1.3: Incorporating Social Studies into Daily Routines

Learning Objectives

By the end of this section, you should be able to:

• Discuss the various ways Social Studies can be integrated into daily routines.

Introduction

Incorporating Social Studies into your daily schedule can be seamlessly achieved by integrating social studies topics and concepts into everyday routines such as story time, playtime, art, and music. Tailor these integrations to align with the themes and activities in your classroom, ensuring they are developmentally appropriate for the age of your students. The images provided show examples of developmentally appropriate social studies activities for young children, with each picture linking to a website where you can learn more about implementing the activity.

Examples

Toddlers and their teacher explored flags by creating their own version of the American Flag. They searched the classroom for red and blue items and used the top of a storage tote as the base for their flag. This activity not only taught them about flags but also helped them learn colors, shapes, and new vocabulary words.

Figure \(\PageIndex{1}\): Flag activity.

Preschoolers and their teacher are learning about recycling by examining the characteristics of various items. The children identify these characteristics and sort the items into appropriate bins. The teacher reads books about recycling and leads a discussion on why recycling is beneficial for communities and the environment.

Figure \(\PageIndex{2}\): Learning about recycling.

Teachers can help children learn to regulate their emotions by reading books that focus on feelings, mindfulness, and coping strategies. For preschoolers, books like When Sophie Gets Really, Really Angry by Molly Bang can help children understand and manage their emotions. For toddlers, The Color Monster by Anna Llenas is a great choice to help them identify and understand their feelings. Additionally, providing calming activities such as play dough, bubbles, and fidget toys can be beneficial. Teachers can also create calming baskets filled with these items to help children manage their emotions effectively.

Figure \(\PageIndex{3}\): Calming book with toys.

Children can learn about different places and where people live by engaging with kid-friendly maps and puzzles. These activities can include colorful world maps, interactive floor puzzles, and map-themed games that make learning about geography fun and accessible.

Figure \(\PageIndex{4}\): Map activity.

Social Studies Integration

Below, you will explore vignettes demonstrating what integrating Social Studies into your day might look like in various age classrooms, and you will discover additional ideas for integrating Social Studies into daily routines.  

Preschoolers

Preschool teachers center their instruction around themes to help children learn social studies concepts.  They weave the concept they want the children to learn into their daily activities.  Read the vignette below to discover how.

Preschool Social Studies Vignette

Integrating Social Studies into the Preschool Day

It’s a sunny morning at Maple Grove Preschool, and the children have just gathered in the reading corner for Circle Time with Ms. Emma. Today’s theme is “Our Community,” and Ms. Emma introduces a large picture book titled “The Neighborhood Around Us.”

As she flips through the pages, the children eagerly point out different buildings and landmarks, like the post office, fire station, and grocery store. Ms. Emma asks, “Who knows what we can find at the fire station?” Little Alex raises his hand. “Fire trucks!” he exclaims. “And firefighters!” adds Maria.

Ms. Emma smiles and builds on their knowledge. “That’s right! Firefighters help keep our community safe. Can anyone think of a time when they saw a firefighter?” The group shares stories about seeing fire trucks during parades or when the fire station had an open house.

After the book, the children move to the art table, where Ms. Emma has set out large sheets of paper and crayons. “Let’s create our own neighborhood,” she says. “What buildings and people live in our neighborhood?” The children draw houses, parks, a small school, and a store. As they draw, they discuss the role of each building and how people in the community help one another.

Meanwhile, Ms. Emma asks Liam, who is building a little house with blocks in the dramatic play area, “What do you think a neighbor might do to help someone?” Liam replies, “They can bring food when someone’s sick!”

Later, the class walks outside for their daily outdoor play. Along the path, Ms. Emma points out various community helpers at work—a sanitation worker collecting trash, a mail carrier delivering letters, and a neighbor watering flowers. She encourages the children to wave and say thank you as they pass by.

As the children continue their outdoor play, they role-play being community helpers, pretending to be firefighters, mail carriers, and store owners. The experience gives them a deeper understanding of how different people contribute to the community.

Before heading inside, Ms. Emma gathers the children for one last circle, asking, “What did we learn today about our community?” The children excitedly share their thoughts—about neighbors, helpers, and the importance of working together to make the community a better place.

