Day care routine for toddlers: How to create daily schedules for your childcare classrooms

Infant/Toddler Resource Guide | Early Childhood Training and Technical Assistance System

Download the articleIndividualized Care Routines and Daily Schedules.

Article – Routines and Schedules

Consistent routines, activities that happen at about the same time and in about the same way each day, provide comfort and a sense of safety to young children. Whether it is time to play, time for a snack, a nap, or a loved one to return, knowing what will happen next gives babies and toddlers security and emotional stability.

—Zero To Three (2010, p. 2)

Care Routines

Caring for an infant or a toddler requires devoting significant time and attention to care routines. In group care settings, with multiple infants and toddlers, care routines are at the heart of every day. A technical assistance paper, Individualizing Care for Infants and Toddlers, from the Early Head Start National Resource Center (EHSNRC) states, “Caregiving routines—arrival and departure, feeding, meals and snacks, diapering and toileting, dressing, and napping—provide a framework for the infant/toddler day” (EHS NRC, 2014, p. 6). Routines are opportunities for the adult and the child to connect, interact, communicate, and accomplish tasks in cooperation with each other. “Routines offer opportunities to build relationships with each infant and toddler that promote attachment and trust” (EHS NRC, 2014, p. 6). Also, infants and toddlers are developing a sense of who they are—a sense of self. Through individualized care routines with a responsive, trusted adult, each child can learn that he or she is valued, included, and a part of the community. When infants and toddlers are included as active participants during routines such as meals and diapering, they learn about life skills, self-care, and cooperative relationships. According to Zero To Three, “Routines provide the two key ingredients necessary for learning: relationships and repetition” (Zero To Three, 2010, p. 1).

Many states require child care programs to have written daily schedules. The National Association for the Education of Young Children (NAEYC) encourages practices in which “the curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children” (NAEYC, 2015, p. 9). How do you develop a daily schedule for a group of infants and toddlers who are each on their own timetable? This is an important question because infants and toddlers have not yet developed the ability to manage their own feelings and behavior. For infant and toddler care teachers, creating a daily schedule that is based on responsive care routines makes good sense. Early learning researchers widely agree that adults can best support early learning when a child’s interests are central to the learning experience (Shonkoff & Phillips, 2000).

Care routines for infants and toddlers, such as diapering, feeding, washing, and sleeping, take up a lot of time each day. “Rituals and routines work together to create secure environments that nurture relationships between infants and their caregivers” (Gillespie & Peterson, 2012, p. 77). Luckily, important learning and development takes place within these care routines. In fact, the daily schedule is part of the curriculum for infants and toddlers.

Resources

California Infant/Toddler Curriculum Framework (2012) is a guide from the California Department of Education contains information on routines.

Individualizing Care for Infants and Toddlers–Part 1 (Technical Assistance Paper No. 1) (2014) by the Early Head Start National Resource Center provides examples and information about individualizing care routines and coordinating routines between home and the child care program on pp. 6–7.

Let’s Talk About Routines (2017) is the third installment in the Office of Head Start’s Caring Connections podcast series from the Head Start Early Childhood Learning & Knowledge Center. This podcast explores the value of predictable routines. It explains how routines can help build young children’s trust and security. There is an accompanying Information Sheet with related resources.

News You Can Use—Transitions (November 2011) by the Early Head Start Early Childhood Learning & Knowledge Center describes how you can support the variety of transitions children and adults experience. This resource includes information about individualizing transitions and tips for when transitions are challenging.

Resources for Parents

Creating Routines for Love and Learning (2010) by Zero To Three shares how daily routines between home and program support self-control, safety, social skills, transitions, parental happiness, and learning.

Rituals and Routines: Supporting Infants, Toddlers, and Their Families This brief from the National Association for the Education of Young Children (NAEYC) explains the importance of including rituals in helping children accept a routine that may be stressful, like separation from parents.

Daily Schedules

As you incorporate the unique care routines and rhythms of each infant and toddler in your care, you can begin to create individualized daily schedules, which is an important basis of high-quality caregiving (Raikes & Edwards, 2009). Keep in mind, to respond to changing individual needs of infants, it’s important to allow room for flexibility during the day. Anything too rigid will create undue stress for babies and tension for the teachers who try to adhere to a set plan. For example, very young infants, who are on their own sleep schedules, may sleep through outside time and be ready to play and engage while the older infants nap. This does not mean there is no order or system; you are still making sure that all the daily care routines are happening. However, if one infant needs to eat or sleep sooner than others, you can adapt. Maybe a 2-year-old with a new baby brother at home needs a little more cuddle time than he did last week. Or an infant needs breathing treatments at certain times in the day and you have adjusted the schedule to read books to him and other toddlers during his therapy.

These kinds of changes often come naturally to caregivers. When you realize that every routine, interaction, and experience is an opportunity for new discoveries, it is a good reminder that a daily schedule needs to be flexible and organized around the individual children in the group. In their article, “Rituals and Routines: Supporting Infants and Toddlers and Their Families,” Linda Gillespie and Sandra Peterson state that “individualizing a routine means that the sequence is the same but the actions and timing may vary to accommodate the needs of individual children” (Gillespie & Peterson, 2012, p. 76). As toddlers mature, they begin to have more control over their bodies and emotions, and they gradually become more able to successfully participate with others in community meals, choose to join small-group experiences, and settle down to nap or rest at the same time as other children.

Tips for Creating Developmentally Appropriate Daily Schedules

The following are characteristics of a schedule for infants and toddlers that supports responsive, individualized care. These ideas can help you create a daily schedule that is responsive and sensitive to each infant and toddler in your setting.

Provide Consistency

Predictable daily routines support young children in knowing what to expect and what is expected of them, leading to fewer disruptive behaviors. Daily routines should flow in a consistent way that allow infants to focus on their play and learning. Opportunities to explore and practice skill-building allow children to build confidence in their abilities (Harms, Clifford, & Cryer, 1998).

