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Routines that Create Connections in Early Education
Routines that Create Connections in Early Education
Cindy Barnum, Ed.D.
Do you have a morning routine? It may include activities such as making your bed, preparing yourself for your day, eating breakfast, and exercising. I have a t-shirt that reflects other important parts of my morning routine. It says, “I need Jesus to get me started and coffee to keep me going.” There are also seasons in our lives when morning routines are highly affected by others in our household. When I think about the title of this article, I can’t help but think about my daughter, whose husband brings her coffee in bed to start her morning. That is a routine that creates a connection! So sweet!
Karen Winderlich, an Australian early education teacher, says, “Routines are a big part of our lives. They give us order and stability and the reassurance that comes from reliable, consistent patterns of activity. They support us to regulate our lives in a world that is often fast-paced and busy. And they provide a framework for ensuring the important ingredients for staying healthy, for maintaining a strong sense of wellbeing and a sense of purpose.” (November 9, 2017). Routines: Opportunities for learning and connecting - The Spoke – Early Childhood Australia's Blog)
But what happens when our routine is interrupted by something unexpected? How do you feel? Does it throw off your whole day? Now think about your students. Do you have established routines in your classroom that provide security, trust, and collaboration? In the Teaching and Learning Domain of the ACSI Inspire EE Addendum, it states: The early education program utilizes routines and transitions to extend teaching in a developmentally appropriate way and includes planned movement from one activity to another, wait time, and engagement activities (Indicator 7.11).
ACTIVITY | PLAN |
Morning Circle |
|
Transition Plan |
|
Small Groups |
|
Transition Plan |
|
Outdoor Time |
|
Transition Plan |
|
Specials |
|
Transition Plan |
|
Lunch |
|
Transition Plan |
|
Rest Time |
|
Transition Plan |
|
Centers |
|
Transition Plan |
|
Notice the verb, “planned.” Routines that create connections will not just happen. Transition times and the learning objectives for those times are particularly overlooked when planning. Are you using these times as wonderful learning experiences to develop independence, language skills, tenacity, self-regulation, and social skills? May I suggest adding lines to your schedule and routine for intentionally planning these transition times: what, how, and to what end (objective)?
In the podcast, Reaping the Benefits: How Establishing Routine in your ECE Classroom Can Lead to Tremendous Outcomes, it was said, “Routines play an essential role in the day-to-day operations of an early childhood education (ECE) classroom. They provide structure and stability for young children, helping them to understand what to expect and prepare for the next activity or transition. Routines also help children to feel safe and secure, and to develop a sense of predictability and control in their environment.” (The Teacher’s Lounge Early Childhood Education)
How do you communicate the routine to your class? Do you have a visual schedule like those pictured? Do you have verbal or other indicators of transition or “What’s next” so that your students can begin to regulate themselves in the process of their day? The 2024 Australian Children’s Education and Care Quality Authority standards states that positive educator-to-child interactions are accomplished through “collaborating with children about routines, rituals, transitions and experiences and providing opportunities for them to make decisions and choices.”
What happens when we quickly “interrupt” the typical routine? How do you communicate changes that need to be made to provide a sense of calm and security for your students? Having a plan in preparation for an interruption will help maintain a safe environment. The Statement of Best Practice in the Domain for Early Education says:
There is a planned schedule of basic routines from which children learn quickly to predict what will happen next. While schedules are predictable, caregivers are alert and prepared to be flexible. The program adapts schedules and activities to meet the individual and group's needs. They appreciate the way toddlers repeat tasks until they master them and build upon skills and problem-solving strategies they have developed. 
A routine that builds connections and develops trusting relationships is important for all ages from infants through elementary school. The accreditation addendum states in the Infant-Toddler Program Elements that the “School provides health, safety, and supervision practices that ensure the specific needs of infants and toddlers are met.” Read more about how routines significantly benefit both you and your students in a variety of ways in the Child Care Education Institute article, The Benefits of Routines in Early Childhood Education (June 13, 2024) and in Penn State Extension’s Better Kid Care article, Transition Strategies for the Early Childhood Classroom (September 18, 2020).
Let me close with more insight from Karen Winderlich:
Children learn continuously through every first-hand experience that touches their lives. It is often in seemingly ordinary moments that the most significant learning can take place. Routines are just such times. They offer opportunities to:
extend thinking, problem-solving skills and language development
build close and respectful relationships
support wellbeing and a sense of belonging
encourage children’s independence and autonomy
support connectedness and a strong sense of identity.
