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Creating Playspaces that evoke a sense of belonging
Profile: A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners.
Written by: Early Educational Advisor - Jo Harris
By its very nature, the concept of belonging is made visible through the connections that are made when children interact with other people. With an emphasis on how they are feeling, it will support the growing experience of safety and belonging.
A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners.
Entering a play space that is personalised with storage for children’s personal items can give them an immediate sense of comfort. Unpacking personal items in a dedicated area where children can store their bags and other promotes a feeling of belonging. Adding a name tag or photo provides a special touch in recognition of each individual child who is learning to share in a collaborative environment.
Putting a bag away in a locker that has an individualised image, such as a photo or symbol is meaningful to children and helps to give them a ‘home base.’
Child-size resources, including chairs and tables, are the ideal places to demonstrate their purpose and how children may use them safely and comfortably. Sitting at the correct height to support their posture will also add to the opportunity to engage with resources for longer and more sustained periods of time with peers and educators.
Including a set of adjustable high chairs affords children the opportunity to grow with the items they use each day. As they gain confidence in their personal skills, it invites them to feel a sense of excitement for their next stage of development, such as sitting up in a chair at a table to eat, drink and play.
Setting up items that encourage children to self-serve their food and feed themselves offers regular opportunities to develop their confidence and skills which promotes healthy self-esteem.
Supporting children’s relationships through Play
Adding realistic-looking furniture to create a look and feel like pieces that children may use at home can encourage children in their role play, such as in a reading or pretend play area. Having observed how their families interact, they may choose to relay favourite memories whilst creating new connections with other children.
Setting up large group activities that are both planned and incidental provides opportunities for children to come together and share in the community of learners. Completing a large floor puzzle, cooking, playing a game, or creating a large community art mural are all ways that inspire connections.
Activities such as these can often provide time and space to consider the needs and interests of all members of a group and how children can work together to feel included. This can be an ideal starting point to help children to choose who they would like to spend time with during independent play.
The Importance of continuity between home and the ECEC setting
Many life skills are being developed during the time that children spend in their education and care setting as well as in the home environment. To support these changes and provide consistency, families and educators can work together in providing the time and resources they need to support them.
The start of each new day can be set up to include a routine that focuses on welcoming parents and children. Having something to look forward to supports positive transitions from home to the education and care setting.
Including an Activity Gym for a doll can support a child who is learning how to care for a younger sibling at home, or for children who do not have siblings, it is a chance to learn more about an infant’s needs through a hands-on activity. This can help a child to understand their own needs too, and how they differ between children in a safe and practical way.
For more ideas to support children and develop their sense of belonging through play, please visit bellbird.com.au
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By its very nature, the concept of belonging is made visible through the connections that are made when children interact with other people. With an emphasis on how they are feeling, it will support the growing experience of safety and belonging.
A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners.
Entering a play space that is personalised with storage for children’s personal items can give them an immediate sense of comfort. Unpacking personal items in a dedicated area where children can store their bags and other promotes a feeling of belonging. Adding a name tag or photo provides a special touch in recognition of each individual child who is learning to share in a collaborative environment.
Putting a bag away in a locker that has an individualised image, such as a photo or symbol is meaningful to children and helps to give them a ‘home base.’
Child-size resources, including chairs and tables, are the ideal places to demonstrate their purpose and how children may use them safely and comfortably. Sitting at the correct height to support their posture will also add to the opportunity to engage with resources for longer and more sustained periods of time with peers and educators.
Including a set of adjustable high chairs affords children the opportunity to grow with the items they use each day. As they gain confidence in their personal skills, it invites them to feel a sense of excitement for their next stage of development, such as sitting up in a chair at a table to eat, drink and play.
Setting up items that encourage children to self-serve their food and feed themselves offers regular opportunities to develop their confidence and skills which promotes healthy self-esteem.
Supporting children’s relationships through Play
Adding realistic-looking furniture to create a look and feel like pieces that children may use at home can encourage children in their role play, such as in a reading or pretend play area. Having observed how their families interact, they may choose to relay favourite memories whilst creating new connections with other children.