Include Experiences That Meet Individual Needs

This is particularly important for infants and toddlers who are not yet able to regulate their own needs and bodies to accommodate a group schedule. Regular caregiving routines such as diapering, sleeping, and feeding should happen when each child needs them, rather than going by the clock or a strict schedule (EHS NRC, 2014; Harms et al., 1998; NAEYC, 2015).

Provide Opportunities and Interactions to Foster Physical, Social, and Emotional Growth

You can support development in all areas during everyday interactions and activities. Consider an infant’s diaper change. During this routine care you can support her social and emotional development by giving one-on-one attention that includes eye contact, smiling, talking about what is happening in the moment, and pointing out things that are familiar to the child (for example, “Oh! I see you’re wearing your Bear diaper this morning. You like it when your mama gets the Bear diapers for you, don’t you?”). In this simple exchange, the teacher is not only supporting the child’s social and emotional development but language and cognitive development as well (EHS NRC, 2014; Harms et al., 1998; NAEYC, 2015).

Allow Long Amounts of Time for Free Play

Children learn through play (Fromberg & Gullo, 1992; Ginsburg, 2007; Meltzoff, Kuhl, Movellan, & Sejnowski, 2009; Piaget, 1962). Self-directed play gives children opportunities to practice what they have observed and learned about their world, test new ideas, and build skills in all areas of development. When children come together to play, it should be driven by their desire to be together, even if it means being near each other and doing separate things. Teacher-initiated, whole-group experiences such as song time, dancing, or reading books can work well for older toddlers if they can choose whether or not to participate. Group gatherings should be limited in time, flexible, and account for the individual interests of all children. For example, in a family child care home with several toddlers, many of them like to be near the teacher while she sings. One child goes to the book corner when this happens and she peeks over the shelves at the group. The child’s mother has said that, at home, her little girl sings all of the songs, but in child care, she does not actually join the group until several months later, when she is ready (Harms et al., 1998; NAEYC, 2015).

Provide Time and Support for Transitions

A well-designed schedule for infants and toddlers includes thoughtful transitions that support children as they move from one area of focus to another. Transition times are important and give many learning opportunities, just like every other part of the child’s day (Harms et al., 1998; NAEYC, 2015).

Common transition times during a child’s day in care include:

• Pick-up and drop-off times;
• Meal times;
• Diaper changes and toileting;
• Nap times;
• Movement from indoors to outdoors; and
• Joining or leaving group experiences (for older toddlers only).

Resources to Support Transitions

“Movin’ On: Supportive Transitions for Infants and Toddlers” (May 2010) from NAEYC’s Young Children, Vol. 65, No. 3, by Emily J. Adams and Rebecca Parlakian, offers practices to support children and families during transitions.

Supporting Transitions: Using Child Development as a Guide (n.d.) shows how transitions may affect a child’s development within various domains. This guide was co-developed by the National Center on Parent, Family, and Community Engagement and the National Center on Early Childhood Development, Teaching, and Learning.

Transition Strategies: Continuity and Change in the Lives of Infants and Toddlers (n.d.) describes the many considerations involved in transitioning a family into and out of care. It was developed by the Early Head Start National Resource Center, Head Start Bureau (now the Office of Head Start), Administration for Children and Families, U.S. Department of Health and Human Services.

Sample Schedules

On the following pages are two examples of written daily schedules for infants and toddlers, which are designed to be flexible and responsive to individual children. One includes times, and the other is organized by sections of the day. They both highlight the importance of less structure and more open time during the day for exploration and play. This open flow of the day allows caregivers to meet individual needs as they arise; interactions and experiences happen in the natural course of the day.

Sample A: Infant and Toddler Schedule (Without Times)

Care routines such as diapering, toileting, naps, and mealtimes will be based on individual needs. Older toddlers are invited to have meals together.

Parents: Please let us know how your child is doing, and if you have any concerns, questions, or comments. We are listening!

• Early day
  • Diapering, naps, and mealtime as needed
  • Greetings and check-ins: We ask about how each child slept, ate, his or her mood, and any other details.
  • Exploration of materials/objects; sensory table or tray discovery
  • Reading and exploring books
  • Movement and free exploration and interaction
  • Outdoor stroller walk or play in yard

• Midday
  • Diapering, naps, and mealtime as needed
  • Quiet music, reading, and low lights
  • Exploring materials, objects, and books
  • Movement and free exploration and interactions
  • Outdoor play, including push toys, climbing equipment, and soft spaces on blankets or sand

• Late day
  • Diapering, naps, and mealtime as needed
  • Reading and exploring books
  • Exploring materials, loose parts, and objects
  • Movement and free exploration and interaction
  • Outdoor play
  • Goodbyes: We share observations of the child’s day as well as details about meals, naps, diapering, and toileting.

Sample B: Infant Daily Schedule (With Times)

Mealtimes, diapering, and sleeping will be based on individual needs. We will adjust the schedule throughout the day to respond to your child’s interests and needs, as well as to the weather conditions.

• 7:00–8:30: Arrival and greeting.
  • Welcome families and learn about how the children are doing.

• 8:30–9:30: Outside time. Possibilities include the following:
  • Exploring and following interests, such as touching leaves and talking about trees, clouds, and birds;
  • Snuggling, talking, and reading books together in the fresh air;
  • Listening and singing to rhythms; and
  • Rolling, climbing, and crawling.

• 9:30–11:30: Floor-time play. Toys and objects available to explore.
  • Touching and feeling books and textures;
  • Talking, cuddling, and rocking;
  • Listening and singing to rhythms; and
  • Rolling, climbing, and crawling.

• 11:30–12:30: Sensory exploration.
  • Materials with different textures, sounds, and colors.

• 12:30–2:30: Floor-time play. Toys and objects available to explore.
  • Exploring and following interests, such as soft dolls, shakers, and stacking toys;
  • Touching and feeling books and textures;
  • Talking, cuddling, and rocking;
  • Listening and singing to rhythms; and
  • Rolling, climbing, and crawling.