Through stories, art, and active engagement, social studies is woven into the preschool day, fostering a sense of belonging and connection to the community for these young learners.

Incorporate Social Studies Throughout the Preschool Day

Morning Meetings

Community Building

Start the day with a "Who We Are" activity, where children share something about themselves, their families, or their traditions, promoting identity and diversity.

Calendar and Weather Discussions

Use calendar time to talk about holidays, events, or seasons. Highlight cultural or historical events when appropriate, like the first day of fall or Indigenous Peoples' Day.

Figure \(\PageIndex{5}\): Calendar activity.

Classroom Jobs

Community Helper Roles

Assign classroom jobs that mimic real-world roles, such as "recycling monitor" or "line leader," and explain how these roles exist in the community (e.g., waste collectors, leaders in a group).

Rotating Responsibility

Rotate jobs and discuss fairness, cooperation, and the importance of everyone contributing to the "classroom community."

Figure \(\PageIndex{6}\): Dress up activity.

Transitions

Music and Movement

Use songs or chants about community helpers (e.g., “The Farmer in the Dell”) during transitions to keep Social Studies themes present.

Imaginative Play

Transition by pretending to travel, such as flying on a "plane" to another country or walking to a "market" to learn about places and communities.

Language Development

Play language games such as "Who Am I?".  Describe a community helper or social studies concept as children line up or move to the next activity or area.  For example, say, “I wear a uniform and drive a big red truck. Who am I?”, or “I help people cross the street safely. Who am I?”

Figure \(\PageIndex{7}\): Steps to help with transitioning to the next activity.

Snack and Mealtime

Cultural Foods

Incorporate snacks that represent different cultures and discuss where the food comes from (e.g., rice from Asia or tortillas from Latin America).

Family Traditions

During meals, invite children to share how their families celebrate special occasions or what foods they enjoy at home.

Table Manners Around the World

Introduce how different cultures approach mealtime, such as eating with chopsticks, hands, or utensils.

Holiday Foods

Explore snacks associated with various cultural holidays, such as Hanukkah latkes, Chinese New Year dumplings, or Diwali sweets.

"Farm to Table"

Discuss how food is grown, harvested, and transported to your table, connecting it to local geography or global trade.

Figure \(\PageIndex{8}\): Snack routines.

Storytime

Social Studies-Themed Books

Read books about families, cultures, and community roles (e.g., Last Stop on Market Street by Matt de la Peña or All Are Welcome by Alexandra Penfold).

Follow-Up Discussions

After reading, engage children in conversations about similarities and differences in families, traditions, or community settings.

Developing Vocabulary and Concepts

Social studies books introduce vocabulary related to social studies topics, such as family, community, country, neighbor, and environment. Hearing and discussing these words in context helps preschoolers build their social studies lexicon (the vocabulary of a person, language, or branch of knowledge).

Figure \(\PageIndex{9}\): Book with social theme.

Centers and Playtime

Dramatic Play

Set up play areas that reflect community places, like a grocery store, post office, or doctor’s office. Include costumes and props to encourage role-playing.

Block Play

Encourage children to build community structures like schools, libraries, or homes using blocks and relate them to the local neighborhood.

Figure \(\PageIndex{10}\): Grocery store play area.

Art and Creative Activities

Map Making

Have children create simple maps of the classroom, playground, or their neighborhood, promoting spatial awareness and understanding of place.

Cultural Crafts

Create crafts inspired by different cultures, such as making paper lanterns for Lunar New Year or sand art inspired by Indigenous traditions.

Architectural Design

After discussing famous landmarks and buildings, children can build their own structures using blocks, clay, or cardboard. They can design their own versions of landmarks such as the Eiffel Tower or the Great Wall of China, and present them to the class.

Figure \(\PageIndex{11}\): 3-D map activity.

Music and Movement

Cultural Music

Play music from different cultures during dance or movement activities, discussing where it comes from and how it is used.

Action Songs

Use songs that describe community roles or places, like “This is the Way We Go to School,” to connect music with Social Studies themes.

Figure \(\PageIndex{12}\): Music activity.

  

Nature and Outdoor Time

Neighborhood Walks

Organize neighborhood walks where children can observe and talk about community helpers, landmarks, and local features.

