythm. Their consistency and predictability enable children to anticipate what will happen next and to have a sense of time. This supports children to feel a sense of agency and to feel emotionally safe. As educators support children to navigate our shared routines in an intentional way, attachments between educators and children begin to grow. A baby might notice the consistency between routines at Flinders and at home. A toddler might share a moment of achievement with an educator as they help clear the table after a meal. A May Mills House child might predict that it is nearly time to go inside and request a special book. A Preschooler might have an idea about what everyone could discuss at afternoon tea. A Sturt House child might come to morning teaRead more