• 2:30–3:30: Outside time. Possibilities include the following:
  • Exploring and following interests, such as touching leaves and talking about trees, clouds, and birds;
  • Snuggling, talking, and reading books together in the fresh air;
  • Listening and singing to rhythms; and
  • Rolling, climbing, and crawling.

• 3:30–5:30: Floor-time play and departure.
  • Review the day with parents, share observations, and provide information as needed.

References

Early Head Start National Resource Center. (2014). Individualizing care for infants and toddlers: Part 1 [Technical assistance paper no. 16]. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/docs/ehs-ta-16.pdf

Fromberg, D. P., & Gullo, D. F. (1992). Perspectives on children. In L. R. Williams & D. P. Fromberg (Eds.),Encyclopedia of early childhood education (pp. 191–194). New York, NY: Garland Publishing.

Gillespie, L., & Peterson, S. (2012). Rituals and routines: Supporting infants and toddlers and their families. Young Children, 67(4), 76–77.

Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191. doi:10.1542/peds.2006-2697

Harms, T., Clifford, R., & Cryer, D. (1998). Early childhood environment rating scale (Rev. ed.). New York, NY: Teachers College Press.

Meltzoff, A. N., Kuhl, P. K., Movellan, J., & Sejnowski, T. J. (2009). Foundations for a new science of learning. Science, 325(5938), 284–288. doi:10.1126/science.1175626

National Association for the Education of Young Children (NAEYC). (2015). NAEYC early childhood program standards and accreditation criteria and guidance for assessment. Standard 2: Curriculum. Washington, DC: Author.

Piaget, J. (1962). Play, dreams, and imitation in childhood. New York, NY: W.W. Norton.

Raikes, H., & Edwards, C. (2009). Extending the dance in infant and toddler caregiving. Baltimore, MD: Paul H. Brookes Publishing Company.

Shonkoff, J. P., & Phillips, D.A. (Eds.) (2000). From neurons to neighborhoods: The science of early childhood development. A report of the National Research Council. Washington, DC: National Academies Press.

Zero To Three. (Feb, 2010). Creating routines for love and learning. Retrieved from https://www. zerotothree.org/resources/223-creating-routines-for-love-and-learning

Routines and Sample to Follow

Children — even young toddlers — thrive on routines. And this isn’t just some new parenting tip; it’s actually backed by science.

For example, in 2018, researchers who reviewed studies on bedtime routines in young children found that sticking to a schedule (snack, bath and brushing teeth, reading stories, cuddling) appeared to promote better nighttime sleep.

Perhaps even more interesting is that bedtime routines support children’s overall development and sense of well-being.

Experts share that schedules create a sense of safety and confidence because they make a child’s environment predictable. When kids know what’s coming up in their day, there’s order and familiarity. Instead of wondering what’s next, a child can focus on learning and mastering new skills.

Toddlers are especially capable and, at times, demanding because they want to do things (OK, all the things) on their own.

When tots have a framework for the day, they feel more comfortable expressing this budding independence and may even go through transitions (leaving the park, going down for a nap, etc.) with less protest.

That’s right. Schedules may help nip those pesky temper tantrums right in the bud!

You may be eager to follow a schedule — any schedule — so you can get some order to your days. However, you should use this sample schedule only as a guide and make modifications as they fit your lifestyle. Feel free to mix up the order of things, within reason and as they make sense with your daily obligations.

That said, the whole point of a schedule is to get a rhythm in your days, so you’ll want to keep things relatively stable from day to day, week to week.

If things aren’t clicking into place immediately, don’t fret. It can take some time to get into a good flow. Stick with it!

7:30 to 8 a.m.: Wake up

Your little one may have other ideas when it comes to a regular wake time. Following a schedule each day may actually help, though researchers say that wake times should be relatively consistent in individual children.

And if you’re laughing that your child wakes up much earlier than 7:30 a.m. — no worries. It’s typical for toddlers to wake anytime between 6:30 and 8 a.m., give or take a few. Adjust the start of your day accordingly.

8 to 9 a.m.: Eat breakfast and clean up

First and foremost, you’ll want to prepare and eat the most important meal of the day. Toddlers love helping out with meal preparation and age-appropriate chores. So, let your little one help pour milk into their cereal from a small cup or give them a rag to wipe down the table with when you’re done eating.

After breakfast is an excellent time to run around the house doing a few necessary chores, like tossing in a load of laundry, tidying up bedrooms, or vacuuming the playroom.

9 to 10 a.m.: Playtime

Toddlers love playtime, but did you know there are at least 6 different types of play?

Unstructured playtime is crucial for toddler development. It gives them freedom of expression and lets them experiment with language and imagination. Researchers say that children even engage more with their caregivers when play isn’t structured for them.

Examples of free play (unstructured play or open-ended play) to fill this time slot might include:

• playing with dress-up clothes or play scarves
• building with simple blocks
• tinkering with sticks, rocks, or a cardboard box

10 to 11 a.m.: Outdoor time, exercise, etc.

Head out to a nearby park or playground to get some exercise. You don’t need a trail or fancy equipment to make outdoor time fun for toddlers — even your own backyard can provide an environment for exploration and activity.

Experts say that along with getting some much-needed fresh air, being in nature may help reduce stress and depression in toddlers and older children. It may even strengthen their immune systems.

If the weather is less than ideal, you can get moving indoors, too. Consider doing some family yoga or getting the giggles out by switching on your favorite music and having a dance party.

11 a.m. to 12 p.m.: Planned activity or errands

Each day in your week won’t be exactly the same. You may have a library story hour one day or a gymnastics class the next. Slot out an hour in your morning for planned activities. On other days, you can fill in this time with art projects, playdates, or other appointments and errands like grocery shopping.

12 to 1 p.m.: Lunch and wind down

Chow down on some lunch. Chances are, your younger toddler will still be taking naps. After lunch is a good time to set the stage for napping success by making the environment calm.

