Anyone who works with children regularly knows that children thrive on a predictable rhythm and routine. I know in classroom teaching, the classrooms where the children know the rhythm of the day without thinking are the ones where the students are settled and anxiety minimised. Having seen struggle with rhythms, supported the establishment of positive ones, and observed the difference it makes, deepening my understanding of healthy rhythms for children and families has been a strong focus in my work.
Good routines and rhythms don’t build themselves. They must be intentional and we must commit to following through with them. Once children have that predictability they settle into a sense of security, both in the little things, but also in their knowing that the world is a good place.
When we work to build rhythms for the children in our lives we do so because we want to empower them, help them to grow their independence, to trust in the future, and of course to be practically equipped to do the things we need them to do. One question I ask parents I’m working with who are seeking support to build a healthy rhythm is ‘what does your child (or children) need to be able to know or do without thinking about it?’ From there we can build an understanding of what is missing, and then begin to build foundations.
So, we know that these rhythms support so many aspects of healthy child development and wellbeing. How can they support us as parents and educators, too?
As adults, we are often well entrenched in our daily habits. Up to an alarm, coffee, drive, work… We, too, find strength in these rhythms in our lives, but can we also find nourishment? Our work with children is often so giving. It’s easy for that (incredibly important) work to be given constant priority over what we can do for ourselves. We know, though, that if we have inner strength and resilience, and a little in the reserve tank, we’re much better able to show up for the little people that so need us each day. When our routines become so much for everyone and everything else, it is more important to carve out a little bit of time each day or week that is truly for ourselves. Time to be quiet, to sit with those inner questions and riddles that the children present us with, to find some space.
Clients working with me in the Waldorf Your Way programme not only develop a strong rhythm and routine for their homeschool lives, but also one that encourages them to find time in their daily and weekly rhythm for themselves. If strong rhythms are the foundation for all the work we do, then shouldn’t it be of utmost importance that these rhythms honour the needs and prioritise the wellbeing of the educator as part of that? The time for you doesn’t have to be a big thing. For me, it’s taking 10 minutes out of my morning to walk my dog as the sun rises, and the same at the at home at the other end of the day. Fresh air, movement, and connecting with nature are always my best medicines.
So, this week I challenge you to take note of your rhythms and routines (in your work with children and in your own life). Are they working for those they need to? Are they supporting predictability and encouraging independence? Are you also being nourished by the rhythms in your life?
Happy reflecting,
Sophie