Room Routines

Kiddie Academy Kellyville

Flexible Routine

Predictability and consistency are essential for all children, whether babies, toddlers, or preschoolers. While children thrive on this predictability and feel safe and secure knowing the routine, it is also important to teach children to be flexible. Rigid routines do not take individual families differences into account. For example, in a family where there is a working parent, a child may not go to sleep at 8pm, because the working parent wants quality time when they come home. As long as the child ends up getting enough sleep for their body so that they wake up ready to take on the next day, who’s to say what bed time is appropriate.

A routine that considers your child and family allows you and your child some flexibility and greatly reduces stress. Young children learn to have faith in a bigger, stronger grown up who will always keep them safe. If a bottle is given 30 minutes earlier than the plan, or a preschooler naps after they really “given up” their nap, you are all going to be happier and feel that your needs are met. Another prime example is where a child naps. Certainly you should acknowledge where they sleep best, but also recognize that schedules change. Helping children to be able to sleep in multiple places aids everyone’s flexibility.

Ladybugs Room

6 weeks to 2 years

7:00am

Family groupin. Breakfast offered in the Bumblebees Room. During this time, the children are welcome to have breakfast, for the children who have already eaten there is free play.

Water is offered and encouraged at this time.

7:45am Free Play family grouping in Bumblebees Room.
8:15am

Transition to Ladybugs. Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered using the non-verbal sign for the children to communicate if they need water. It is also offered at regular intervals.

8:30am Nappy change
8:45am

Progressive Morning tea. Children will have the opportunity to choose when they are ready to have Morning tea. Educators will encourage conversational turn taking and promote healthy eating (EYLF outcomes 1,3 and 4).

Water is offered and encouraged at this time.

9:30am Acknowledgment to Country. Morning Group time. Name song- This symbolizes completeness and quality as well as encouraging all children to be involved (EYLF outcome 1 and 5).
9:45am

Indoor/outdoor depending on weather. Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered using the non-verbal sign for the children to communicate if they need water. It is also offered at regular intervals.

10:30am Nappy change
10:50am Self-help transition. Children are encouraged to develop their sense of agency through removing their shoes and jumpers (EYLF outcome 1, 3 and 5).
11:00am

Lunch time. During this time, the children sit down with their peers and educators and share a meal. Educators engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3b.)

Water is encouraged at this time.

11:30am Sleep time. During this time, the children are encouraged to have a sleep on their stretcher beds. Using effective routines to help make predicted transitions smoothly (EYLF outcome 1a.) For children that don’t sleep they are encouraged to participate in quiet experiences on the mat or at the tables.
1:30pm

During this time the children are waking up, educators assist them with putting their shoes back on and they then participate in quiet activities while their peers wake up.

Nappy change.

Water is offered using the non-verbal sign for children to communicate if they need water.

2:00pm

Afternoon tea. Children will have the opportunity to choose when they are ready to have afternoon tea. Educators will encourage conversational turn taking and promote healthy eating (EYLF outcomes 1,3 and 4).

Water is offered and encouraged at this time.

2:45pm

Small group time to transition to Indoor/outdoor depending on weather. Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1). Children are encouraged to pack away as they are learning to show an increasing knowledge of and respect for constructed environment (EYLF outcome 2).

Water is offered using the non-verbal sign for the children to communicate if they need water. It is also offered at regular intervals.

4:45pm

Family Grouping Bumblebees and Late Group Time. During this time, the children are encouraged to pack the toys away. Once done they will transition to the bumblebee’s room where they will sit down for a transition group time.

Water is offered using the non-verbal sign for the children to communicate if they need water.

5:00pm

Late afternoon snack. During this time, the children sit down with their peers and educators and have sandwich.

Water is encouraged at this time.

5:15pm Free quiet play. During this time, the children sit quietly on the mat for some relaxing free play.
5:30pm Nappy change

 

Bumblebees Room

2 years to 3 years

7:00am

Family grouping. Breakfast offered in the Bumblebees Room. During this time, the children are welcome to have breakfast. For the children who have already eaten there is free play.

Water is offered and encouraged at this time.

7:45am Free play – children can mix in family grouping before lady bugs and Dragonflies transition to their rooms (EYLF outcome 1 and 2).
8:30am Nappy change and toileting children are also carried out during this period.
8:45am Progressive Morning tea. Educators will be promoting a sense of agency by encouraging children to be ‘helpers’. Children will be given the opportunity to choose when they are ready to have morning tea. Educators will encourage conversational turn taking and promote healthy eating. Children will develop their self-help skills through serving themselves using tongs and selecting their own fruit/food. For those children not ready to eat they will engage in small group discussions or quiet experiences on the mat. (EYLF Outcomes 1,3 and 4). It is also offered at regular intervals.
9:30am

Indoor/outdoor Play based learning. Acknowledgement to Country, marking of the roll and collaborative discussion of the research focus. (Small group play promotes a collaborative approach where children can investigate and explore, to seek and to solve, to wonder, and be challenged all in which are essential components in building a strong identity) (EYLF outcome 1, 2, 4 and 5) During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered and encouraged at this time.

10:30am Nappy change and toileting children are also carried out during this period.
11:00am

Munch and Move. They will combine gross and fine motor movement and balance to achieve increasingly complex patterns (EYLF outcome 3).

Water is offered and encouraged at this time.

11:30am

Lunch time. Educators will be promoting a sense of agency by encouraging children to be ‘helpers’. During this time, the children sit down with their peers and educators and share a meal (EYLF outcome 1 and 2). Educators engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3) Educators encourage children to further develop their self-help skills through encouraging children to feed themselves.

Water is offered and encouraged at this time.

