30.8.7: Too Little Order and Predictability
- Page ID
- 199574
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)A Note About Spontaneity
Establishing order and predictability is essential in an infant or toddler classroom. While spontaneity can be a valuable trait in many aspects of life, in the context of early childhood education, predictability and structure are key to managing a well-ordered and effective learning environment [1],[2].
ability to anticipate what will happen next. In the context of a classroom, it means having a consistent routine that children can rely on, which helps them feel secure and reduces anxiety.
Infants and toddlers thrive on routine because it gives them a sense of security and predictability. Knowing what to expect next reduces anxiety and confusion. For instance, a consistent sequence of events like coming in, having breakfast, enjoying a snack, playing outside, returning for lunch, and engaging in free choice activities helps create a stable environment. This routine does not have to be rigidly tied to the clock, but the general flow should be consistent [3],[4].
While spontaneity can make the day more interesting and dynamic, excessive unpredictability can lead to a poorly managed classroom environment. A lack of structure can be confusing and unsettling for young children, especially in a childcare setting where they are still learning about the world around them [5].
The key is to balance having a predictable routine and being flexible enough to accommodate the natural variability in children’s needs and interests. For example, if children are particularly engaged in an outdoor activity, extending it for a few more minutes can be beneficial. However, drastically changing the daily schedule or sequence of activities can disorient them[6].
Recognizing the importance of predictability and incorporating it into the daily routine is a crucial learning curve for any caregiver of young children. Adapting teaching methods to meet the developmental needs of infants and toddlers is an ongoing process, which often involves setting aside personal preferences for the greater benefit of the children’s well-being and learning.
Attributions:
- [1] Liu, Y., & Merritt, D. H. (2021). Family routines and child problem behaviors in fragile families: The role of social demographic and contextual factors. Children and Youth Services Review, 129, 106187. https://doi.org/10.1016/j.childyouth.2021.106187
- [2] Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants and Young Children, 20(4), 284–299. https://doi.org/10.1097/01.IYC.0000290352.32170.5a
- [3] Koblinsky, S. A., Kuvalanka, K. A., & Randolph, S. M. (2006). Social skills and behavior problems of urban, African American preschoolers: Role of parenting practices, family conflict, and maternal depression. The American Journal of Orthopsychiatry, 76(4), 554–563. https://doi.org/10.1037/0002-9432.76.4.554
- [4] Lanza, H. I., & Drabick, D. A. (2011). Family routine moderates the relation between child impulsivity and oppositional defiant disorder symptoms. Journal of Abnormal Child Psychology, 39, 83–94. https://doi.org/10.1007/s10802-010-9447-5
- [5] Hosokawa, R., Tomozawa, R., & Katsura, T. (2023). Associations between family routines, family relationships, and children’s behavior. Journal of Child and Family Studies, 32, 3988–3998. https://doi.org/10.1007/s10826-023-02687-w
- [6] Hosokawa, R., Tomozawa, R., & Katsura, T. (2023). Associations between family routines, family relationships, and children’s behavior. Journal of Child and Family Studies, 32, 3988–3998. https://doi.org/10.1007/s10826-023-02687-w