Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Routine as Learning refers to the understanding that everyday routines—such as mealtimes, toileting, transitions, and tidying—are valuable opportunities for children’s learning and development.
What is Routine as Learning?
Routine as learning describes the idea that everyday routines are not separate from learning, but are an important part of it. In early years settings, routines provide regular, predictable opportunities for children to develop skills, understanding, and independence.
Rather than viewing routines as tasks to complete, practitioners recognise them as meaningful learning experiences.
Routines in Early Years Practice
Routines are repeated parts of the day that provide structure and consistency. These may include:
arrival and departure
mealtimes and snack times
toileting and handwashing
tidying up
transitions between activities
rest or sleep times
Because these experiences happen regularly, they provide consistent opportunities for interaction and development.
How Routines Support Learning
Routines support learning in a variety of ways. Through repeated participation, children begin to understand expectations, develop independence, and build confidence.
During routines, children may:
develop language through conversation
learn sequences and patterns
practise self-care skills
understand social expectations
build a sense of security and predictability
These experiences contribute to children’s overall development.
The Role of the Adult in Routines
Practitioners play a key role in shaping routines as learning opportunities. This involves being intentional in how routines are carried out and using them as opportunities for interaction.
Adults may:
engage in conversation during routines
model behaviours and language
support children’s independence
provide guidance and reassurance
adapt routines to meet individual needs
The quality of interaction during routines can significantly influence learning.
Routine as Learning and Children’s Development
Routine as learning supports development across several areas, particularly:
personal, social and emotional development
communication and language
physical development (self-care skills)
independence and confidence
Because routines are predictable and repeated, they help children build understanding and skills over time.
Common Questions About Routine as Learning
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Yes. In early years practice, routines are recognised as valuable opportunities for learning and development.
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Routines provide structure, predictability, and repeated opportunities for learning, which support children’s confidence and security.
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Practitioners can make routines meaningful by engaging with children, encouraging participation, and using interaction to support learning.
Summary
Routine as Learning refers to recognising everyday routines as important opportunities for children’s learning and development. Through repeated and meaningful experiences, routines support communication, independence, and emotional security in early childhood.
Related Glossary Terms
The following glossary entries are closely related to Routine as Learning and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.