Routines That Stick: Mirror the Classroom Schedule at Home (Pre-K–K)

Why routines matter

As the school year starts, home routines can clash with classroom routines. It helps when parents work closely with the teacher to get the class schedule and align parts of the day at home. That one step streamlines mornings and makes transitions easier for your child. Guidance from the AAP shows that predictable routines lower stress, and Harvard’s research explains how routines support executive function.

Pull-quote: Attention isn’t a switch; it’s a skill that grows through predictable, repeatable routines.

Step 1: What to ask the teacher for

• A quick photo or list of the daily schedule
• The clean-up and line-up cues (song, chime, or phrase)
• Two routines the teacher recommends you mirror at home this month, see NAEYC’s overview of daily routines & transitions

Step 2: Mirror key routines at home

You don’t need to copy school. Just keep the same order and cues so your child knows what comes next (visual supports help—examples here: First/Then & picture schedules).
Morning send-off (4–8 minutes)
• First–Then: First wash face/brush teeth → Then breakfast → Next shoes/backpack
• Use the same clean-up cue the teacher uses (song or phrase)
• “You’re ready for morning meeting—high five!”

After-school decompression (10–15 minutes)

• First snack/water → Then a 5-minute choice (blocks or drawing)
• “Let’s do a quick book look, just like class.”
• Simple share: “Tell me one center you tried.”

Bedtime wind-down (8–12 minutes)

• Read-aloud for 5–8 minutes (stop while it’s still fun)
• Preview tomorrow: “We’ll lay out clothes for arrival table time.”

Weekends: keep a light version

Weekends don’t have to look like school, but keep a lighter version of your three anchors (morning send-off, after-school calm, bedtime read). For preschoolers, aim for 5–15 minutes per activity, then a quick transition. Rotate activities instead of long stretches of TV or tablets—this mirrors classroom pacing and builds stamina without overload (see NAEYC on routines &; transitions, AAP on family routines, and Harvard on executive function).

Prepare for changes (and prevent meltdowns)

Children rely on routine. When you have to change it, preview the change and name the feeling before it happens—both routine and advance warning make transitions easier (Zero to Three: creating routines; AAP: family routines; NCPMI: visual supports for transitions).

Example script:
“We usually watch TV at 10, but today I have an appointment. We’ll watch at 2 after we get back. It’s okay to feel disappointed—I’ll set a timer so you know when it’s time.”

Why this works:
• Sets the expectation (what and when)
• Explains the reason (why)
• Validates feelings and gives a clear plan

References (quick)

• American Academy of Pediatrics / HealthyChildren.org — The Importance of Family Routines
https://www.healthychildren.org/English/family-life/family-dynamics/Pages/The-Importance-of-Family-Routines.aspx
• NAEYC — Transitions & Daily Routines (Topic Page)
https://www.naeyc.org/resources/topics/transitions
• Zero to Three — Creating Routines for Love and Learning
https://www.zerotothree.org/resource/creating-routines-for-love-and-learning/
• National Center for Pyramid Model Innovations — Visual Supports for Routines, Schedules, and Transitions
https://challengingbehavior.org/document/visual-supports-for-routines-schedules-and-transitions/
• Harvard Center on the Developing Child — Guide to Executive Function
https://developingchild.harvard.edu/resources/guide-to-executive-function/