Close some curtains, play soft music, bring out a few good books, and let your child start to relax. You can also encourage your little one to help pick up toys in the playroom so it is neat, tidy, and ready for more play when they wake up.

1 to 3 p.m.: Nap or quiet time

According to sleep consultant Nicole Johnson, most toddlers consolidate their naps to just one daytime sleep by 15 to 18 months.

Aim to get in naptime at the same time each day (within reason, of course!).

Having this dedicated quiet time in your day is also good for parents, as you can plan to get other work or “me time” in. If you have younger or older children who aren’t napping at this time, it can also be an opportunity to get some one-on-one time with them.

Is your toddler not napping — or just plain resisting sleep? Give them some quiet activities to do solo in their room. Be sure the room is free from hazards and check in from time to time to ensure your child is safe.

3 to 3:30 p.m.: Afternoon snack

Your child likely won’t make it to dinner time without a small snack. Building it into your schedule makes it part of the day — no whining for pretzels needed.

Plus, eating a snack mid-afternoon isn’t likely to spoil dinner later on. Try offering fruit with plain yogurt, veggies and hummus, or other healthy snacks kids love.

3:30 to 4:30 p.m.: Free play

Playtime again? Yes. Much of your child’s day should be spent engaging with their environment.

To mix it up, you can try rotating your child’s toys from day to day, morning to afternoon, or even just week to week. Do whatever you want to keep it fresh for your tot.

Parents do have a role in their child’s play.

Think of supporting your child without taking over or leading their experience. Offer choices that allow your toddler to follow their interests and actively participate from time to time. By doing so, you can help them learn new things or make new connections, which is pretty awesome to watch.

4:30 to 5 p.m.: Dinner preparation

Toddlers can get involved with small tasks like chopping soft vegetables with kid-safe nylon knives, mixing together pasta salads or quick-breads with supervision, or even helping to set the table.

By now, you see how being in the kitchen can be a big part of the day for your child. You might even consider getting a learning tower, which is a safe stool of sorts that your tot can stand on to reach counter height with ease.

5 to 6 p.m.: Family dinner and cleanup

Experts explain that eating meals together as a family serves several important purposes.

First, eating together and talking about the day’s activities can help with your toddler’s communication skills. Eating together regularly also provides an emotional boost and feelings of safety and security. Families who eat together may even eat higher quality meals (more fruits, veggies, etc.) versus fried or fatty foods.

If schedule conflicts among family members are an issue, you don’t necessarily have to eat dinner together. Instead, aim to eat one of your meals together most days of the week. You’ll get all the same benefits while fitting into your family’s unique schedule.

When you’ve finished your meal, find ways for the whole family to participate in the cleanup. Modeling chores helps your child see their role in the household and how it takes the whole family to keep things rolling.

6 to 7 p.m.: Family time

Spend some time together as a family to wind down from the day. You’ll want to keep activities relatively calm, as bedtime is near.

Try taking a walk around your neighborhood, reading books or doing puzzles, or listening to soothing music. Researchers share that keeping the lights dim in the hours before bedtime may help with your child’s natural circadian rhythm, making them sleepy.

7 to 7:30 p.m.: Nighttime routine

You may need more or less time for your nighttime routine, so feel free to start earlier if you need to. A solid routine here might include a small snack or feeding, a bath and brushing teeth, reading stories, singing songs, cuddling or rocking your child, and — of course — the goodnight kiss.

7:30 p.m.: Bedtime

You’ve made it! If following this schedule feels difficult, feel free to modify it as needed. That said, it may take a few days or weeks for your family to fall into a good rhythm. Make it simple and stick with it.

A predictable schedule can help you stay level-headed and chipper on those especially long days at home with your toddler.

If you’re having trouble structuring your day, make a list of the activities you engage in on a weekly basis as well as what chores and responsibilities you need to fit in. From there, draft up a plan that works for you, try it out, and modify it as needed.

And whatever schedule you come up with, be sure to build in some time to read to your child every day. Not only is it a time when you can bond with them over a shared story, reading has also been proven to help with parts of your toddler’s development like language learning.

Sickness, teething, and other unexpected things may get you off track, but take comfort in the fact that you can always return to the rhythm in time.

The Environment: Schedules and Routines

Objectives

• Identify why predictable schedules and routines are important for infants and toddlers.
• Define responsive schedules and routines.
• Learn ways responsive schedules and routines support learning and development.

Learn

Know

Why Are Schedules and Routines Important?

Take a moment to think about your day today. What if you arrived at your place of work and were told, “You’ll be starting at a different time today. Your hours today will be 11:45 a.m. until 7:00 p.m. We also need you to help at a different location. We need you to work with a teacher in the infant classroom at another child care center. When you come here tomorrow, you may be helping at a different location again. I will let you know.”

How would you feel? How might your feelings affect your ability to find this new location? How will your feelings affect your behavior with the teacher and infants in the other classroom? How does this apply to infants’ and toddlers’ feelings and behaviors in settings with varying and unpredictable schedules and routines?

Infants and toddlers do not understand the concept of time, so they organize themselves by the people they are with and the events that happen. When things happen in the same order each day, infants and toddlers have a better understanding of their world and feel more secure. A predictable schedule filled with consistent and responsive routines helps them to know what to expect and helps them feel more confident in themselves and the world around them.

A Daily Schedule for Infants and Toddlers

Infants and toddlers should be viewed as capable and competent. Each is unique in personality, needs, and responsiveness. A daily consistent yet flexible schedule will help maintain routines that are supportive of these qualities. We also think about schedules in terms of how much time is given to different routines. For example, some infants may take several short naps throughout the day, whereas others may take one or two longer naps. For very young children, differences from one child to the next are normal. Children develop best when nurturing teachers modify their schedules to accommodate infants’ and toddlers’ needs rather than trying to get children to fit a set classroom schedule.