Setting up large group activities that are both planned and incidental provides opportunities for children to come together and share in the community of learners. Completing a large floor puzzle, cooking, playing a game, or creating a large community art mural are all ways that inspire connections.
Activities such as these can often provide time and space to consider the needs and interests of all members of a group and how children can work together to feel included. This can be an ideal starting point to help children to choose who they would like to spend time with during independent play.
The Importance of continuity between home and the ECEC setting
Many life skills are being developed during the time that children spend in their education and care setting as well as in the home environment. To support these changes and provide consistency, families and educators can work together in providing the time and resources they need to support them.
The start of each new day can be set up to include a routine that focuses on welcoming parents and children. Having something to look forward to supports positive transitions from home to the education and care setting.
Including an Activity Gym for a doll can support a child who is learning how to care for a younger sibling at home, or for children who do not have siblings, it is a chance to learn more about an infant’s needs through a hands-on activity. This can help a child to understand their own needs too, and how they differ between children in a safe and practical way.
For more ideas to support children and develop their sense of belonging through play, please visit bellbird.com.au
3137 A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners. Creating Playspaces that evoke a sense of belonging 3137 Creating Playspaces that evoke a sense of belonging A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners. 3137 3 3
By its very nature, the concept of belonging is made visible through the connections that are made when children interact with other people. With an emphasis on how they are feeling, it will support the growing experience of safety and belonging.
A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners.
Entering a play space that is personalised with storage for children’s personal items can give them an immediate sense of comfort. Unpacking personal items in a dedicated area where children can store their bags and other promotes a feeling of belonging. Adding a name tag or photo provides a special touch in recognition of each individual child who is learning to share in a collaborative environment.
Putting a bag away in a locker that has an individualised image, such as a photo or symbol is meaningful to children and helps to give them a ‘home base.’
Child-size resources, including chairs and tables, are the ideal places to demonstrate their purpose and how children may use them safely and comfortably. Sitting at the correct height to support their posture will also add to the opportunity to engage with resources for longer and more sustained periods of time with peers and educators.
Including a set of adjustable high chairs affords children the opportunity to grow with the items they use each day. As they gain confidence in their personal skills, it invites them to feel a sense of excitement for their next stage of development, such as sitting up in a chair at a table to eat, drink and play.
Setting up items that encourage children to self-serve their food and feed themselves offers regular opportunities to develop their confidence and skills which promotes healthy self-esteem.
Supporting children’s relationships through Play
Adding realistic-looking furniture to create a look and feel like pieces that children may use at home can encourage children in their role play, such as in a reading or pretend play area. Having observed how their families interact, they may choose to relay favourite memories whilst creating new connections with other children.
Setting up large group activities that are both planned and incidental provides opportunities for children to come together and share in the community of learners. Completing a large floor puzzle, cooking, playing a game, or creating a large community art mural are all ways that inspire connections.
Activities such as these can often provide time and space to consider the needs and interests of all members of a group and how children can work together to feel included. This can be an ideal starting point to help children to choose who they would like to spend time with during independent play.
The Importance of continuity between home and the ECEC setting
Many life skills are being developed during the time that children spend in their education and care setting as well as in the home environment. To support these changes and provide consistency, families and educators can work together in providing the time and resources they need to support them.
The start of each new day can be set up to include a routine that focuses on welcoming parents and children. Having something to look forward to supports positive transitions from home to the education and care setting.
Including an Activity Gym for a doll can support a child who is learning how to care for a younger sibling at home, or for children who do not have siblings, it is a chance to learn more about an infant’s needs through a hands-on activity. This can help a child to understand their own needs too, and how they differ between children in a safe and practical way.
For more ideas to support children and develop their sense of belonging through play, please visit bellbird.com.au
Curious about Play Creating Playspaces that evoke a sense of belonging Creating Playspaces that evoke a sense of belonging
By its very nature, the concept of belonging is made visible through the connections that are made when children interact with other people. With an emphasis on how they are feeling, it will support the growing experience of safety and belonging.
