Rest Time - Dr Day Care Toddler training video (part 8)

Dr. Day Care Home Office

26 Feb 201802:56

Summary

TLDRThe video script outlines a structured routine for toddlers post-lunch, focusing on the importance of rest to rejuvenate for the afternoon. Teachers facilitate the transition by assisting with potty breaks and setting up individual cots with unique sheets and blankets. A quiet environment is established with dimmed lights and soft music to encourage napping. Children are gently guided to self-soothe and sleep independently. Teachers use this time for administrative tasks and supervision. Upon waking, children engage in quiet activities before transitioning to snack time and outdoor play. The script emphasizes cleanliness with the sanitization of cots and overall classroom maintenance to ensure a hygienic and welcoming space for children and parents.

Takeaways

😴 Post-lunch is rest time for children, which helps them recharge for the afternoon activities.
👶 Teachers assist children in using the potty and preparing their cots with separate sheets and blankets.
🧸 Some children may have a comfort item or pacifier for naptime, which should be used only during this time.
💤 Dimming lights and using a soft voice signals the start of nap time and helps children wind down.
🤫 Teachers use whisper voices to communicate with children who are not sleeping, to maintain a quiet environment.
📚 Providing a book or quiet activity can help children who don't sleep to still participate in a calm manner.
🛌 Cots are spaced at least two feet apart and labeled with numbers corresponding to a child's name for organization.
🛋️ Teachers sit next to children to help them learn self-soothing and independent sleep, without rubbing backs.
📝 Nap time can be an opportunity for teachers to complete paperwork or prepare activities for later.
🎵 Soft lullabies or children's music are played at a low volume to facilitate relaxation and sleep.
🧩 Upon waking, children may engage in quiet activities on their cots, such as reading or playing with soft toys.
🍌 Snack times are individualized and served as soon as a child is ready, with a group going outside after finishing.
🧼 After naptime, children are encouraged to help clean up by putting away their bedding and comfort items.
🌞 Lights are turned on when about half of the children are awake, and all should be up by 2:30 pm at the latest.
🧹 The end of rest time involves cleaning and tidying up the classroom, including vacuuming and disposing of trash.

Q & A

What is the purpose of the rest period after lunch for toddlers?
-The rest period after lunch helps toddlers to recharge their energy, which allows them to have a great afternoon.
What assistance do teachers provide during the transition from lunch to rest time?
-Teachers help children use the potty and prepare their cots with separate sheets and small blankets.
Can children bring personal comfort items or pacifiers for naptime?
-Yes, some children can have a small comfort item from home or a pacifier, but it should be used only for naptime.
How do teachers create a conducive environment for naptime?
-Teachers begin to turn off some lights and use a quiet voice once the lights are off, and they may point to their cots and use whisper voices to communicate with the children.
What is the recommended approach if a child does not sleep or takes a short nap?
-Instead of having a power struggle, it's better to provide children with a book or a quiet activity to help them settle in a quiet atmosphere.
How are the cots arranged and identified for each child?
-Cots are positioned at least two feet apart and each cot is labeled with a number that correlates with a child's name on a list.
What is the policy regarding helping children fall asleep during rest time?
-Teachers do not rub children's backs but they sit next to children to help them learn to self-soothe and fall asleep on their own.
Can teachers use rest time for other tasks like completing paperwork?
-Yes, while sitting nearby a child to offer comfort and supervision, teachers may find it a good time to complete paperwork or prepare activities.
What type of music or sounds are played during naptime and what is the recommended volume?
-Restful lullabies or soft children's music should be played at a low volume during naptime.
What activities are available for children when they wake up from their nap?
-Upon waking up, children may engage in a quiet activity on their cot, such as reading a book, playing with a soft toy, or working on a puzzle.
What is the procedure for children after waking up and before outdoor play?
-Children get up for a diaper change or use the potty, wash their hands, and then have a snack. Once a group has finished and cleaned up, they go outside for fresh air and gross motor activity.
How are the cots managed after rest time and before outdoor play?
-Comfort items and pacifiers are put into baskets or cubbies right away. The teacher who puts away the cots sprays them with a bleach and water solution and then stacks them to air dry.
What cleaning tasks are performed by teachers after rest time and before the classroom is ready for parents?
-Teachers clean the tables and floor from the afternoon snack, vacuum the rugs, take out the garbage, and ensure the classroom is clean and ready for parent pick-up.