12:00nn

Sleep Time/Rest Time. During this time, the children are encouraged to have a rest or sleep on their stretcher beds (EYLF outcome 3). Using effective routines to help make predicted transitions smoothly (EYLF outcome 1). From 12:30pm, children will engage in a variety of quiet planned experiences with a focus on fine motor and manipulative experiences (EYLF outcome 3).

Water is offered and encouraged at this time.

1:30pm Nappy change and toileting children are also carried out during this period.
1:45pm Progressive Afternoon tea. Educators will be promoting a sense of agency by encouraging children to be ‘helpers’. Children will be given the opportunity to choose when they are ready to have afternoon tea. Educators will encourage conversational turn taking and promote healthy eating. Children will develop their self-help skills through serving themselves using tongs and selecting their own fruit/food. For those children not ready to eat they will engage in quiet play-based learning experiences (EYLF Outcomes 1,3 and 4). It is also offered at regular intervals.
2:30pm Split into small groups of 10 (indoor/outdoor), reflective group time and/or Music and Movement (EYLF outcome 1, 3 and 5).
2:45pm

Transition outdoors, Depending on weather. Indoor/Outdoor Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1). Water is offered at regular intervals.

Water is offered at regular intervals.

3:30pm Nappy change and toileting children are also carried out during this period. The children will participate in a variety of rich and meaningful inquiry-based experiences (EYLF outcome 4).
4:15pm

Children are encouraged to pack away as they are learning to show an increasing knowledge of and respect for constructed environment (EYLF outcome 2).

Water is offered at regular intervals.

4:30pm Family Grouping and Late Group Time.
5:00pm

Late afternoon snack. During this time, the children will sit down with their educators to have a sandwich.

Water is offered and encouraged at this time.

5:15pm

Free play/ family grouping either indoors or outdoors depending on the weather.

Water is also offered at regular intervals.

Dragonflies Room

3 years to 5 years

7:00am

Family grouping / Breakfast offered in the Bumblebees Room. During this time, the children are welcome to have breakfast. For the children who have already eaten there is free play (EYLF outcome 1 and 3).

Children can mix in family grouping. Transition to outdoor play/Dragonflies room depending on Weather (EYLF outcome 1 and 2).

Water is offered and encouraged at this time.

8:00am

Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered at regular intervals.

9:00am

Educators will be promoting a sense of agency by choosing two children to assist with wiping down the tables and setting the tables for progressive morning tea, including hand washing. Children will have the opportunity to choose when they are ready to have morning tea. Educators will encourage conversational turn taking and promote healthy eating. Children will develop their self-help skills through serving themselves using tongs and selecting their own fruit/food (EYLF outcomes 1, 3 and 4).

Water is offered and encouraged at this time.

9:45am

1st Group of children will transition to indoor Yarning Circle mat. Acknowledgement to Country, marking of the roll and collaborative discussion of the research focus. (Small group play promotes a collaborative approach where children can investigate and explore, to seek and to solve, to wonder, and be challenged all in which are essential components in building a strong identity) (EYLF outcome 1, 2, 4 and 5).

Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered and encouraged at this time.

10:35am

2nd Group of children will transition to indoor Yarning Circle mat. Acknowledgement to Country, marking of the roll and collaborative discussion of the research focus. (Small group play promotes a collaborative approach where children can investigate and explore, to seek and to solve, to wonder, and be challenged all in which are essential components in building a strong identity). (EYLF outcome 1, 2, 4 and 5).

Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered and encouraged at this time.

11:30am

Transition to lunch group 1. Lunch time. During this time, the children sit down with their peers and educators and share a meal. Educators engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3) Educators encourage children to further develop their self-help skills through encouraging children to feed themselves and pouring their own water using a jug.

Water is offered and encouraged at this time.

11:45am Lunch time 2nd Group. During this time, the children sit down with their peers and educators and share a meal (EYLF outcome 1 and 2). Educators engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3) Educators encourage children to further develop their self-help skills through encouraging children to feed themselves. Water is offered and encouraged at this time.
12:15pm Sleep Time/ Rest Time. During this time, the children are encouraged to make their own beds (EYLF outcome 3) and are encouraged to have a rest or sleep on their stretcher beds. Using effective routines to help make predicted transitions smoothly (EYLF outcome 1). For children that don’t rest on beds they will participate in Mindful Relaxation – children will engage in a variety of different relaxation experiences (Yoga, Tai Chi and meditation) From 12:45pm, children will engage in a variety of quiet planned experiences with a focus on fine motor and manipulative experiences. (EYLF outcome 3).
1:45pm

Progressive Afternoon tea. Children are encouraged to develop a sense of agency by selecting when they are ready for afternoon tea. During this time, the children will be encouraged to join in during progressive afternoon tea. A small group of children will sit down with an educator and share a meal. The educator engages the children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3). Children will further develop their self-help skills through serving themselves using tongs (EYLF outcome 3). Children who are not eating are encouraged to put their shoes on, go to the toilet and participate in quiet table activities.

Water is offered and encouraged at this time.

2:30pm

Munch and Move. All children will participate in a Munch and Move inspired group time either indoor/outdoors (Outcome 3).

Water is offered and encouraged at this time.

3:00pm

Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered at regular intervals.

4:15pm

Children are encouraged to pack away as they are learning to show an increasing knowledge of and respect for constructed environment (EYLF outcome 2).

4:30pm

Children gather on the indoor yarning mat for a story and group game. (EYLF outcome 1 and 4).

5:00pm

Late afternoon snack. During this time, the children sit down with their peers and their educators to have a sandwich (EYLF outcome 1, 2 and 3).

Water is offered and encouraged at this time.

5:15pm

Free play/ family grouping either indoors or outdoors depending on the weather. Water is offered using the non-verbal sign for the children to communicate if they need water. It is also offered at regular intervals.