Routines

Rationale:

Line Up Routines:

Establishing a consistent line order ensures predictability and fairness, which are essential for young children as they navigate transitions throughout their day. Predictable routines reduce anxiety and create a sense of security which Banerjee and Horn (2013) emphasize in their article on supporting classroom transitions. A set line order helps children know their place which helps minimize conflicts and confusion and allowing transitions to go smoothly. Furthermore, it encourages independence and accountability as children learn to figure out their assigned position in line. Nyabando and Evanshen (2022) discuss the importance of supporting children’s sense of organization and ownership in their routines, which aligns with this line up routine. 

The next line up routine is singing “Our hands are by our sides, Our eyes are facing forward, and a bubble in our mouth”. Using a simple, repetitive song to guide children during line-up routines is an engaging way to capture attention and provide clear behavioral expectations. Songs are particularly effective because they combine instructions with rhythm which can help children internalize the steps in a memorable and fun way. Ferlazzo (2013) brings up the power of intrinsic motivation and says that positive and engaging strategies foster cooperative behaviors. Additionally, the song’s clear instructions support self-regulation which is a crucial component of early childhood development. Wright (2013) highlights this component through the discussion of main themes such as resilience and self-management. 

Attention Calling Routines:

“Macaroni and cheese… everybody freeze” is a fun call-and-response routine that effectively grabs children’s attention. Furthermore, the use of rhyme and rhythm aligns with young children's preference for patterns and repetition, making it both memorable and enjoyable. As discussed above, Banerjee and Horn (2013) highlight the importance of using clear, consistent cues during transitions to help children understand what is expected of them. This call provides a predictable and fun way to signal a shift in focus which might reduce potential disruptions. Similar to the line up routine, this engaging attention-calling routine encourages children to respond willingly which again relates to Ferlazzo's (2013) discussion about how intrinsic motivation is important in developing cooperative behaviors. 

“1, 2, 3 eyes on me… 1, 2 eyes on you” is a classic attention call that is effective because it combines verbal cues with with an interactive response. This routine also fosters a sense of collaboration between the teacher and students due to the reciprocal nature of the call out. Banerjee and Horn (2013) stress that routines supporting transitions should be straightforward and easy to understand. This call-and-response is exactly that and encourages active listening. In addition, the use of counting integrates cognitive engagement. Similar to the first call out routine, the rhythmic and interactive components of this one capture attention. Lastly, this method also promotes self-regulation, as children must pause their current activities and focus. This further supports Wright’s (2013) ideas on building resilience through self-control.