Routines provide rich opportunities for making children’s competence visible and for celebrating efforts and achievements together. (November 9, 2017). Routines: Opportunities for learning and connecting - The Spoke – Early Childhood Australia's Blog
My prayer is that you see every part of your daily routine as another opportunity for training up the young children that God places in your care in the way that they should go (Proverbs 22:6).
Resources
Child Care Education Institute. June 13, 2024. The Benefits of Routines in Early Childhood Education.
Penn State Extension’s Better Kid Care. September 18, 2020. Transition Strategies for the Early Childhood Classroom.
The Teacher’s Lounge Early Childhood Education. Reaping the Benefits: How Establishing Routine in your ECE Classroom Can Lead to Tremendous Outcomes.
Winderlich, Karen. November 9, 2017. Routines: Opportunities for learning and connecting - The Spoke – Early Childhood Australia's Blog)
Cultivating Social and Emotional Development in Young Children through Christian Early Education
Cultivating Social and Emotional Development in Young Children through Christian Early Education
Dr. Althea Penn, PDS, NAC, ODP
In the same way that Daniel navigated relationships with a biblical worldview, Christian early education aims to nurture the social and emotional development of young children, preparing them to face life’s challenges with faith and resilience. A holistic developmental approach integrates spiritual, cognitive, physical, social, and emotional development. It is rooted in biblical principles and supported by the fact that our God is relational. After all, Jesus calls his disciples friends. We are created by God to love Him with all of our being (heart, soul, mind, and strength) and to share His love with others. He desires a vertical relationship that overflows socially in horizontal relationships. We are not born with social skills or the ability to express emotions properly; these are learned behaviors that develop over time through experience and interaction with others.
Early learning standards and ACSI Inspire™ accreditation standards for social and emotional development provide a framework for assessing children’s progress and ensuring early childhood programming meets the needs of all learners. ACSI Inspire™ Accreditation Standard 4: Caring Environment and Positive School Culture emphasizes the creation of a Christ-like culture that fosters respect, sensitivity, and responsiveness to individual needs. It specifically addresses the cultivation of an emotionally healthy environment where students experience support in their social-emotional development (Indicator 20.1). Early learning standards for social-emotional development typically include the following competencies for children birth to age 8:
Self-Awareness: Recognizing and understanding one’s emotions.
Self-Management: Regulating emotions and behaviors in different situations.
Social Awareness: Understanding and empathizing with others.
Relationship Skills: Establishing and maintaining healthy relationships.
Responsible Decision-Making: Making ethical and constructive choices about personal and social behavior.
Most states provide developmental goals and early learning standards that are aligned with the Center for Disease Control’s Child Development milestones.1,2
Social emotional domains are different from the Social Emotional Learning (SEL) movement.3 Christian psychologists argue that SEL often promotes values and behaviors that may conflict with biblical teachings and promote secular humanism. For instance, SEL emphasizes group conformity and decision-making, which can sometimes pressure students to conform to secular norms rather than biblical principles. SEL is seen as promoting a secular worldview that may undermine a biblical perspective because the God who wired us for connection is typically left out of the equation. This includes the emphasis on self-awareness and self-management without necessarily integrating spiritual formation, faith and moral development, or reliance on God. According to ACSI’s Early Education Social Emotional Learning Position Statement, fostering social and emotional development from a biblical worldview is essential for overcoming one’s sin nature.4 The Bible often speaks of the heart as the center of a person's thoughts, emotions, and desires. Proverbs 4:23 says, "Above all else, guard your heart, for everything you do flows from it." This verse emphasizes the importance of cultivating a pure and godly heart, which involves developing healthy emotions and social skills.
Our strategy for promoting social-emotional development and skills (such as addressing and identifying emotions, sharing, helping others, and cooperating with others) in young children should be supported by scriptural examples, early learning standards, and professional competencies with the ultimate objective of promoting flourishing school cultures and stakeholders.5 The Bible emphasizes the importance of nurturing children in a way that reflects God’s love and wisdom. We see young Daniel respectfully resolving conflict with his peers and those in authority in a way that indicates he had been taught biblical principles by his parents and Jewish priests.
