4. Setting Children up for Success: Teaching Routines and Expectations

Have you ever had the experience of arriving somewhere new and having no idea what you were supposed to do? Maybe this was getting off an airplane in a new country where you didn’t speak the language, joining a new exercise class and not knowing the routine, or attending a religious service for a different faith? It can be anxiety-provoking when we don’t know what to expect or what will happen.

In this video, we’ll explore the importance of having clear, consistent routines and expectations and teaching young children how to follow these. We’ll look at an example of a Library Storytime and share some things to consider as you create your own routines and expectations. Let’s begin.

When children know routines, know the steps of a certain activity, and understand what to expect, they can participate more independently and in more meaningful ways. When we teach consistent routines and when children know the expectations, we also see a decrease in disruptive or interfering behaviors. Clear and consistent expectations set children up for success! This helps children know what to expect and how to act in certain situations—something all of us appreciate. Let’s look at an example.

Imagine you are running a new sensory-friendly storytime at the local library, designed to be inclusive for all children, especially for children with disabilities. On the first day of storytime, things are tough! Before storytime begins, over 20 families are waiting, and children of all ages are playing in the community room. It’s a bit loud, and some children are running around, while others cling to caregivers and seem a bit nervous.

You try to get the attention of the group to begin reading, but not everyone can hear you over the noise. So, you start reading the first book, and a small group of preschool-age children join you. However, other children are still running around the space, some are crying, and one child is banging loudly on the door. The children listening to the book become distracted and leave, or express frustration because they can’t hear. One child yells, “BE QUIET!” which makes two babies start to cry.

You finish the story and move on to the next book, but can’t help but feel that this activity has been a huge failure. Not everyone can hear the story, kids are running all over, some are crying, and it feels disorganized. You were so excited about this activity but aren’t sure how to structure things in a way that enables everyone to participate.

Let’s talk about how teaching routines and expectations could have made this activity run more smoothly and be more accessible for children and families. In the example, families and children were not given a schedule or any information on what to expect or what to do during the storytime. Now, imagine you spend the week planning for your next sensory-friendly storytime. To make sure everyone knows what to expect, you create a schedule with pictures for each activity.

Your schedule includes: 1) Trickle In Toys—things like blocks and coloring sheets, 2) a movement song with scarves for children to wave, 3) Story #1, 4) another movement song with maracas for children to shake, 5) Story #2, 6) a Goodbye song.

You post this on the library website for families to view ahead of time, plan to display it at the front of the room so everyone can see it when they arrive, and review this as storytime begins. To structure the space, you tape laminated circles on the floor that show each child where to sit. These circles will help children remain in the area but not too close to others.

You also gather some fidget toys in a large basket and have these available as options for anyone who needs one. Finally, you create a quiet, comfortable space for anyone who might need to take a break, feed a baby, or just have some quiet time.

On the day of storytime, you set up the room and place a sign at the entrance of the library that reads: “Welcome to Story Time! Come in and play with our Trickle In Toys!” Blocks and coloring sheets are available, the basket of fidget toys is out, and children explore them while caregivers settle in. As families arrive, you greet them warmly and review the posted visual schedule, letting everyone know that storytime will always start out with open-ended toys and coloring options for children. You also point out the break area.

After a few minutes, it is time to begin, and you get the attention of the group with a gentle bell. You say, “Welcome to Storytime! I’m so glad you are here! Please find a circle to sit on—it’s okay to stay with caregivers too. Caregivers, feel free to have a seat in the chairs or join children on the floor. Let’s begin!”

You review the schedule, going over each part and sharing what families and children can expect. You explain that there will be a mix of moving-around songs and books, and that children can move however they like using props. You pass around the fidget basket, saying, “Sometimes, it is nice to hold something in your hands when reading—feel free to take a fidget if this sounds good to you! Please keep the fidget toys in your lap.”

You lead children through the songs and books, stopping between each activity to review the schedule and discuss what’s next. Before each song you tell children what they can do by saying “this is a standing-up song, so you can stand up if you’d like to!” and invite Elaine, a regular storytime attendee, to show everyone how to do the actions to the song.

After the first song, you announce, “Great job dancing! Now please go back to your seats so we can start our second story! I love how some kids are already sitting on their circles and ready to read!”

At the end of storytime, you say, “That was a great storytime everyone! We all listened to books and danced together” as you point to the visual schedule and review each part. You end storytime by saying, “Kids did such a great job—I have stickers for anyone who would like one. I hope you can join us next week!”

With this structure in place, you notice many more children and families participating. Caregivers know what to do, and children are so much more engaged. The added organization of having clear expectations and a structured routine really improved storytime for everyone.

So, what could this look like in your program? Consider the following things—What exactly is the routine or the expectation? What should everyone do? What are the steps within this routine? How can your environment help children know what to do?

Next, think about how you will teach the routine or expectation. How will you show children exactly what to do? Will you use pictures? Have another child demonstrate?

Finally, consider how to celebrate children who are following the expectations and routine. How do they know they’re doing the right thing? Make sure that children get lots of positive feedback!

And, if a child doesn’t follow the routine as they are learning, that’s okay! Just help them do so. With more opportunities to practice, they will become more independent.

In some cases, children might need individual support such as their own schedule, a favorite toy to hold, or a chair to sit in rather than a laminated circle on the floor. In inclusive settings, everyone gets the help they need…so embrace that participation will look different for everyone. Having clear routines and expectations is a foundational part of an inclusive setting. By letting everyone know exactly what to expect and what to do, you’re setting them up for success.

Now, think about your program…how can you create and teach consistent routines and expectations that help everyone participate?