Community Garden

Involve children in creating and maintaining a garden, discussing how it mirrors larger community gardens or farming practices.

Figure \(\PageIndex{13}\): Gardening activity.

    

Special Activities

    Community Visitors

Invite community helpers like firefighters, postal workers, or librarians to visit and talk about their roles.

Global Awareness

Plan themed days where children learn about a specific culture through stories, activities, and foods (e.g., "Italy Day" with pasta play and Italian flag crafts).

Figure \(\PageIndex{14}\): Community helper visit.

Reflection and Discussion

End-of-Day Sharing

Close the day with a brief discussion or reflection where children can share something they learned about the community or world.

"What's in the News" for Kids

Share simple, child-friendly current events, like how people helped each other during a recent weather event, to promote awareness of broader communities.

By embedding Social Studies into these daily routines, preschool teachers can foster a sense of community, cultural understanding, and awareness of the world in developmentally appropriate ways.

Toddlers

Toddler teachers can incorporate Social Studies into the daily routine in various engaging and developmentally appropriate ways, helping toddlers understand the world around them, build social skills, and develop a sense of community.

Toddler Social Studies Vignette

Integrating Social Studies into the Toddler Day

It's a bright morning at Little Sprouts Toddler Care, and the toddlers are gathering in their cozy circle area with their caregiver, Ms. Claire. Today, the theme is “People Around Us,” and Ms. Claire begins by showing a large picture book titled “The Helpers in Our Neighborhood.”

As she flips through the pages, the toddlers point to familiar faces, such as the mail carrier, the doctor, and the construction worker. Ms. Claire asks, “Who knows what the doctor does?” Little Ben, pointing at the doctor’s picture, says, “Fix!” Ms. Claire nods, “Yes! The doctor helps people feel better when they’re sick. What about the mail carrier?” Ella raises her hand and says, “Brings letters!”

Ms. Claire smiles and asks, “What happens if we want to send a letter to someone?” A few toddlers respond in unison, “We send it!” She continues, “Yes, the mail carrier helps take our letters to other people in the neighborhood!”

After the story, Ms. Claire encourages the toddlers to engage in a fun matching activity. She holds up different small figurines—each representing a community helper—and asks, “Can you find the right place for the doctor, the mail carrier, and the builder?” As the toddlers pick up the figurines and place them on a large community map, they talk about the different helpers and their jobs. “The doctor works in a hospital,” Ms. Claire explains. “Where does the builder work?” Little Emma, with a broad smile, says, “In the big house!”

Later in the day, it’s time for outdoor play. Ms. Claire takes the toddlers to the playground, where she encourages them to act out the roles they’ve learned about. “Who wants to be a builder?” she asks. Max eagerly raises his hand, and soon, he’s using toy tools and blocks to “build” a new playground structure. Ella pretends to be a mail carrier, carrying small bags and delivering letters to her friends.

As the toddlers engage in pretend play, Ms. Claire observes them interacting with each other in their new roles. Ben, who is playing the part of a doctor, says, “I help you feel better!” as he gently taps his toy stethoscope on Emma’s back. “Thank you, Doctor Ben,” she giggles, and the play continues.

Before nap time, Ms. Claire gathers the toddlers for one final circle, asking, “What helpers did we talk about today?” Little voices respond, “Doctor!” “Mail!” “Builder!” Ms. Claire nods, “That’s right! And we are all part of a big, helpful neighborhood.”

Through stories, pretend play, and hands-on activities, social studies becomes a meaningful part of the toddlers’ day, helping them begin to understand the people who contribute to their community and the roles they play in the world around them.

Incorporate Social Studies into Toddlers' Daily Routines

Here are several strategies for integrating social studies concepts into the toddler classroom:

Understanding Family and Community

Family Photos and Stories

Encourage toddlers to bring in family photos and share them with their peers. Teachers can create a "family wall" to celebrate diversity and introduce the concept of different family structures, roles, and traditions.

Role-Playing

Use dress-up clothes and props for role-playing activities where toddlers can pretend to be family members, community helpers (e.g., police officers, firefighters), or workers from various jobs. This helps toddlers learn about different roles in society.

Figure \(\PageIndex{15}\): Family tree activity.

