Develop routines appropriate to the child’s developmental stage and provide a stable and predictable environment Within the day in a childcare setting are many routines that are followed to provide the smooth running of the day. These routines are typically centred around providing for the child’s physical needs. They include arrival and departure, toileting and hand washing, rest, meals and snacks. Providing stability and a predictable environment Keeping the same routines allows for the day to have some predictability and for children this promotes feelings of security. They know what things to expect within the day and can plan and predict events and their timing. Stability means that the routines are carried out in a similar manner around the same times and in roughly the same order each day. This is done to create consistency so that children can know what to expect, how it will happen and when. It allows for children to trust that these routines will happen and that they don’t have to worry about them. In childcare children who have been in care for even a few days know that they will be given lunch and so they don’t have to worry about whether they will get lunch or whether the caregiver will forget. They are able to trust the caregivers in relation to the routines and can get on with developing other skills and tasks. Children who have just started kindergarten are often unsure what foods to eat at which times and it can take a while to sort it out. They may worry that they’ll eat lunch at morning tea time and not have enough at lunch time. Children starting in of school hours care’ (OSHC) for the first time may forget to save some food ‘out for afternoon tea and will worry about what they will eat and being hungry until they become accustomed to this or are aware that afternoon tea may be provided by the centre.
Develop routines appropriate to the child’s developmental stage and provide a stable and predictable environment Within the day in a childcare setting are many routines that are followed to provide the smooth running of the day. These routines are typically centred around providing for the child’s physical needs. They include arrival and departure, toileting and hand washing, rest, meals and snacks. Providing stability and a predictable environment Keeping the same routines allows for the day to have some predictability and for children this promotes feelings of security. They know what things to expect within the day and can plan and predict events and their timing. Stability means that the routines are carried out in a similar manner around the same times and in roughly the same order each day. This is done to create consistency so that children can know what to expect, how it will happen and when. It allows for children to trust that these routines will happen and that they don’t have to worry about them. In childcare children who have been in care for even a few days know that they will be given lunch and so they don’t have to worry about whether they will get lunch or whether the caregiver will forget. They are able to trust the caregivers in relation to the routines and can get on with developing other skills and tasks. Children who have just started kindergarten are often unsure what foods to eat at which times and it can take a while to sort it out. They may worry that they’ll eat lunch at morning tea time and not have enough at lunch time. Children starting in ‘out of school hours care’ (OSHC) for the first time may forget to save some food for afternoon tea and will worry about what they will eat and being hungry until they become accustomed to this or are aware that afternoon tea may be provided by the centre.
CFC%20T4_readings.docx