An infant’s or toddler’s schedule is guided and supported by a responsive primary caregiver based on what is learned through observations and connections with the family. The primary caregiver strives to understand the child’s needs and helps each individual transition from one experience to another. You can support autonomy by providing “wait time” for each infant or toddler so that they can process information and make connections (Wurm, 2005).

Caregivers, along with other program staff, help determine what to include in a typical day. When caring for infants and toddlers however, the focus should stay on the sequence of their care and how things happen rather than keeping to a time schedule. Daily schedules often include:

• Experiences: Caregivers should remain close by to offer support to infants and toddlers as they play and explore their environment at their own pace.
• Caregiving routines: Arrival, feeding or eating, diapering or toileting, sleeping, departure, etc.
• Transitions: Times of change that occur in a child’s day, such as snack to outdoor play.

Predictable schedules help provide a framework and direction for caregivers when caring for infants and toddlers. In turn, infants and toddlers feel secure when schedules and routines are dependable; this tells them that they can trust caregivers to provide for their needs. Within a consistent daily schedule, caregivers are able to build routines around infants’ and toddlers’ natural habits.

A daily schedule for an infant and toddler classroom might include:

• Arrival/greet families
• Breakfast/feeding
• Indoor/outdoor developmentally appropriate experiences; naps as needed
• Diapering and toileting
• Small group time with songs
• Lunch/feeding
• Diapering and toileting
• Naps as needed
• Diapering and toileting
• Snack/feeding
• Indoor/outdoor developmentally appropriate experiences
• Departure

When considering your schedule, and particularly diapering or toileting routines, remember infants and toddlers should be checked and changed (or asked to try the toilet) at least once every two hours or more as needed (e. g., at family’s request or for temporary diaper rash). In addition, children should always be immediately changed if they have soiled themselves.

Responsive Routines

Routines are the consistent, predictable, daily experiences of an infant and toddler, such as greetings, diapering, sleeping, and feeding. The ways caregivers create and support routines enable them to help infants and toddlers build trust and independence. Explaining to infants and toddlers what is happening during routines and transitions can help build a sense of predictability and trust. For example, when diapering, a teacher could say, “I’m going to take your pants off now, OK?” Or, when preparing to eat, “First we need to wash our hands, and then we can have a snack.” It is important for teachers to help interpret children’s experiences by acknowledging their feelings (“I bet you are hungry, aren’t you?”). Using songs to accompany routines can reduce stress during transitions and make these experiences more enjoyable for children and teachers. They can also serve as a cue for children about the upcoming activity, e.g., a “clean up” song before going outside to play. In addition, as we will discuss in the Positive Guidance course, giving children warnings about an upcoming transition can help them feel more in control and prepared for the next part of the day (“In five minutes we will clean up snack. Does anyone else need something to eat?”). As children get older, you can begin to give them more autonomy in making decisions about their schedules. You can say things like, “Would you like your diaper changed now or in two minutes?” or “It is time to go outside. Would you like me to put your hat on you, or would you like to do it?”

Jim Greenman, Anne Stonehouse, and Gigi Schweikert (2007) recommend these ways to enhance caring routines:

• Provide adequate time between your interactions.
• Talk directly to each individual about what you are doing, and speak in a positive tone.
• Acknowledge and compromise your own feelings by putting the individual first.
• Offer opportunities for autonomy, but be available to help.
• Position yourself so that you can monitor others.
• Communicate with parents and respect their culture, diversity, and views.

Time spent in interactions during diapering, feeding, toileting, etc. also encourages children’s learning. For example, we can encourage language development during a feeding with an infant by describing foods, tastes, and smells. “Oooh, I smell the peaches. Do you? Don’t they smell sweet?” Using pictures that show routines like sleeping or diapering can help older infants and toddlers anticipate what will happen next. Time spent holding and cuddling an infant during feeding builds strong relationships between teachers and children that are the foundation of learning during the infant and toddler years. Demonstrating the steps in a routine (e.g., hand washing), explaining aloud what you are doing, and including pictures that show the steps in the routine are all ways that caregivers can help toddlers become familiar with routines and learn how to complete them more independently.

Infants and toddlers make sense of their worlds when routines meet their needs and are completed in familiar ways. Infants and toddlers with special medical or developmental needs may have requirements that differ from those of the other children, and accommodations are necessary in caregiving routines.

With young infants, the caregiver must be especially responsive, nurturing, and flexible in meeting the child’s needs. Over time, routines become more predictable, which allows for similar and consistent interactions. With this predictability, infants and toddlers feel understood and are able to affect the world around them. Over time, infants and toddlers learn that certain actions usually follow others, and they learn to trust their caregivers.

By participating in daily routines, infants and toddlers receive the message that they are capable of doing important things. Participation in enjoyable and meaningful routines helps foster healthy development and security and builds self-confidence. Offer opportunities for self-help. While most toddlers cannot put their coats on completely by themselves, they often enjoy taking part in the process. A toddler might hold his arm out or complete the zipping once you have started it. Encouraging infants and toddlers to take part in routines helps them become more self-sufficient and take pride in their attempts and accomplishments. However, it is important to remember that not all cultures view early independence and participation in routines in the same way. Caregivers can connect with and learn families’ ideas about daily routines, as well as about what is most important and valued.

For toddlers, especially those with special needs, pictures that help support their successful engagement in routines can be incredibly helpful. For example, you could display a small series of pictures near the sink to remind children about the necessary hand-washing steps. Or, perhaps near the snack table, there is a small series of pictures that reminds them about the important steps before (e. g., washing hands, gathering napkin) and after (cleaning up space, throwing trash away) having snack. You can find more information on how to support all children in your setting in the References & Resources section of this lesson.

See

Watch this video and identify how these caregivers support infants and toddlers in their daily routines.

