Document Type
Article
Publication Date
Spring 2025
Abstract
This study examines how structured routines impact preschoolers' attentiveness and behavior in a small-town classroom with a diverse student population, including ELLs and children with IEPs. The research uses observations, teacher interviews, and parent surveys to examine how routines shape engagement, transitions, and self-regulation. Using a mixed-methods approach, the study integrates qualitative and quantitative data to explore how these routines influence engagement, transitions, and behavioral development. The study gathers data through systematic observations, structured behavioral assessments, semi-structured teacher interviews, and parent surveys, providing insights from multiple perspectives. Drawing on the principles of practitioner inquiry (Fichtman-Dana & Yendol-Hoppey, 2020), the study identifies patterns that emphasize the role of routine adherence in fostering emotional regulation during transitions and increasing attentiveness in group activities. The study shows that aligning classroom and home routines creates stability and supports holistic child development. These findings contribute to the academic understanding of early childhood education and offer practical, actionable strategies for improving classroom management and promoting long-term educational success. The study's practical implications, such as identifying effective strategies for educators, highlight the real-world impact of this research.