A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners.
Entering a play space that is personalised with storage for children’s personal items can give them an immediate sense of comfort. Unpacking personal items in a dedicated area where children can store their bags and other promotes a feeling of belonging. Adding a name tag or photo provides a special touch in recognition of each individual child who is learning to share in a collaborative environment.
Putting a bag away in a locker that has an individualised image, such as a photo or symbol is meaningful to children and helps to give them a ‘home base.’
Child-size resources, including chairs and tables, are the ideal places to demonstrate their purpose and how children may use them safely and comfortably. Sitting at the correct height to support their posture will also add to the opportunity to engage with resources for longer and more sustained periods of time with peers and educators.
Including a set of adjustable high chairs affords children the opportunity to grow with the items they use each day. As they gain confidence in their personal skills, it invites them to feel a sense of excitement for their next stage of development, such as sitting up in a chair at a table to eat, drink and play.
Setting up items that encourage children to self-serve their food and feed themselves offers regular opportunities to develop their confidence and skills which promotes healthy self-esteem.
Supporting children’s relationships through Play
Adding realistic-looking furniture to create a look and feel like pieces that children may use at home can encourage children in their role play, such as in a reading or pretend play area. Having observed how their families interact, they may choose to relay favourite memories whilst creating new connections with other children.
Setting up large group activities that are both planned and incidental provides opportunities for children to come together and share in the community of learners. Completing a large floor puzzle, cooking, playing a game, or creating a large community art mural are all ways that inspire connections.
Activities such as these can often provide time and space to consider the needs and interests of all members of a group and how children can work together to feel included. This can be an ideal starting point to help children to choose who they would like to spend time with during independent play.
The Importance of continuity between home and the ECEC setting
Many life skills are being developed during the time that children spend in their education and care setting as well as in the home environment. To support these changes and provide consistency, families and educators can work together in providing the time and resources they need to support them.
The start of each new day can be set up to include a routine that focuses on welcoming parents and children. Having something to look forward to supports positive transitions from home to the education and care setting.
Including an Activity Gym for a doll can support a child who is learning how to care for a younger sibling at home, or for children who do not have siblings, it is a chance to learn more about an infant’s needs through a hands-on activity. This can help a child to understand their own needs too, and how they differ between children in a safe and practical way.
For more ideas to support children and develop their sense of belonging through play, please visit bellbird.com.au
y Early Educational Advisor - Jo Harris n
By its very nature, the concept of belonging is made visible through the connections that are made when children interact with other people. With an emphasis on how they are feeling, it will support the growing experience of safety and belonging.
A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners.
Entering a play space that is personalised with storage for children’s personal items can give them an immediate sense of comfort. Unpacking personal items in a dedicated area where children can store their bags and other promotes a feeling of belonging. Adding a name tag or photo provides a special touch in recognition of each individual child who is learning to share in a collaborative environment.
Putting a bag away in a locker that has an individualised image, such as a photo or symbol is meaningful to children and helps to give them a ‘home base.’
Child-size resources, including chairs and tables, are the ideal places to demonstrate their purpose and how children may use them safely and comfortably. Sitting at the correct height to support their posture will also add to the opportunity to engage with resources for longer and more sustained periods of time with peers and educators.
Including a set of adjustable high chairs affords children the opportunity to grow with the items they use each day. As they gain confidence in their personal skills, it invites them to feel a sense of excitement for their next stage of development, such as sitting up in a chair at a table to eat, drink and play.
Setting up items that encourage children to self-serve their food and feed themselves offers regular opportunities to develop their confidence and skills which promotes healthy self-esteem.
Supporting children’s relationships through Play
Adding realistic-looking furniture to create a look and feel like pieces that children may use at home can encourage children in their role play, such as in a reading or pretend play area. Having observed how their families interact, they may choose to relay favourite memories whilst creating new connections with other children.