Video not availableResponsive Caregiving routines with infants and toddlers

Do

Infants and toddlers learn about their world and the people around them through daily routines. Try the following actions in your learning environment to support responsive schedules and routines for the infants and toddlers in your care:

• Remember that schedules and routines must be flexible to fit individual children’s needs. Work with children’s families to develop schedules that work best for each child.
• When guiding infants and toddlers through routines, talk and sing songs about what you are doing, and interpret the child’s experiences aloud.
• Post pictures or photos of the daily schedule and steps in daily routines at the children’s eye level.
• Discuss what will happen next in the schedule: “After we finish the story, it will be rest time.”
• Review the sequence of experiences, routines, and transitions with toddlers: “We had breakfast and then we went outside.”
• Talk with families regarding their expectations concerning routines. Some families may look for their mobile infants and toddlers to cooperate more readily in various routines, while others will expect independence in some routines.

Explore

Think more about routines and daily care of infants and toddlers. Use the Responsive Routines handout and look for ways to highlight your strengths and to continue supporting infant and toddler development and learning. Discuss your observations with a trainer, coach, or administrator.

Responsive Routines

Focus on improvements as you record observations about classroom routines

Required: Complete and review this document with your trainer, supervisor, or administrator

Apply

Pictures can be used with infants and toddlers to help them learn language and make sense of the world around them.  The Visual Cue Photos attachment can be used to support infants and toddlers during daily routines. The picture cues can act as daily routine or schedule reminders and can be used to craft a visual schedule. Or take pictures of routines in your own classroom to make the visual cues more reflective of your community.

Glossary

Demonstrate

True or false? As an infant and toddler caregiver, it is important to stick to a set clock time and schedule throughout the day.

True

False

Which of the following is typically not included in a daily schedule for an infant and toddler classroom?

Breakfast or feeding

Diapering and toileting

Sleeping or resting as needed

Twenty-minute circle time

A parent considering your program for their infant visits your classroom and asks about your schedule and daily routines. What do you tell them?

“We feed our infants and put them down for a nap on a set schedule each day.”

“Our daily schedule includes a small group time that lasts about 15 minutes.”

“We build our schedules and routines around infants’ natural habits. We believe children develop best when teachers modify the schedule to meet infant and toddler needs.”

“We really do not have any routines or schedules in place for our infants or toddlers. Infants and toddlers are too young to benefit from routines or schedules.”

References & Resources

Dodge, D., Rudick, S., & Berke, K. (2015). The creative curriculum for infants, toddlers, and twos (3^rd ed.). Teaching Strategies, Inc.

Erdman, S. & Colker, L.J. (2020). Trauma and young children: Teaching strategies to support & empower. The National Association for the Education of Young Children. 

Gonzalez-Mena, J. (2002). Infant/toddler caregiving: A guide to routines (2nd ed.). California Dept. of Education. 

Greenman, J., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for excellence in infant and toddler programs (2^nd ed.). Redleaf Press. 

Kids Included Together. (2022). https://www.kit.org/

Petersen, S. H., & Wittmer, D. S. (2018). Infant and toddler development and the responsive program planning: A relationship-based approach (4^th ed.). Pearson Education, Inc.

Wurm, J. (2005). Working in the Reggio way: A beginner’s guide for American teacher. Redleaf Press.

The correct daily routine for a baby

Many of the members of our Ladies’ Club Valentina Averyanova have children, and often we ask ourselves questions about whether we are doing everything right? How to organize the right daily routine for the baby? How to feed and how to raise children. Not all questions want to go to the doctor, often we ask for advice from more experienced mothers, members of the club Valentina Averyanova.
Sometimes we exchange information, find answers to questions and learn about new products from each other. The community is a healthy environment for women’s communication and development. I would like to share in my opinion an interesting article, or rather the daily routine, compiled by a neonatologist, junior researcher. Department of Neonatology and Pediatrics, Department of Neonatology and Pediatrics, N.I. V.I. Kulakov. A.L. Kulikova.
The appearance of a baby for every family is a great joy, but at the same time, a great responsibility. In addition to the daily care of the baby – feeding, bathing, massage, walking and other procedures – you need to find time for homework, which does not disappear with the birth of a child. In addition, parents need to have time to rest so that they have the strength to fulfill all these duties. Ladies need time not only to take care of the family, but also for daily self-care procedures. And when you have a baby, especially if this is the first child, you don’t know how to behave and properly organize time so that it is enough not only for the baby, family, life, but also for yourself. It seems to me that despite the great responsibility and desire to dissolve in a child, a woman should not forget about herself, because she needs to regain her shape, strength and dynamics in the postpartum period, so that there is strength and a desire to move forward, inspiring her family. And only a woman who is full of Beauty has the strength for internal development, on which the peace in the house and the proper upbringing of children depend.
I want to note that I have no experience and medical education, but I am sharing an article that seems useful to me. Anastasia Averyanova

