Communication and Language
The one to one interaction that takes place
during a care routine supports the development
of language and communication. The practitioner
should always be talking with the child about the
routines and making the most of this special time. During routines we often use the same words such
as ‘all gone now’,’ let’s get a clean nappy’ - these words, along with the actions, help children to understand
language.
Physical development
Care routines like feeding, dressing and toileting involve the need for physical skills as children push their
arms through sleeves and sit up straight on a chair. Hand-eye co-ordination is required when using a spoon,
putting lids on lunch boxes and washing hands. Always allow the child time to practise these skills.
The role of the practitioner
It is important that practitioners understand the value of care routines and that time is spent to allow
children to learn through these daily routines. These special times should not be rushed and should be
carried out by the key person - all staff members need to understand the value of these times and that they
are part of the child’s learning and development. Many settings have moved away from the idea of using a
rota for care routines as this implies that that they are the less desirable jobs that have to be done - the care
routines are just as important as any other activity or learning opportunity. It is also important to think of
the routine from the child’s point of view, this is best done by thinking about how you would like to be
treated if you were dependent on someone else for eating and nappy changing.
Consider - would you like to have a spoon pushed
in your mouth from an adult towering above you?
Or would you like someone to be sitting with you at
the same level, interacting with you?