Learning About Diversity

Celebrating Cultural Diversity

Introduce toddlers to various cultural celebrations, customs, and holidays from around the world. Books, music, and art projects related to these cultures can be used to highlight similarities and differences.

Inclusive Materials

Provide diverse books, dolls, and toys that reflect a variety of cultures, races, abilities, and family structures. These materials encourage understanding, empathy, and respect for diversity.

Figure \(\PageIndex{16}\): Inclusive book.

   

Community Helpers

Visitors from the Community

Invite local community helpers (such as a firefighter, police officer, nurse, or postman) to visit the classroom and talk to the children about their roles. This gives toddlers a tangible connection to the community and the concept of working together for the common good.

Field Trips

Take short, supervised field trips to local businesses, parks, or libraries where toddlers can observe and interact with the community. These experiences help children understand their place within the community.

Figure \(\PageIndex{17}\): Firefighter visit.

Exploring Environment and Places

Map Exploration

Introduce toddlers to simple maps of the classroom, school, or community. Show them how to navigate these spaces and discuss how different places serve different purposes (e.g., the grocery store, the library, the playground).

Local Landmarks

Use pictures or toys representing local landmarks to help toddlers understand their environment and the importance of different places in their community.

Figure \(\PageIndex{18}\): Map-drawing activity.

Teaching About Rules and Responsibilities

Classroom Rules

Involve toddlers in setting up classroom rules and routines, helping them understand concepts like fairness, respect, and taking turns. Reinforce positive behavior and social interaction through guided play and group activities.

Sharing and Cooperation

Foster a cooperative environment where toddlers can work together on projects, share materials, and engage in group activities, such as building a tower or collaborating on an art project. These experiences teach them about teamwork and responsibility.

Figure \(\PageIndex{19}\): Sharing book.

Simple Concepts of Time and History

Daily Schedules

Use visual schedules to help toddlers understand the routine of the day. Discuss the concept of "today," "tomorrow," and "yesterday" to help them begin to understand time in a simple way.

Life Cycle Activities

Teach toddlers about the life cycle of animals (e.g., the stages of a butterfly or plant growth) to introduce basic historical concepts of change over time.

Figure \(\PageIndex{20}\): Life cycle book.

Storytelling and Books

Books about People and Places

Read stories that involve diverse characters, communities, and different ways of life. Books that feature community-building or understanding other people's lives can help toddlers build social awareness and empathy.

Social Stories

Use social stories to help toddlers understand concepts such as making friends, expressing emotions, or dealing with difficult situations. These stories provide a visual and narrative framework for learning about social interactions.

Figure \(\PageIndex{21}\): Emotion book.

Group Activities and Social Interaction

Circle Time Discussions

Use circle time to introduce and discuss different concepts, such as feelings, what makes a good friend, or how we can help each other. This encourages social interaction and builds an early understanding of social studies concepts.

Collaborative Art and Building

Engage toddlers in group art projects or block-building activities that require cooperation, problem-solving, and the use of social skills to create something together.

Figure \(\PageIndex{22}\): Building activity.

Connecting with Nature

Outdoor Exploration

Take toddlers outside to explore nature and observe the environment around them. Discuss concepts like the importance of trees, animals, and the seasons, helping toddlers understand their relationship to the natural world.

Gardening

Planting a garden or caring for plants teaches toddlers about growth, responsibility, and the concept of nurturing the environment.

Figure \(\PageIndex{23}\): Gardening activity.

Understanding the Concept of Helping Others

Charitable Acts

Teach toddlers about kindness and helping others by involving them in simple acts of kindness, such as donating old clothes or toys. This can be linked to social studies by showing how individuals contribute to the well-being of others.

Community Projects

Involve toddlers in simple community projects, like cleaning up a local park or planting flowers. These activities introduce them to the idea of working together to improve the community.

By incorporating social studies concepts into everyday routines, toddler teachers can help young children build foundational knowledge about society, their role in it, and the world around them, while also supporting social, emotional, and cognitive development. These early experiences foster empathy, cooperation, and a greater understanding of diversity and community.

Figure \(\PageIndex{24}\): Flower activity.