The correct daily routine will help the baby and parents distribute energy and stay in a good mood all day. A.L. will help to plan the day. Karavaeva, neonatologist, junior researcher Department of Neonatology and Pediatrics, Department of Neonatology and Pediatrics, N.I. V.I. Kulakov.
The daily routine of a child of the first year of life consists of alternating periods of sleep and wakefulness, feeding, walking, hygiene procedures, as well as rituals associated with their implementation (for example, the ritual of falling asleep at night, morning awakening). Their duration and frequency depend on the nature of feeding and family traditions and change with the age of the child.
From birth, each newborn is tuned to a certain rhythm, which reflects the period of intrauterine development, and the features of its development, and the need for the volume and frequency of feeding, and much more. In order for the baby to feel good, grow up healthy and active, it is necessary to carefully monitor him. It is important to find out all the features of the daily regimen of your baby and try to adapt to his biorhythms.
Daily routine: highlights
Every baby, no matter what type of feeding he is on, must learn to adhere to a certain routine. The daily routine teaches the child to the correct change of sleep and wakefulness, teaches to distinguish between day and night, and also protects the baby from overwork, guarantees his activity and vigor, which is the key to physical and mental development. In addition, daily repeated actions calm the baby, create a sense of security, form discipline and lay many positive traits for the future. According to some observations, children accustomed to the regime are less anxious, sleep more calmly, and have a better appetite.
Feeding
For babies who are breastfed and who are breastfed on demand only in the first 1-1. 5 months during the establishment of lactation, the schedule will be rolling, but over time, the mother will be able to understand what are the approximate time intervals between breastfeeding. Usually, they are 1.5-2 hours in the first months and gradually increase as the child grows. Reducing the intervals between feedings or, conversely, increasing them by 30-60 minutes are not catastrophic. You should not strictly maintain 3 hours between feedings, as grandmothers and old-school pediatricians like to advise, because such a slightly sliding feeding regimen is optimal for both the baby and the mother. For a child, mother’s milk is not only food, but also a way to communicate with mom, as well as comfort, for example, during a change in weather, or when the baby suffers from colic. Maternal warmth, tasty and healthy milk are the best sedatives that give the child, in addition to saturation, a sense of security, stability, peace and even joy. Regular attachment of the baby to the breast is the key to the success of breastfeeding, the development of lactation, which will help to avoid many problems, such as pumping, the appearance of milk stagnation (lactostasis) and many others.
Children who, for one reason or another, are bottle-fed, have more stable intervals between feedings. The volume and frequency of feeding are determined by the doctor observing the baby, depending on his weight, age, and also taking into account his physiological maturity. Premature and small babies tend to be fed more frequently (about every 2-2.5 hours) than large full-term babies (3-3.5 hours).
Complementary foods are introduced from four to six months. The child should gradually join to have breakfast, lunch and dinner at the allotted time, preferably with all family members.
Sleep
In the first months after birth, the baby sleeps quite a lot. On average, the duration of sleep in the first month is about 20 hours a day. Starting from the 2nd month, the sleep time mainly moves to the night hours, and the waking time to the daytime. By 3 months, children sleep an average of 17-18 hours a day, and by six months – 16 hours, while night sleep accounts for about 10-11 hours. Of course, the alternation of periods of sleep and wakefulness, as well as the predominance of night sleep, is not immediately established.
Many parents cannot understand why their baby in the first month of life is more active in the evening and often at night? To do this, it is enough to remember the nature of the intrauterine activity of the child. A good example: the expectant mother is quite mobile during the day (she works, walks, moves around the house), while the baby sways and his activity is low. In the evening, when it’s time for sleep, the muscles of the mother’s abdomen relax, there are no more rocking movements, the baby begins to actively push and move, which indescribably pleases future parents. However, after birth, this evening activity does not disappear anywhere. A child during prenatal development has already become accustomed to living in such a regime and, naturally, it will take time for him to rebuild his rhythm.
Wakefulness
In the first months after birth, the child’s daily routine is, in fact, represented by feeding and subsequent sleep. Over time, the number and duration of daytime sleep decreases, and the time of wakefulness increases. Thus, the child’s regimen begins to change. There are several stages:
From birth to a month
The baby sleeps up to 20 hours a day, breaks between feedings may vary depending on the type of feeding. During this period, the mother is more likely to adapt to the child’s regimen than vice versa.
From a month to 3 months The total duration of a child’s sleep is reduced to 17-18 hours, the number of periods of sleep in the daytime – up to 4 times. The maximum duration of wakefulness is from 1 to 1.5 hours.
From 3 to 6 months The total duration of the child’s sleep is slightly reduced and is already 16-17 hours, the number of periods of sleep in the daytime is 3-4 times. The baby has been awake for 1.5-2 hours. Breaks between feedings can increase up to 3.5-4 hours.
From 6 to 9 months The baby’s total sleep time is already 15 to 16 hours. During this period, the baby switches to three daily naps. The baby has been awake for 3 hours. The average number of feedings per day is reduced to 5 times, the breaks between feedings are up to 3.5 hours.
From 9 months to a year Total sleep duration 15 – 14 hours. Now the baby has enough sleep twice a day, approximately 2.5 hours each. By one year, most babies have one 2-3 hour afternoon nap. Breaks between feedings can reach 4.5 – 3.5 hours.
Of course, such a distribution into periods is very conditional. Often, children choose their own regimen (in accordance with their biological rhythm), and each mother needs to carefully monitor the behavior of the baby. For example, if he actively rubs his eyes and yawns, is naughty, or evenly sucks his chest, then you need to put him down earlier. Also, the need for prolonged sleep can increase during the illness of the baby, after suffering vivid emotions (both positive and negative), with fatigue. On such days, it is necessary to create more calm and comfortable conditions for the child, since their abrupt change can negatively affect his mental health. And vice versa, if the child does not want to sleep, you cannot forcefully put him down. It is necessary to give him the opportunity to stay awake a little more in order to “catch up” with sleep.
It should be remembered that all children, like adults, are not the same, therefore, depending on the age of the child and the type of his temperament, the amount of daytime sleep can vary greatly. Most children have an average sleep duration of about 12-14 hours by the year, but if your baby does not quite adhere to this “norm”, but at the same time feels good, then there is no reason for concern, even with not very stable daytime sleep.
In order to help a child of the first year to gradually get used to the daily routine, it is necessary to try to adhere to a certain rule: fall asleep and wake up at a certain time. Putting the baby in the evening on time, you can be sure that he will sleep better and will be less capricious during the day. However, remember that this rule does not work in the first month and a half. Since during this period it is the mother who adapts to the needs of her baby.
Rituals