Setting up large group activities that are both planned and incidental provides opportunities for children to come together and share in the community of learners. Completing a large floor puzzle, cooking, playing a game, or creating a large community art mural are all ways that inspire connections.
Activities such as these can often provide time and space to consider the needs and interests of all members of a group and how children can work together to feel included. This can be an ideal starting point to help children to choose who they would like to spend time with during independent play.
The Importance of continuity between home and the ECEC setting
Many life skills are being developed during the time that children spend in their education and care setting as well as in the home environment. To support these changes and provide consistency, families and educators can work together in providing the time and resources they need to support them.
The start of each new day can be set up to include a routine that focuses on welcoming parents and children. Having something to look forward to supports positive transitions from home to the education and care setting.
Including an Activity Gym for a doll can support a child who is learning how to care for a younger sibling at home, or for children who do not have siblings, it is a chance to learn more about an infant’s needs through a hands-on activity. This can help a child to understand their own needs too, and how they differ between children in a safe and practical way.
For more ideas to support children and develop their sense of belonging through play, please visit bellbird.com.au
Curious about Play Creating Playspaces that evoke a sense of belonging 3137 2 Creating Playspaces that evoke a sense of belonging A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners. A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners. blog 3 Blog Post 0000-00-00 00:00:00 2023-02-01 12:25:28
By its very nature, the concept of belonging is made visible through the connections that are made when children interact with other people. With an emphasis on how they are feeling, it will support the growing experience of safety and belonging.
A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners.
Entering a play space that is personalised with storage for children’s personal items can give them an immediate sense of comfort. Unpacking personal items in a dedicated area where children can store their bags and other promotes a feeling of belonging. Adding a name tag or photo provides a special touch in recognition of each individual child who is learning to share in a collaborative environment.
Putting a bag away in a locker that has an individualised image, such as a photo or symbol is meaningful to children and helps to give them a ‘home base.’
Child-size resources, including chairs and tables, are the ideal places to demonstrate their purpose and how children may use them safely and comfortably. Sitting at the correct height to support their posture will also add to the opportunity to engage with resources for longer and more sustained periods of time with peers and educators.
Including a set of adjustable high chairs affords children the opportunity to grow with the items they use each day. As they gain confidence in their personal skills, it invites them to feel a sense of excitement for their next stage of development, such as sitting up in a chair at a table to eat, drink and play.
Setting up items that encourage children to self-serve their food and feed themselves offers regular opportunities to develop their confidence and skills which promotes healthy self-esteem.
Supporting children’s relationships through Play
Adding realistic-looking furniture to create a look and feel like pieces that children may use at home can encourage children in their role play, such as in a reading or pretend play area. Having observed how their families interact, they may choose to relay favourite memories whilst creating new connections with other children.
Setting up large group activities that are both planned and incidental provides opportunities for children to come together and share in the community of learners. Completing a large floor puzzle, cooking, playing a game, or creating a large community art mural are all ways that inspire connections.
Activities such as these can often provide time and space to consider the needs and interests of all members of a group and how children can work together to feel included. This can be an ideal starting point to help children to choose who they would like to spend time with during independent play.
The Importance of continuity between home and the ECEC setting
Many life skills are being developed during the time that children spend in their education and care setting as well as in the home environment. To support these changes and provide consistency, families and educators can work together in providing the time and resources they need to support them.
The start of each new day can be set up to include a routine that focuses on welcoming parents and children. Having something to look forward to supports positive transitions from home to the education and care setting.
Including an Activity Gym for a doll can support a child who is learning how to care for a younger sibling at home, or for children who do not have siblings, it is a chance to learn more about an infant’s needs through a hands-on activity. This can help a child to understand their own needs too, and how they differ between children in a safe and practical way.
For more ideas to support children and develop their sense of belonging through play, please visit bellbird.com.au
0 3137 Creating Playspaces that evoke a sense of belonging
By its very nature, the concept of belonging is made visible through the connections that are made when children interact with other people. With an emphasis on how they are feeling, it will support the growing experience of safety and belonging.