To directly address social-emotional development, Christian early educators should also consider incorporating the following developmentally appropriate learning experiences and interactions:
Creating a Nurturing Environment: High quality early education programs focus on creating safe, emotionally healthy environments where children feel valued and welcomed. Bible-integrated curriculum including time for prayer, Scripture memorization, and worshipping together will encourage faith development. Being responsive to each student’s emotions, needs, and diverse cultural backgrounds and their impact on social-emotional development is also essential to loving and nurturing each child as a unique creation of God (Psalm 139:14).
Promoting Positive Relationships: Encouraging positive interactions among children helps them develop social skills and empathy. Establishing trust and rapport with students by using positive language and body language. Early educators are called to model Ephesians 4:32 (NIV) in conflict resolution by being “kind and compassionate … forgiving …” Creating positive, supportive relationships with children and their families is fundamental to a Christ-centered learning environment.
Emotional Regulation and Resilience: Teaching children to identify and manage their emotions is crucial for their overall well-being. Providing comfort and reassurance during times of stress will also enable students to bounce back and move forward in faith. Philippians 4:6-7 (NIV) encourages believers to resist anxiety and instead present their requests to God through prayer and thanksgiving. The early educator demonstrates the ability to manage one’s own emotions and model appropriate emotional responses, behaviors, and interactions, which foster coping strategies such as reframing hardships, accepting responsibility, and emotional regulation.
By integrating these competencies into their daily practice, early educators can create a Christ-centered learning environment that fosters children's social-emotional development and sets the foundation for spiritual formation, lifelong learning, and well-being. Jesus’ teachings highlight the significance of social-emotional development. In Matthew 22:37-39, Jesus commands us to, “Love the Lord your God with all your heart and with all your soul and with all your mind … Love your neighbor as yourself.” These commandments emphasize the need for emotional intelligence and empathy, foundational elements of social-emotional learning (SEL). Integrating biblical principles and best practices provides a comprehensive approach to social-emotional development in Christian schools. By fostering environments that promote emotional resilience, empathy, and healthy relationships, Christian early educators can help children grow into compassionate and emotionally intelligent individuals, reflecting the love and wisdom of God.
Partnering with Families: A Biblical and Research-Based Approach
Jeannie Forrest, M.S.Ed,
In early childhood education, family partnership is not just a best practice—it’s a biblical calling. Psalm 127:3 reminds us that “children are a heritage from the Lord,” and Deuteronomy 6:6–7 calls parents to diligently teach their children. As educators, we are uniquely positioned to support and reinforce that responsibility, walking alongside families as co-laborers in a child’s growth.
Research shows that intentional family engagement leads to increased school readiness, improved academic outcomes, and stronger emotional development (Murray et al., 2021). But partnership goes beyond formal meetings and policies—it’s about relationships rooted in trust, consistency, and mutual respect.
Effective strategies include:
Consistent communication – through newsletters, classroom apps, or personal notes that invite two-way dialogue
Creating welcoming environments where parents feel encouraged to visit, volunteer, or share their gifts and traditions
Hosting family learning nights or workshops to equip families in supporting learning at home
Making the most of informal moments – greetings at drop-off, notes of encouragement, or quick updates on progress
Which of these strategies is new to you?
Which ones are you already practicing?
And which ones will you commit to try as you build Christ-centered partnerships with families?
It’s important to recognize and honor the uniqueness of each family through the lens of Scripture. Just as the body of Christ is made up of many members with different gifts and roles (1 Corinthians 12:12), each family reflects God's creativity and purpose. When educators listen with humility, respond with grace, and affirm parents as God-ordained caregivers, they help cultivate trust and unity. This Christ-centered partnership strengthens families and deepens their engagement in the educational journey.
Together, through Christ-centered collaboration and practical strategies, we create a learning environment where children thrive—and where families feel truly valued.
Need training hours? Take advantage of being a member of ACSI and utilize your benefit of free on-demand training sessions and earn CEUs/training hours:
Sources
Murray, D. W., Finlon, K. J., & McWayne, C. M. (2021). Engaging families to promote school readiness. *Child Development Perspectives*, 15(2), 105–111. [https://doi.org/10.1111/cdep.12401](https://doi.org/10.1111/cdep.12401)
Smith, S., & Lawrence, S. (2022). *Culturally responsive family engagement in early learning*. The Education Trust. [https://edtrust.org/resource/culturally-responsive-family-engagement-in-early-learning/](https://edtrust.org/resource/culturally-responsive-family-engagement-in-early-learning/)
Resource to learn more
Family Engagement in Early Care and Education Learning Series
https://headstart.gov/family-engagement/article/family-engagement-early-care-education-learning-series
