Summary
Establishing consistent routines and procedures is one of the most powerful ways educators can create safe, supportive, and engaging early learning environments. Effective routines are taught, not just expected. Children thrive when routines are modeled, practiced, and reinforced. Classroom routines and procedures provide a clear process for planning and teaching routines that set children up for success across the school day.
Establishing consistent routines and procedures is one of the most powerful ways educators can create safe, supportive, and engaging early learning environments. Effective routines are taught, not just expected. Children thrive when routines are modeled, practiced, and reinforced. Classroom routines provide a clear process for planning and teaching that sets children up for success throughout the school day.
Effective routines are taught, not just expected. Children thrive when routines are modeled, practiced, and reinforced.
Why Routines Matter
Predictable classroom routines promote a sense of security and belonging for young children (IRIS Center, 2020). Research shows that clear routines:
- Reduce anxiety and stress by helping children know what to expect (DEC/NAEYC, 2009),
- Increase time spent engaged in meaningful learning (Epstein, 2014), and
- Foster independence and confidence through consistency (Bodrova & Leong, 2007).
Important Routines to Consider
Several routines and transitions are required throughout the day in an early childhood classroom. The more time spent teaching routines at the beginning of the school year, the greater the benefit. When all children learn the routines of the classroom, peers can help each other with additional support and reminders. Visual supports can also help students remember what to do next in a routine. Visual cues and peer reminders allow teachers to spend more time on instruction. Some areas to consider for proactive planning include:
Managing the Classroom – Greeting children at the door, organizing personal belongings, and building family communication systems are all important considerations for classroom management.
Classroom Space – Designing accessible interest areas, labeling materials, and embedding Universal Design for Learning (UDL) practices (IRIS Center, 2020) provides physical cues to help young children navigate space.
Transitions – Using visual supports, job roles, and predictable signals to minimize stress (Hemmeter, Ostrosky, & Corso, 2012) helps young children transition more independently throughout the school day.
Instruction – Embedding positive behavior supports, fostering inclusive activities during circle time, and reinforcing expectations across activities helps young children engage in instruction and maximize learning opportunities.
Social-Emotional Learning – Daily check-ins, calming corners, and mindfulness practices that strengthen self-regulation (Denham, Bassett, & Zinsser, 2012) support young learners’ social development so they are ready to learn.
Tips for Teaching Routines
• Model & Practice – Demonstrate routines step-by-step.
• Use Visuals – Post schedules and label materials with pictures and words. Visual schedules and labels support executive function and reduce challenging behavior.
• Role Play – Let children act out transitions and expectations. Teachers can also use collaborative problem-solving tools (like Tucker Turtle and solution kits) to improve peer interactions (Fox, Lentini, & Binder, 2013) and support role play.
• Reinforce Consistently – Celebrate when children follow routines successfully. Positive reinforcement and affirmations increase engagement and on-task behavior (Stormont, Smith, & Lewis, 2007).
• Adjust & Reflect – Revise procedures and routines as children grow and classroom needs evolve.
Final Thoughts
Predictable routines are not about rigid control—they are about equity and inclusion. Routines and procedures can be reviewed as often or as many times as necessary for the entire class. It is never too late to introduce them. Early childhood educators are encouraged to focus instructional time on teaching, modeling, and practicing important routines and transitions. When classrooms are intentionally designed, all children—including those with disabilities—gain greater access to learning, relationships, and independence.
References
Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education. 2nd ed. Pearson/Merrill Prentice Hall
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-143.
DEC/ NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
Epstein, A. S. (2014). The intentional teacher: Choosing the best strategies for children’s learning. Revised edition. National Association for the Education of Young Children.
Fox, L., Lentini, R., Binder, D. P. (2013). Promoting the social-emotional competence of all children: Implementing the pyramid model program-wide. Young Exceptional Children Monograph Series (15) 1-13.
Hemmeter, M.L., Ostrosky, M. M., Corso, R. M. (2012). Preventing and addressing challenging behavior: Common questions and practical strategies. Young Exceptional Children, 15(2), 32-46.
IRIS Center. (2020), Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/
Stormont, M. A., Smith, S. C., & Lewis, T. J. (2007). Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support. Journal of Behavioral Education, 16, 280–290.