A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners.
Entering a play space that is personalised with storage for children’s personal items can give them an immediate sense of comfort. Unpacking personal items in a dedicated area where children can store their bags and other promotes a feeling of belonging. Adding a name tag or photo provides a special touch in recognition of each individual child who is learning to share in a collaborative environment.
Putting a bag away in a locker that has an individualised image, such as a photo or symbol is meaningful to children and helps to give them a ‘home base.’
Child-size resources, including chairs and tables, are the ideal places to demonstrate their purpose and how children may use them safely and comfortably. Sitting at the correct height to support their posture will also add to the opportunity to engage with resources for longer and more sustained periods of time with peers and educators.
Including a set of adjustable high chairs affords children the opportunity to grow with the items they use each day. As they gain confidence in their personal skills, it invites them to feel a sense of excitement for their next stage of development, such as sitting up in a chair at a table to eat, drink and play.
Setting up items that encourage children to self-serve their food and feed themselves offers regular opportunities to develop their confidence and skills which promotes healthy self-esteem.
Supporting children’s relationships through Play
Adding realistic-looking furniture to create a look and feel like pieces that children may use at home can encourage children in their role play, such as in a reading or pretend play area. Having observed how their families interact, they may choose to relay favourite memories whilst creating new connections with other children.
Setting up large group activities that are both planned and incidental provides opportunities for children to come together and share in the community of learners. Completing a large floor puzzle, cooking, playing a game, or creating a large community art mural are all ways that inspire connections.
Activities such as these can often provide time and space to consider the needs and interests of all members of a group and how children can work together to feel included. This can be an ideal starting point to help children to choose who they would like to spend time with during independent play.
The Importance of continuity between home and the ECEC setting
Many life skills are being developed during the time that children spend in their education and care setting as well as in the home environment. To support these changes and provide consistency, families and educators can work together in providing the time and resources they need to support them.
The start of each new day can be set up to include a routine that focuses on welcoming parents and children. Having something to look forward to supports positive transitions from home to the education and care setting.
Including an Activity Gym for a doll can support a child who is learning how to care for a younger sibling at home, or for children who do not have siblings, it is a chance to learn more about an infant’s needs through a hands-on activity. This can help a child to understand their own needs too, and how they differ between children in a safe and practical way.
For more ideas to support children and develop their sense of belonging through play, please visit bellbird.com.au
