Routines or Rituals - Dispower or Empower?

At our preschools, our children learn about the world through what we, the adults, do with them throughout the day, and through their self-chosen uninterrupted play and activities.  What we do with them manifests itself through the three R’s, the Routines, the Rituals and the Rhythms of our preschool programme.  We have always had rituals at our preschool, but after having done some professional development focusing on the importance of rituals we are giving them more attention and focus.  This is what we have learned ...

The routines are our care moments.  We all feel safe with a bit of routine.  The care moment is the key for building a relationship.

The ritual is the preparation for  bringing the moments together.  They are the anchor for the emotional safety of the child.

The rhythms provides the flow of our programme.  We bake bread and make pesto in the morning, we choose our own activities, we have lunch at noon, etc.  The self-chosen, uninterrupted play, what we call the workcycle in Montessori, is the biological rhythm.

The routines, the rituals and the rhythms bring the predictability.  They are the anchor or the container for  the child to hold them.  It gives them a sense of safety.  This foundation of safety is the basis of our programme, it is the key to what and when.

There is some confusion between routines and rituals.  Routines are usual less engaging, less personal, repetitive, boring and easily become a chore. Rituals provide richness, they give a message of love and care, are meaningful, give a sense of belonging, cultural and have active participants.  The ritual forms the container for the ongoing relationships.  They need to come from the heart.  Rituals also speak to the children's reptilian brain, telling them “this is known, this is safe”.  Children can then proceed from the safety of the known into the unknown. They feel emotionally secure, and can move out of their comfort zone and in to the state required for learning.  Loving and caring rituals are therefore very important.

A good programme is enriched by rituals, rather than disarmed by routines!  Routines should be rituals, rituals should not be routines.  Routines should be empowering, not dispowering.  Rituals should be enriching, not disarming.  An enriching ritual has the children empowered as participants.  There is an atmosphere of trust, respect and cooperation with and among akonga (learners).  Routines are few and simple, rituals are rich and warm!

At Little Earth, we have a lunch ritual that nourishes not only the body, but also the soul.  Far from being a teacher controlled event, children play an active part in the lunch procedures.  The ritual starts with music which signals it is time to prepare for lunch.  First we connect together, singing a song on the guitar.  Then we all get ready for lunch.  We set the table with beautiful cotton table clothes, china plates, wax candles, fresh flowers and real cutlery.  Beauty is important for any ritual.  When ready, the children get their lunchboxes.  They take the food out of their lunchbox and put it on their plate.  Teachers and children sit down together and we all say a karakia (thank you for our food).  When finished we all tidy up the table, do our dishes and go of to play.

A ritual is giving full attention to the ordinary.  Rituals are emotional nurturing.  They create a known, safe heaven, but at the same time provide for creative experiences that produce divine moments.  Moments you can FEEL.  Rituals come from the Hearth and are authentic.  If done with full attention, rituals can feed us all, the body, the mind and the soul!

What rituals do you have in your centre?

- Anja

If you want to learn more about rituals in your early childhood centre, contact Little Earth for more information about their professional development programme.