Setting Up Routines and Structure in the Early Years Classroom

The daily routine in an Early Years PYP classroom at Chatsworth International School consists of numerous moving parts. In order to help our students deal with the daily demands, it is vital that teachers establish strong routines and structures to create a secure environment, where all students feel happy, safe and heard. 

Routines provide a sense of security for young children by offering consistency and structure. As Sec-Ed (2021) notes, “As creatures of habit our brains are wired to seek out consistent and familiar environments. We must remember that our children are no different and that our learning environments need to embrace this if we want them to be the best that they can be.”

Routines help students understand what is expected of them, leading to improved behaviour and more effective classroom management. Teaching clear expectations and routines allows students to navigate the classroom confidently and engage with tasks more effectively. Routines also empower students by fostering accountability and a sense of ownership over their learning environment, teaching important lessons about responsibility. As Sec-Ed (2021) states, “Classroom routines are therefore the unsung heroes of effective teaching, providing a structured framework that enhances behaviour, fosters consistency, and lightens the cognitive load on students.” 

Types of Daily Routines and Structures in the Early Childhood Classroom 

Establishing routines and structure is essential from the beginning of the academic year. It is the teacher’s responsibility to consistently implement these routines, ensuring that they are effectively taught, practised, and understood by all students. "Planning is the key to successful routines and the routines should match the children’s stage of development" (Virtual Lab School, n.d.). This foundational work creates a positive and organised classroom environment, setting the stage for a conducive learning environment and successful learning throughout the year. 

The Morning Meeting 

Incorporating a Morning Meeting into the daily schedule sets a positive tone for the day while allowing students the opportunity to express their thoughts. It is also a useful time for students to set personal goals for the day, often linking to the IB Learner Profile, Approaches to Learning or their current learning. Sharing the day’s schedule during the Morning Meeting helps improve self-management skills, while aiding anxious learners by giving them an awareness of upcoming activities. This predictability can help regulate emotions. As Sec-Ed (2021) explains, “Knowing what to expect on a daily basis provides a sense of control, empowering children to navigate challenges with greater resilience,” leading to a more focused and productive learning environment where students can thrive academically. According to the International Baccalaureate Organization (2018), "Morning meetings have several functions, including creating a respectful learning environment based on trust and to support each student to feel significant within the group" (para. 2). 

End of the Day Closing Circle

This routine gives students the opportunity to reflect on their day by sharing their highs and lows, fostering the development of their communication skills. Targeted and specific questions such as “What is something new you learned today?” or “What is something you would change about today?”’ help students develop and practise their skills as reflective communicators, while aiding those students that require support and prompting to express themselves. This routine also ensures that any unresolved issues are addressed, allowing everyone to leave school feeling content. Additionally, it promotes a calm and positive end to the day, setting a peaceful tone as students head home.

Language and Math Stations - Small group work

Small group work provides numerous benefits, fostering independent learning and enhancing students' self-management skills. Mini lessons prior to station activities allow for explicit teaching of key concepts, while the small group format enables personalised, targeted instruction tailored to each student’s needs. Teaching students how to access,  independently manage and actively participate in small group work is essential, as it allows teachers to concentrate on delivering targeted instruction at teacher-led stations, maximising the overall effectiveness of the learning experience. When students are given the opportunity to make choices and take responsibility for their learning during station time, structured routines help alleviate anxiety, build confidence, and set clear expectations.

Transitions

Transitions can be challenging, especially when students are deeply engaged and enjoying an activity. This is where well-established routines are necessary, as they help students anticipate and navigate transitions smoothly. Offering a gentle heads-up that an activity is nearing its end provides students with time to adjust. It's equally important for teachers to remain calm during these moments, modelling the desired behaviour to ensure a smooth transition. As Sec-Ed (2021) highlights, 'by actively teaching and modelling good behaviour via positive routines, teachers provide a road-map for students to navigate social interactions effectively.' Praising positive behaviours during transitions, such as tidying up or demonstrating sound self-management skills, is key to fostering independence, reinforcing routines, and encouraging positive choices during transitions.

Brain breaks during transitions from one activity to the next are a useful strategy in the Early Years classroom. These short activities involve physical movement, mindfulness practices, or sensory exercises, which help refocus student’s attention. This can also help to improve their ability to engage in and transition to the next task by enhancing emotional regulation. 

Free Play 

Incorporating free play and choice time into the daily routine is essential in the Early Years classroom. Providing students with opportunities to engage in tasks and activities that interest them within a safe and supportive learning environment plays a vital role in their development, particularly in areas such as social interaction, language acquisition, and problem-solving. It’s important for students to understand the expectations and routines around free play, how to engage with classroom resources, and take responsibility for tidying up afterwards.

Empowering Students with Agency to Build Routines and Structure in the Classroom

In our first unit of inquiry, Who we are, we focused on the concept of ‘communities’, exploring students' responsibilities within the various communities they belong to. Once students had gained a solid understanding of the concept of community, we shifted our attention to building our classroom community. This involved empowering students to take an active role in creating essential agreements and assigning classroom jobs. As a result, as students helped to enhance the overall routines, structure, and organisation of our classroom, they developed a sense of responsibility and ownership over the space and its resources, fostering a collaborative and engaged learning environment. When students are given voice, choice, and responsibility in organising their classroom, it not only empowers them but also fosters a deeper sense of accountability and ownership over their environment and resources.

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References 

Sec-Ed. (2021). Classroom routines: The habits your students' brains crave

Virtual Lab School. (n.d.). Learning environments: Lesson 5.

International Baccalaureate Organization. (2018, January 30). Morning meetings in a PYP classroom. IB Community Blog.