Nyna Anderson and
Leah Lauver

 Infants, toddlers, and preschoolers learn best through consistent predictable routines that allow them to feel safe and secure which in turn allows them to explore and discover the world around them.
 It is important for teachers to identify children’s goals and create strategies for when and how to embed the learning opportunities into daily routines (Chandler et al.,
2008).
 Areas of arrival, free play, mealtimes, large motor time, nap time, hand washing, toileting/diapering, departure, and transitions are essential times for teachers to develop routines and incorporate learning skills.

 Attachment to caregiver is essential
 Built by child being greeted by dependable and welcoming caregiver
 Parent and caregiver work together to create a routine
 It has been found that caregivers incorporate fewer intentional learning opportunities at arrival time than during any other part of the day aside from departure
(Noh, Allen, & Squires, 2009).

Infant arrival opportunities
 Providing a toy – memory
 Item from home – grouping and categorizing
 Interact with adults and peers
 Developing empathy in a calming environment
 Transition song- memory and language skills

Toddler and preschool arrival
 Arrival chart / signing in
 Provides predictability
 Self awareness
 Name recognition
 Fine motor
 Literacy
 Writing skills
 Early print awareness
Toddler Arrival Chart

Preschool arrival chart

Toddler and preschool arrival

 Basic number sense
 Counting
 Grouping and categorizing
 The current evidence underlines the belief that math is meaningful to young children when used in their daily lives and appropriate materials are used often
(Prairie, 2005).

Toddler and preschool arrival

 Self competence
 Sense of ownership and belonging
 Self identity

Toddler and preschool arrival
 Photos from home
 Identifying people
 Initiating and sustaining conversations
 Reading with a parent
 Literacy
 Attention
 Time

Toddler and preschool arrival
 Simple tasks
 Helping teacher set up materials
 Attachment, sense of competence, math, space awareness
 Feeding pet
 Math, impulse control, needs of other living things
 Set up meal dishes
 Math, fine motor, following directions, color recognition

 Provide opportunities for decision making, problem solving, socialization, math and literacy
 Offers teachers chances for intentional teaching
 Can include sensory, blocks, art, library to name a few

Infant and toddler sensory experiences
 As sensorimotor learners it is how they take in information about the properties of materials, and it is not until their sensory needs are met that they are able to move on and further explore what else can be done with a material (Prairie, 2005).

Infant and toddler sensory experiences
 Sensory materials must be present in all areas of the room
 Objects made from metal, cloth, wood and plastic that are safe for mouthing lend themselves to development in all areas
 Materials should also appeal to all the senses, including smell and hearing
 Important for teachers to change out materials based on the interest and developmental level of the children in the classroom

Adding sensory into the classroom
 Large metal washers make different sounds when dropped on an assortment of surfaces and can also be used for refining small motor skills when combined with a large screw; as children attempt to fit the washer on to the screw.
 Metal tins for varied noises and dramatic play

Adding sensory into the classroom
 Wooden purse handles from a craft store are large and easy for infants to hold while offering a different texture and taste
 Plastic bottles filled with materials such as sand, cotton balls, water and small metal balls are useful in creating different hearing experiences

Adding sensory into the classroom
 The natural world should be included – animal fur, leaves, dirt, rocks, snow, pinecones and flowers to name a few

Sensory table
 Sand
 Wet – molds, shovels, cups, trucks, small animals
 Dry – funnels, twirl toys, cups, shovels, containers with lids, sifters
 Corn – Husking from cub, scoops, containers, trucks, magnifying glasses

Sensory table
 Dirt/Mud
 Goop
 Gak
 Ice/Snow
 Bubbles
 Paper to be cut
 Shredded paper

Sensory table

Sensory table

Sensory table

Sensory table

Sensory table

Sensory table

Water as sensory experience
 Water provides plethora of experiences
 Fine motor
 Conservation
 Volume
 Problem solving
 Cause and effect
 Grouping and categorizing
 Memory
 Expression of emotion
 Density
 Counting
 Interacting
 Sense of competence
 Impulse control
 Language

Water
 Manipulatives can be placed in the water for sorting
 Food coloring can be added to make water play more engaging and also to give the children an opportunity to learn about the relationship of color and light.
 Soap can be added to enhance exploration as children explore concepts of air.
 Give opportunity for children to work cooperatively, create schema, and role play, pretend they are making lemonade for their friends or hot chocolate on a cold day.

Water

Water

Conclusion
 Routines occur all day and are one way for teachers and caregivers to embed learning opportunities, particularly when considering the child’s goals

References
Addessi, A. R. (2009). The musical dimension of daily routines with under-four children during diaper change, bedtime and free-play.
Early Child Development &
Care, 179 (6), 747-768.
Bosse, S., Jacobs, G., & Anderson, T. L. (2009). Science in the air.
YC: Young
Children, 64 (6), 10-14.
Branscomb, K. R., & Goble, C. B. (2008). Infants and toddlers in group care: Feeding practices that foster emotional health.
YC: Young Children, 63 (6), 28-33.
Chandler, L. K., Robin, M. Y., Nylander, D., Shields, L., Ash, J., Bauman, B., . . .
Summers, D. (2008). Promoting early literacy skills within daily activities and routines in preschool classrooms.
Young Exceptional Children, 11 (2), 2-16. doi:10.1177/1096250607313105
Lawhon, T., & Cobb, J. B. (2002). Routines that build emergent literacy skills in infants, toddlers, and preschoolers.
Early Childhood Education Journal, 30 (2), 113-
118.

References
Lee, J., Lee, J. O., & Fox, J. (2009). Time here, time there, time everywhere: Teaching young children time through daily routine.
Childhood
Education, 85 (3), 191-192.
Noh, J., Allen, D., & Squires, J. (2009). Use of embedded learning opportunities within daily routines by early Intervention/early childhood special education teachers.
International Journal of Special Education,
24 (2), 1-1.
Pica, R. (2011). Why preschoolers need physical education.
YC: Young
Children, 66 (2), 56-57.
Prairie, A.P. (2005) Inquiry into math, science and technology for teaching young children.
New York: Thomson Delmar Learning.
Vandermaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009).
Numeracy-related exchanges in joint storybook reading and play.
International Journal of Early Years Education, 17 (1), 67-84.