Infants

Infant teachers can incorporate social studies into the daily routine in developmentally appropriate ways by focusing on the foundation of social and cultural understanding, relationships, and community. While infants are not yet developmentally ready for complex social studies concepts, they can begin to build a sense of self, relationships with others, and an awareness of the world around them.

Infant Social Studies Vignette

Integrating Social Studies into the Infant Day

It’s a calm morning at Bumblebee Infant Care, and the infants are gathered on soft mats in their cozy play area with their caregiver, Ms. Ana. The room is filled with gentle music, and the soft sounds of a lullaby play in the background as the infants explore their surroundings. Today’s focus is on introducing the concept of “People Who Care for Us” through simple, interactive experiences.

Ms. Ana begins the day by sitting with the infants in a circle, holding a soft, colorful puppet in the shape of a friendly “nurse.” She softly says, “This is Nurse Nelly. Nurse Nelly helps take care of us when we’re not feeling well.” As she gently moves the puppet, she makes eye contact with each baby, smiling and softly saying, “Nurse Nelly says ‘Hello!’” Some infants giggle, while others reach out to touch the puppet’s soft fabric.

Ms. Ana then introduces a soft baby doll, gently rocking it and saying, “This is Baby Bella. Baby Bella needs help from people who love her.” She carefully guides the doll’s hands to wave at the infants, encouraging them to watch as she helps the doll "wave" to them. “Can you wave to Baby Bella?” Ms. Ana gently prompts. A few babies begin to mimic the waving motion, smiling as they reach out.

As the day continues, Ms. Ana introduces another activity. She picks up a soft picture board book showing smiling faces of various caregivers—mothers, fathers, and other familiar adults in the infants' lives. She points to each picture and says, “This is Mommy. She loves to hug you,” and then to the next face, “This is Daddy. He helps you when you need a bottle.” She softly touches each infant’s hand, encouraging them to interact with the pictures. Some babies reach out to touch the book, while others watch intently, responding to Ms. Ana’s calm, soothing voice.

After the story, Ms. Ana gently lays a few soft, child-safe toys in front of each infant. “These are our toys, but we need people to help take care of them,” she explains while helping the infants pick up their toys, guiding their hands to feel the textures and shapes. “Can you touch the soft teddy bear? Can you hold the rattle?”

During tummy time, Ms. Ana places a colorful mirror in front of the infants. She talks to them as they explore their reflection: “Look! Who do we see? That’s you! You’re growing big and strong, just like the people who take care of you.” She smiles warmly as the infants gaze curiously at their own reflections, some reaching out to touch the mirror.

Throughout the day, as Ms. Ana changes diapers, feeds bottles, and provides comfort, she continues to talk softly about how the people around the infants—parents, caregivers, and teachers—help and care for them. She uses gentle, reassuring phrases like “I’m here to help you” and “You are safe and loved,” reinforcing the connection between the infants and the adults who care for them.

As the babies wind down for nap time, Ms. Ana softly hums a lullaby and whispers, “You’re in good hands. The people around you care for you very much.” The infants, nestled in their blankets, drift off to sleep feeling secure and surrounded by care.

Through simple interactions, soothing words, and gentle movements, social studies is integrated into the infant day by introducing them to the concepts of people who care for them, fostering a sense of safety and connection in their world.

Integrating Social Studies for Infants

Explore additional strategies for integrating social studies learning into the daily experiences and routines of infants.

Building Relationships

Family and Caregiver Connections

Encourage bonding between infants and their caregivers. This supports the foundation for understanding relationships and social interactions. Teachers can involve family photos or familiar objects to help infants recognize people and places important to them.

Figure \(\PageIndex{25}\): Connecting with infants.

Acknowledging Diverse Families

Family Diversity

Show infants images or dolls representing diverse families, and talk about family structures (e.g., single-parent families, extended families, different cultural traditions) in simple terms. This helps them begin to recognize and respect diversity.

Picture Boards

Ask families for family pictures.  Display the pictures at the eye level of the infants.  Talk about each child's family when a child is at the board, pointing to the pictures.  Discuss the people in the pictures and their names.  

Figure \(\PageIndex{26}\): Photograph activity.

Community Awareness

Start with the Child

Infants understand their immediate environment and what is closest to them.  Describe the areas they are in.

