Routines support children’s wellbeing. Re-establishing routines can have some challenges. What was easy and straightforward before a holiday can become stressful after the holiday. Planning and managing expectations can help the return to established successful routines.

Welcome to 2026 and all the possibilities a new year holds. We are looking forward to having everyone back at GymbaROO-KindyROO, where all the moving and learning we provide supports their development. This blog is about re-establishing routines after the holidays. Sometimes it is smooth, and sometimes it is a bit bumpy. 

Holidays are very good for the brain. They create time for the brain to organise and file information, rebuild and restore. Being out of routine for a while can be beneficial, as children learn to manage changes and surprises. Yes, holidays are good for us and can help children build emotional resilience.

Most children like a routine. They like a degree of predictability so they can anticipate what is going to happen next. The stability of a consistent routine shapes the brain and it is therefore less likely to be stressed. However, there are times when routines go out the window, holidays and hospital stays come to mind. For some children, there may be a level of anxiety as the routines are re-established when life returns to ‘normal’. 

Routines help children know what they need to do, at what time and often in what order. They can be termed positive behaviour strategies and are a simple way to help children regulate their behaviour. Young children usually have their routines centred on sleep, meals, activities, and free play. As adults, we explain to the child in simple terms what the routine is, for example, “Come and clean your teeth, and then we can have a story”.

We use this information at GymbaROO-KindyROO and ensure we have a very clear routine during the class. Different ages have slightly different routines, as developmentally, their needs are a little different. The routines, which often include boundaries, empower children by helping them learn to trust their environment. Rather than restricting freedom, routines help children develop emotional regulation and self-control, which then lead to social competence. These elements are also aspects of Executive Functions (EF).

To manage the routine re-entry phase, go gently. Be gentle with yourself and your child. This can be a time of big emotions and we need to help children navigate them successfully. Situations that were navigated confidently and with ease, can become a time of stress for all concerned. From the drop-off at pre-school to confidence on the GymbaROO-KindyROO circuit, it is hard to predict what the child will find challenging.

• Ensure all children and adults are well fed and hydrated throughout the day. Being hungry and/or dehydrated is never successful when children feel pressured or when there are time constraints. 
• Explain what is going to happen next. “After your sleep tonight, we are going back to preschool,” or “After your sleep tonight, we are going to GymbaROO-KindyROO” (Maybe show them some photos of them at GymbaROO-KindyROO if you have any).
• For older children, let them run around freely just before a more structured activity so they can focus easily.  
• When you arrive at the activity, if your child does not want to join in, that is fine. Give the child space. If you carry on and enjoy the activities, it may encourage your child to do so when ready  
• Some children may find returning to activities after a holiday a little overwhelming. Children are naturally curious, so use that to enhance the experience. If your child is not engaged in the GymbaROO-KindyROO class and appears not to concentrate, you may need to spark a sense of curiosity. Say to them, “Wow, that looks fun!”, “What is Lucas doing over there?”, “Come on, let’s have a go!”. Get involved in the activities with your child, encourage them and have fun together. Your one-on-one positive attention can make a big difference.

We look forward to this term of fun and learning, and getting back to our business of helping your children develop to their full potential. 

Firstly, and most importantly, your children need to move (O’Hagan et al., 2022; Preedy, Duncombe, & Gorely, 2022; Xie et al., 2024). They need a wide range of movement activities and experiences to support brain development. GymbaROO-KindyROO is an excellent place to experience a smorgasbord of the necessary movement opportunities and important child development information. 

 

Dr Tessa Grigg (PhD, Dip Tch Primary and ECE) is an experienced teacher and the Research and Education Manager at GymbaROO-KindyROO. 

References:

O’Hagan, A. D., Behan, S., Peers, C., Belton, S., O’Connor, N., & Issartel, J. (2022). Do our movement skills impact our cognitive skills? Exploring the relationship between cognitive function and fundamental movement skills in primary school children. Journal of Science & Medicine in Sport, 25(11), 871-877. doi:10.1016/j.jsams.2022.08.001

Preedy, P., Duncombe, R., & Gorely, T. (2022). Physical development in the early years: The impact of a daily movement programme on young children’s physical development. Education 3-13, 50(3), 289-303. 

Xie, J. K., Caspi, A., Harrington, H., Houts, R., Pietrosimone, L., Whitman, E. T., & Moffitt, T. E. (2024). Adult physical function has roots in Early Childhood brain function: A five-decade cohort study. The Journals of Gerontology, 79(9).