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ERIC Number: ED481991
Record Type: Non-Journal
Publication Date: 2003
Pages: 6
Abstractor: N/A
Reference Count: N/A
Helping Children Understand Routines and Classroom Schedules. What Works Briefs.
Ostrosky, M. M.; Jung, E. Y.; Hemmeter, M. L.; Thomas, D.
Studies have documented that schedules and routines influence children's emotional, cognitive, and social development. Predictable and consistent schedules in preschool classrooms help children feel secure and comfortable. Also, schedules and routines help children understand the expectations of the environment and reduce the frequency of behavior problems, such as tantrums and acts of aggression. This brief provides practical information on the use of schedules and routines with preschoolers. Using a question and answer format, it addresses the following issues: (1) What are schedules and routines?; (2) Why are schedules and routines important?; (3) Who are the children who have participated in research on schedules and routines?; (4) Who are the children who have participated in research on schedules and routines?; (5) Where do I find more information on implementing this practice?; (6) What is the scientific basis for this practice? Examples of how specific practices might be used and a one page summary handout for practitioners and families are included. (SG)
Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail:; Web site: For full text:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners
Language: English
Sponsor: Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.; Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau.
Authoring Institution: N/A