4.1 Explain how routines are based on: • meeting a child’s needs • agreements with parents • participation of children

This guide will help you answer 4.1 Explain how routines are based on: • meeting a child’s needs • agreements with parents • participation of children.

Meeting a Child’s Needs

Routines in childcare settings are a key part of creating a stable and supportive environment. They help children know what to expect and give structure to their day. A routine means a regular way of doing things, such as meal times, nap times or learning activities.

When planning routines, staff must look closely at each child’s needs. These needs can be physical, emotional, social and developmental. Meeting these needs through the routine supports growth and learning.

Physical needs

Children require regular times for eating, resting and physical activity. A routine makes sure these are met consistently. For instance:

• Setting snack and meal times at regular intervals
• Scheduling nap or rest periods after lunch
• Planning indoor and outdoor play sessions for exercise

If these needs are not met, children can become tired, hungry or restless, which affects their behaviour and ability to learn.

Emotional needs

A predictable routine helps children feel safe. This is especially important in early years when separation from parents can cause anxiety. Knowing what happens next in the day reduces stress. Staff can use the routine to give reassurance, for example greeting each child in the morning in the same way.

Social needs

Routines support opportunities for children to interact. Group activities like circle time or shared meals encourage communication and cooperation. These regular activities build social skills over time.

Developmental needs

Different ages and stages need different routine elements. Babies require frequent feeding and nappy changes. Toddlers benefit from short periods of structured activity followed by free play. Older children can handle longer lessons and more responsibility in the daily schedule.

By observing and adjusting routines, staff help children reach developmental milestones. This might mean more focus on language activities for a child needing speech support or extra sensory play for a child with special educational needs.

Agreements with Parents

Parents and carers are the primary source of information about their child’s habits, preferences and needs. Agreements with them are vital to create routines that fit the child’s life both at home and in the setting.

Understanding home routines

Some children have specific daily patterns at home. For example, a child might wake very early and need a snack before the morning group starts. Another child may have a set bedtime that affects their alertness at certain times of the day.

By talking with parents, staff can adapt routines so the child’s day is aligned with their natural patterns. This supports smoother adjustment and less stress for the child.

Cultural and religious considerations

Parents may follow cultural or religious practices that influence routines. Examples include:

• Prayer times during the day
• Particular foods or dietary rules
• Special days or festivals that affect attendance

Working these factors into the routine shows respect for the family’s values and makes the child feel included.

Medical and health agreements

Some routines must accommodate health needs. Parents may agree with staff on times for medication, special diets or therapeutic exercises. Clear written agreements prevent mistakes and keep the child healthy.

Communication with parents

Sharing daily routine plans with parents helps them support the child’s learning and wellbeing. When parents know what happens each day, they can reinforce skills and expectations at home. This creates consistency across settings.

Regular updates on changes to routines keep the partnership strong. Changes should be explained in plain language so parents understand the reason and impact.

Participation of Children

Children should be involved in shaping routines. Participation means giving them a voice and choices within safe limits. This builds independence and confidence.

Listening to children

Staff can ask children what activities they enjoy and when they feel most ready to do them. Young children can communicate through words, gestures or behaviour. For example, a child might consistently show interest in outdoor play after lunch.

Offering choices

Even small decisions can help children feel part of the routine. Examples include:

• Choosing between two activities during free play
• Selecting a snack from healthy options
• Deciding the order of certain learning games

These choices teach decision-making and responsibility.

Adapting for engagement

If children participate in planning, routines are more engaging. Staff may find that allowing children to take part in tidying up before moving to the next activity helps them transition smoothly.

Encouraging self-care

Participation can include teaching self-care tasks. Children can be given time in the routine to practise washing hands, dressing for outdoor play or setting the table for lunch. This helps them develop skills and independence.

Group involvement

In group settings, children can help agree certain parts of the routine, like which story to read before nap time or what song to sing in the morning. Group participation builds teamwork.

Combining All Three Factors

Routines work best when they balance meeting a child’s needs, agreements with parents and participation of children. An effective routine takes information from all sources and uses it to create a daily plan that supports health, learning and happiness.

For example:

• A child needs regular breaks for rest (needs)
• Parents request that nap time matches home schedule (agreement)
• Child chooses a soft toy to use during nap time (participation)

This combined approach helps the child settle and feel supported.

Practical Examples of Routine Planning

Example: Meal times

• Needs: Children require nutrition at balanced intervals
• Agreements: Parents may request certain foods or portion sizes
• Participation: Children can help serve food or choose table seating

Example: Outdoor play

• Needs: Physical activity supports growth
• Agreements: Parents might want their child to wear sun cream or hats
• Participation: Children decide which game to play

Example: Learning sessions

• Needs: Activities match developmental stage
• Agreements: Parents share areas they want to focus on, like counting or letter recognition
• Participation: Children pick a subject or activity style they enjoy

Observing and Adjusting Routines

Observation is a key tool. Staff watch how children respond to the routine and record any signs of discomfort or boredom. Adjustments are made in discussion with parents and sometimes with children.

Adjustments may include:

• Changing the timing of activities
• Shortening or lengthening sessions
• Modifying the order of events

For example, if a child is always tired during a late morning learning session, moving it earlier could help.

Benefits of Well-Managed Routines

When routines are well planned and involve all three factors, they provide:

• Security and predictability
• Support for health and development
• Stronger relationships between staff, children and parents
• Opportunities for children to practise independence
• Reduced behaviour problems from uncertainty or unmet needs

Challenges and Solutions

Sometimes routines are hard to manage if there are many children with different needs. Staff must balance fairness and practicality.

Challenges can include:

• Conflicting parent requests
• Children wanting different activities at the same time
• Changes in attendance or staffing

Possible solutions:

• Making small compromises, such as alternating activities
• Grouping children with similar needs for certain sessions
• Keeping flexibility in the routine for unexpected events

Final Thoughts

Routines are more than just timetables. They are tools to support children’s wellbeing, learning and confidence. They give shape to the day and make life in the setting easier for everyone.

By focusing on each child’s needs, working closely with parents and involving children in decisions, you can create routines that are both effective and enjoyable. This balance helps children feel valued, respected and supported in a way that promotes growth and happiness.