Every child feels more comfortable if before falling asleep, especially at night, a certain sequence of actions is performed – a falling asleep ritual. As a rule, this is bathing, a soothing massage before bedtime, feeding, motion sickness, or mother’s lullaby. Repeating day after day, this sequence sets the child up for falling asleep and for sound sleep.
The ritual of awakening the baby in the morning should always take place in a joyful and calm atmosphere – this is the key to his good mood during the day. Smile at the baby, gently hug and kiss him. If the baby woke up earlier than usual, but at the same time lies quietly, do not rush to immediately take him out of the crib, take him in your arms: after turning around a little, he will most likely fall asleep again.
Hygiene procedures
From the very first days after birth, every newborn is given a morning toilet in the maternity hospital. Washing your face in the morning signals the start of a new day. During periods of wakefulness, as a rule, before feeding, newborns undergo hygiene procedures such as changing a diaper, washing.
In children from the age of 6 months, hygiene skills are added – washing hands after returning from a walk, as well as before each meal and after it (during the introduction of complementary foods), wiping the mouth, putting on a bib, and so on.
Evening bathing means the end of the day and getting ready for bed. To help establish such a calming ritual, children’s cosmetics with soothing fragrances can be used during evening bathing and massage.
All of the listed daily rituals carried out at the same time will help the baby get used to the regimen more easily and will teach you to recognize different times of the day. Therefore, their significance, obligatoriness and systematicity are very important.
Daily walks
During the organization of the correct day regimen for a child of the first year of life, one should not forget about daily walks, which should be carried out at least twice a day, and their total duration should be at least 3-4 hours. With children up to 6 months it is convenient to walk during their sleep. Starting from the age of 6 months, it is preferable to go for a walk while awake, so the kids learn about the world around them with great enthusiasm. When the baby begins to walk, walks should be quite active. You should not force the baby to sit in the stroller, let him walk, run, play for some time.
Preventive massage
Growing baby during the day during periods of wakefulness must definitely allocate time for preventive massage. For massage, the time is suitable during the day or in the evening, when the baby feels better, does not want to sleep or eat. The duration of the massage should be from 5 to 10 minutes, so as not to cause fatigue and anxiety in the crumbs. During the massage, monitor the reaction of the child, as this procedure should bring only positive emotions. If the baby is naughty or hungry, reschedule the massage for another convenient time so as not to form negative reactions to these useful procedures.
Psychology of regime
If your family has a tradition of living according to a schedule or following a certain daily routine, then your baby will behave in the same way over time.
However, in the first months, the regimen should be determined precisely by the biological rhythm of the child, and this requires care, sensitivity and patience on the part of mom and dad. First, parents adjust to the baby’s regimen, and starting from 3-6 months of age, the child gradually gets used to the traditions and routine of the family (eating, walking, etc.). In this case, it is “graduality” that is of great importance. Forcing a child to a regime that is beneficial to parents is very dangerous, since not only digestive disorders can occur if, for example, the child receives insufficient nutrition (mother maintains even extended intervals between meals), but can also injure the nervous system baby.
Adhere to the daily routine should be on weekends and holidays, so as not to confuse the baby.
The baby confused day and night
Babies, not only in the first weeks after birth, but also during the first year, often confuse day and night. This means that in the usual evening time the child continues to actively behave, call out, walk or sing songs, crawl on the crib, reach for toys, which does not please parents who have already tuned in to rest. And, of course, the first impulse of the mother will be to take the baby in her arms and start rocking. But even such measures do not always lead to the desired effect.
Very often, such periods occur when the need for daytime sleep decreases, that is, when the child moves, for example, from three times a day to two times a day, as well as when the baby is overexcited, non-compliance with the daily regimen, longer daytime sleep (more than 3-4 hours), etc. Of course, sooner or later the baby will fall asleep, but in order for this situation not to repeat itself every evening, the next day you need to pay attention to the child’s sleep during the day.
If your baby falls asleep during the day and sleeps for more than 2-3 hours, especially if there are less than 3-4 hours before the expected night’s sleep, then do not be afraid to wake him up. This must be done carefully so as not to cause a negative reaction from the crumbs. You can take the child in your arms, stroke him on the back, legs, arms, talk to him in a gentle voice, turn on soft music.
After such artificial awakenings, the baby can express his displeasure very actively, being capricious. Prepare a bottle or breastfeed your baby, get him interested in something interesting like a toy, or just take him around the house showing him different rooms and objects.
During daytime sleep, do not isolate the child from household noise, do not curtain the windows from daylight, it is enough to limit the amount of sunlight on the crib so that the baby is aware that it is daytime.
If the baby has begun to increase the intervals between naps, try to skip one bedtime. But at the same time, remember that you need to be ready to organize an earlier night’s sleep.
During the day, try to keep your baby busy with active games, songs, dances and, of course, walks in the fresh air. But before a night’s sleep, all active games and exercises must be stopped, otherwise the child will get overexcited and will not be able to sleep.
Make the last feeding before bedtime as satisfying as possible. If the baby falls asleep with the breast, then give the opportunity to suck it exactly as much as he needs.
Try not to leave a bright light in the room where the baby sleeps at night, if you still need light at night, it is better to use a subdued nightlight. Otherwise, the baby may think that a new day has come and it’s time to play again.
There is another very effective way to help a child fall asleep – co-sleeping, mother’s warmth and even breathing. Proximity to the mother’s breast will help the baby calm down and fall asleep on time.
Daily routine while travelling. . Therefore, to create a calm atmosphere while traveling, as well as psychological comfort, try to adhere to the rhythm of life and daily routine that is familiar to the child.
If the trip is going to change the time zone, then in the first days, try to stick to your home schedule. After a few days, the baby will gradually begin to adapt to the changed daylight hours.
Take with you toys, books and other things that your child associates with home. They will allow you to follow the habitual rituals of falling asleep, waking up in the morning, daytime games, no matter where you are – in another country or with your grandmother in the village.
In the first few evenings, give the baby a little more time before the evening ritual of falling asleep – this will help to calm down after the emotions and impressions received and feel more comfortable in the changed environment.
Be prepared for the fact that the child’s sleep may be restless, so you may need to organize a joint dream for several days so that the child feels psychological comfort.
When you return home, you will return to strict mode. Do not be afraid that you will have to start learning again, because the baby has already formed the necessary skills, and if at first he gets a little out of rhythm, he will quickly return to the right habits.
A.L. Karavaeva, neonatologist, junior researcher Department of Neonatology and Pediatrics, Department of Neonatology and Pediatrics, N.I. V.I. Kulakova magazine for parents “Raising a Child”, April 2014