30.8.6: Too Much Inflexibility in Routines, Spaces, Schedules and People
- Page ID
- 199567
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)The Importance of Flexibility
Flexibility in routines, spaces, schedules, and interpersonal relationships is crucial in a toddler classroom. Rigid adherence to schedules and routines without considering the needs and interests of toddlers can lead to behavioral challenges and disciplinary issues [1].
Let’s look at a scenario where toddlers are playing outside, but it is time for lunch, according to the daily schedule. Abruptly interrupting play to adhere strictly to the lunchtime schedule can result in resistance. While ensuring that toddlers receive their meals and naps on time is important, flexibility can be beneficial. For instance, allowing a few extra minutes of play before transitioning to lunch can significantly affect responsiveness. It is about balancing necessary routines and being responsive to the engagement of the infants or toddlers [2].
Similarly, the physical setup of the classroom should be adaptable to different activities and needs throughout the day. Too rigidly defined spaces can limit the types of activities that can be conducted and may not accommodate the dynamic nature of toddler play and learning.
Working with others, including co-caregivers and directors, and adhering to licensing requirements necessitates flexibility. Each individual brings their approach and style to the classroom, and adapting and collaborating is key to creating a harmonious and productive environment. Inflexibility in interpersonal relationships can lead to tension and conflict, negatively impacting the classroom atmosphere and the quality of care.
In summary, maintaining flexibility in various aspects of childcare – routines, spaces, schedules, and interpersonal relationships – is essential for minimizing disciplinary issues and fostering a positive, responsive, and nurturing environment for toddlers. This approach acknowledges the importance of adapting to the changing needs and circumstances within the classroom, ultimately supporting the well-being and development of the children [3].
Attributions:
- [1] Hunter, A., & Blackwell, K. T. (2011, November). Social emotional development within the context of relationships Center on the Social and Emotional Foundations for Early Learning. (2011, November). Strategies for supporting the development of friendship skills in ... [PDF document]. Retrieved from https://csefel.vanderbilt.edu/resources/inftodd/mod2/2.15.pdf
- [2] Hemmeter, M. L., Fox, L., & Snyder, P. (2013). A tiered model for promoting social-emotional competence and addressing challenging behavior. In V. Buysse & E. S. Peisner-Feinberg (Eds.), Handbook of response to intervention in early childhood (pp. 85–101). Paul H. Brookes Publishing Co..
- [3] Hunter, A., & Blackwell, K. T. (2011, November). Social emotional development within the context of relationships Center on the Social and Emotional Foundations for Early Learning. (2011, November). Strategies for supporting the development of friendship skills in ... [PDF document]. Retrieved from https://csefel.vanderbilt.edu/resources/inftodd/mod2/2.15.pdf