Early Educational Advisor - Jo Harris Creating Playspaces that evoke a sense of belonging 3137 A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners. 2718 2718 2718 0 0 A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners. 1110 A learning environment that is warm and welcoming with age-appropriate activities and resources makes it easier for children to observe the cues of how to play and become engaged within their community of learners. blog-style-2 /assets/webshop/cms/37/3137.png?1675215619(CODE) /assets/webshop/cms/37/3137-1.png?1675215619(CODE) /assets/webshop/cms/37/3137-1.png?1675215619(CODE) 0 2023-02-01 12:25:28 Creating Playspaces that evoke a sense of belonging https://www.bellbirdkidz.com.au/blog/curious-about-play/creating-playspaces-that-evoke-a-sense-of-belongin/ N 0 0 0 sales 0.00 0 1 18.216.230.107 1 Due On Invoice noreg 6a0189014002be36aebb3bd0220bb945 1714666021 production 0 1 1 Integration_Deprecated::AccLib OTHER {"cpanelRestrictions":{"addons":{"blacklist":[5,156,157,157,158,161,163,164,165,166,167,168,169,170,171,172,236,240,243,251,253,254,255,256,256,257,257,258,259,260,261,262,283,303]}},"trial":{"configs":{"main:L10N_DATETIME_FORMAT":"dd-mm-yyyy","main:L10N_DATETIME_ENABLED":1},"trialExpiryDays":"14","planSku":"TRIAL","subscriptionChangesRedirectUrl":"https:\/\/www.netohq.com\/au\/contact","subscriptionChangesContactUsUrl":"https:\/\/www.netohq.com\/au\/contact","allowSubscriptionChanges":"merchant","showOnboardingForms":"merchant","licences":{"REQUIRED_FORM_BUSINESS_DETAILS":1,"ALLOW_SAMPLE_DATA":1,"USE_SUBSCRIPTION_SYSTEM":"EXTERNAL","LICENSE_APP_COMBINE_ORDER":1,"LICENSE_APP_PROMOTION":1,"LICENSE_APP_MULTILEVEL_PRICING":1,"LICENSE_APP_USER_GROUPS":1,"INITIAL_APP_ECOMMERCE":1}},"cpanelTemplates":{"netoBillingPortalLink":"Legacy Billing Portal"}} 2024-05-02 23:24:27 /_myacct 1 1 1 0 sales@neto.com.au marketing 15 ebay free asset 0 0 1 0 1 1 1 1 0 0 1 1 1 y 1 0 apptizer Apptizer 8 0 0 0 0 0 0 10 0 0 8 270256 8 8 1 1 1 0 0 https://www.bellbirdkidz.com.au/blog/curious-about-play/creating-playspaces-that-evoke-a-sense-of-belongin/ 1 5 C 0 0 1 0 1 0 1 0 1 1 left 1 0 0 1 0 1 0 1 1 1 Subscribe to our newsletter and we'll keep you up to date on our products and services. 1 0 /_mycart 0 0 0 52 006 761 495 46 Commercial Drive, Lynbrook VIC 3975 Dean's Pty Ltd t/as Bellbird Kid-Z Educational Resources 083 781 National Australia Bank 730100775 enquire@bellbird.com.au 03 9799 9533 Bellbird Early Educational Resources 1300 365 268 46 Commercial Drive, Lynbrook VIC 3975 cp 3 0 0 1 managed 1 /_cpanel Account Credit production 3137 1 0 3137 content /blog/curious-about-play/creating-playspaces-that-evoke-a-sense-of-belongin/ 0 sandbox 0 0 0 1 1 AU AUD sales 2022-bellbirdkids m category WS default AUSPOST 1 8 7 4 0 0 sortorder 1 8 SKU gallery ea 1 Prepaid 0 Staging 0 1 cm m3 km m kg 0 system https://design.neto.com.au/assets/themerepos5-ebay/ 0 3 Integration::Ebay 1 bellbirdkidz.com.au www.bellbirdkidz.com.au 0 1 0 1 0 0 1 0 1 1 1 0 0 0 0 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 1 0 export https://www.facebook.com/bellbirdeducationalresources/ fax_logo.gif Feedback Request 1 1 FREE FREE FREE AIzaSyC3Pep87jmCbuirH_G2_Ftd0f5A08cUYpw 1.1 0 0 0 0 0 3 5.00 home www.bellbirdkidz.com.au 1 0 0 0 0 white 100x100 140x100 300x66 1600 1600 600 100 900x600 80x80 437 372 220 100 180 nntwmtk9
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Entering a play space that is personalised with storage for children’s personal items can give them an immediate sense of comfort. Unpacking personal items in a dedicated area where children can store their bags and other promotes a feeling of belonging. Adding a name tag or photo provides a special touch in recognition of each individual child who is learning to share in a collaborative environment. .png)
Including a set of adjustable high chairs affords children the opportunity to grow with the items they use each day. As they gain confidence in their personal skills, it invites them to feel a sense of excitement for their next stage of development, such as sitting up in a chair at a table to eat, drink and play. .png)
Adding realistic-looking furniture to create a look and feel like pieces that children may use at home can encourage children in their role play, such as in a reading or pretend play area. Having observed how their families interact, they may choose to relay favourite memories whilst creating new connections with other children. .png)
The start of each new day can be set up to include a routine that focuses on welcoming parents and children. Having something to look forward to supports positive transitions from home to the education and care setting. 