Outlines

00:00

😴 Naptime Routine for Toddlers

The script outlines the process of transitioning toddlers to rest after lunch. It emphasizes the importance of slowing down for a rest to recharge their energy for the afternoon. Teachers assist children in using the potty and preparing their cots with individual sheets and blankets. Comfort items and pacifiers are allowed for naptime. The environment is made conducive for sleep by dimming lights and using a quiet voice. Teachers may use this time for paperwork or preparing activities while providing comfort and supervision to the children. Cots are spaced apart and labeled for organization. The script also details the wake-up process, including quiet activities and the gradual increase in activity as more children wake up. A structured snack time follows, with children being served as they are ready. The routine concludes with cleaning and preparation for outdoor play and parent pick-up.

Mindmap

Keywords

💡transition

The term 'transition' in the context of the video refers to the process of moving from one activity to another. It is a crucial part of the children's daily routine, as it helps them shift from the active phase after lunch to the more relaxed phase of rest. The script mentions teachers helping with the transition by assisting children to use the potty and prepare their cots for rest.

💡rest

Rest is a key concept in the video, highlighting the importance of downtime for young children. It is presented as a necessary part of their day to recharge and prepare for the afternoon activities. The script describes how rest time is facilitated by teachers, including creating a quiet environment and helping children to self-soothe and fall asleep.

💡naptime

Naptime is a specific period during the rest time when children are encouraged to sleep. The script explains that some children may not sleep or may take a short nap, and it emphasizes the importance of not engaging in power struggles with children who are reluctant to sleep. Naptime is presented as an opportunity for children to rest and recharge.

💡cot

A cot is a small bed used for children to rest or sleep on during naptime. The script details the arrangement of cots, with each having a separate sheet and blanket, and being positioned at least two feet apart. Cots are also labeled with numbers corresponding to a list of children's names, ensuring each child knows their designated cot.

💡self-soothe

Self-soothing is a skill that children are encouraged to develop during rest time. It involves calming oneself down and falling asleep without the need for external assistance. The script mentions that teachers sit next to children to help them learn to self-soothe, which is an important developmental milestone.

💡quiet activity

A quiet activity is a low-intensity task that children can engage in if they are not sleeping during naptime. The script suggests providing a book or a quiet activity to children who do not sleep, as it helps maintain the calm atmosphere necessary for those who are resting.

💡snack time

Snack time is a part of the children's routine after they wake up from rest. It is described as being varied for each child and is served as soon as a child is ready. The script emphasizes the importance of individualizing snack times to meet the needs of each child.

💡gross motor activity

Gross motor activity refers to physical activities that involve large muscle groups and are typically outdoor in nature. The script mentions that after snack, children engage in gross motor activities outside to enjoy fresh air and physical play, which is essential for their physical development.

💡cleaning routine

The cleaning routine is an essential part of maintaining hygiene and order in the classroom. The script outlines specific tasks such as cleaning tables and floors, vacuuming rugs, and taking out the garbage. This routine ensures that the classroom is ready for the next day's activities and is presentable for parents.

💡comfort item

A comfort item is a personal object from home that provides a sense of security and familiarity to a child. The script mentions that some children may have a small comfort item or a pacifier for naptime only, which can help them feel more at ease during rest.

💡lullabies

Lullabies are soothing songs traditionally sung to help children fall asleep. In the context of the video, lullabies or soft children's music are played at a low volume during rest time to create a calming environment conducive to sleep.

Highlights

Children transition to rest after lunch to recharge for the afternoon.

Teachers assist with potty use and cot preparation during the transition.

Each cot has a separate sheet and small blanket for hygiene and comfort.

Some children may have a comfort item or pacifier for naptime only.

Dimming lights and using a quiet voice create a conducive environment for rest.

Teachers communicate non-verbally and in whispers to maintain a peaceful atmosphere.

Providing a book or quiet activity can help children who don't sleep to relax.

Cots are spaced and labeled for organization and child identification.

Teachers sit next to children to help them self-soothe and fall asleep.

Restful lullabies or soft music are played at a low volume for a calming effect.

Children can engage in quiet activities upon waking to maintain a calm environment.

Snack times are individualized and served when children are ready.

Toddlers go outside for fresh air and gross motor activity after waking.

Lights are turned on as more children wake up to signal the end of rest time.

Children are woken up for a snack if they haven't woken up by themselves.

Children help clean up by putting away their sheets and blankets.

Comfort items and pacifiers are stored away promptly after rest time.

Cots are sanitized and aired out after use for hygiene.

The classroom is cleaned and prepared for parent pick-up at the end of the day.