Environment Exploration

Introduce infants to different parts of the classroom or outdoor environments (e.g., play area, eating space, or quiet area) and describe how each space is used.

Community Roles

You can begin introducing basic concepts of community by talking about the roles of people around them—teachers, parents, or older children.

Figure \(\PageIndex{27}\): Play space for infants.

Social Interactions and Emotions

Emotion Recognition

Use simple books, songs, or activities to help infants start recognizing and naming emotions like happy, sad, or surprised. Songs such as "If You’re Happy and You Know It" are good for acknowledging emotional states and social cues.

Figure \(\PageIndex{28}\): Infant emotions.

Simple Social Concepts

Sharing and Taking Turns

Encourage interactions where infants can learn about sharing and interacting with peers, such as offering toys to each other, even if just briefly. This fosters social skills like cooperation and understanding others' feelings.

Turn Taking During Conversations

From 2 months of age, babies start taking turns in vocalizations.  Caregivers can start talking to a child and wait for their vocalization response.  If the child initiates an interaction by making sounds, caregivers can respond and then once again wait for a return vocalization from the infant.

Figure \(\PageIndex{29}\): Playing ball.

Cultural Awareness Through Songs and Stories

Songs and Rhymes

Play music and sing simple songs from different cultures to introduce diversity in a fun, engaging way. Rhymes and stories that reflect various cultural traditions or community activities can be part of the classroom experience, even in the earliest years.  Sing traditional nursery rhymes and songs.  Ask families to share rhymes and songs from their culture and sing them with the children.

Figure \(\PageIndex{30}\): Music activity.

Sensory Exploration

Textures and Objects

Infants can explore objects from different cultures (such as toys, textiles, or musical instruments) during sensory play, which encourages curiosity about the world. Through touch and exploration, they begin to build an understanding of differences.

Visit Website

Visit the Inspire My Play website to download a free book about sensory play.

Figure \(\PageIndex{31}\): Sensory play book.

Group Activities and Social Learning

Interactive Play

In group play settings, even for infants, encourage sharing, taking turns with toys, and participating in social games. Simple group activities, such as playing with blocks together, help them develop early cooperative skills and a sense of group belonging.

Figure \(\PageIndex{32}\): Playing together.

Daily Routines as Social Practices

Routine Activities

Use daily routines to explain social concepts, like taking care of oneself, washing hands, or saying "please" and "thank you." These activities provide early lessons in social etiquette and self-care, contributing to a child’s understanding of their place in the community. 

Sign Language

You may also teach simple signs to go along with daily routines ("Thank You", "Please", "All Done", "Milk", etc.)

Figure \(\PageIndex{33}\): Cleaning routine.

Simple Books with Social Themes

Interactive Books

Read books that feature characters from diverse backgrounds, families, or communities. Choose simple books with pictures that represent different people, and use the stories as conversation starters to help infants make basic connections to the world around them.

By incorporating social studies through these activities, infant teachers help foster early social awareness, community engagement, and emotional development, laying the foundation for more complex social studies concepts as children grow.

Figure \(\PageIndex{34}\): Friend book.

Conclusion

Incorporating social studies into the daily experiences of preschoolers, toddlers, and infants helps young children develop a foundational understanding of the world around them.

For Preschoolers

This involves exploring community roles, discussing diversity, and encouraging active participation in real-world experiences.

For Toddlers

Social studies comes to life through simple concepts like the roles of helpers in their community, fostering empathy and understanding through role-play.

For Infants

Although their comprehension is limited, exposure to caring adults, familiar faces, and gentle introductions to the people who help and nurture them creates a sense of safety and trust.

Across all age groups, integrating social studies promotes a sense of connection to others and the community. This sets the stage for children to develop respect, understanding, and a positive sense of belonging in the world around them.

References

This page is based on:

• OpenAI. (2024). What are ideas for preschool teachers to help them: Incorporate Social Studies into daily routines? Retrieved December 12, 2024, from [ChatGPT].
• OpenAI. (2024). How do toddler teachers incorporate social studies into the day? Retrieved December 12, 2024, from [ChatGPT]
• OpenAI. (2024). How do infant teachers incorporate social studies into the day? Retrieved December 12, 2024, from [ChatGPT].