In early childhood, routines like mealtimes, nappy changes, and rest times might seem simple, but they are filled with rich learning opportunities. These moments aren’t just “in-between” times; they’re fundamental parts of a young child’s day, offering them the chance to build essential skills, independence, and a healthy respect for their own bodies. Today, I want to share a journey of transformation in our Infant Group at Gowrie Malabar, where we embraced a new approach to these daily routines, turning them into powerful moments of learning.
Transforming Mealtimes with the RIE Educaring Approach
When I first joined Gowrie NSW Malabar, my goal was to help children move through mealtimes quickly, thinking that this efficiency gave them more time to play and explore. I would encourage children to “finish up” so they could move on to other activities, and I believed I was supporting their development by giving them as much playtime as possible.
That changed when Elena Marouchos, our Mentor and Consultant for Infant Toddler Pedagogy, introduced us to the RIE Edcaring approach. Elena encouraged us to see daily routines through a new lens, focusing on how these everyday moments could become intentional learning experiences. She showed us how slowing down and fully engaging with children in these routines could enrich their understanding, independence, and connection to their own needs.
A visit to Gowrie NSW Erskineville further deepened my perspective. I saw infants sitting at tables, holding open glasses, and participating in cleaning routines before and after meals. This approach wasn’t rushed or purely functional; it was calm, respectful, and empowering for the children. The infants and toddlers were active participants, developing fine motor skills, self-regulation, and a sense of agency.
Building Independence and Connection at Mealtimes
With inspiration from Elena and the Erskineville team, I brought this vision back to Malabar. Over the following months, our team reflected, discussed, and adjusted our mealtime practices. Now, our mealtimes look and feel different – they are calm, predictable, and filled with connection.
Children in our Infant Group now understand and participate in every step of the mealtime routine. They wipe their hands with warm flannels before eating, put on their bibs, and drink from real glasses, fostering a sense of capability and ownership. If they are hungry, they know they can ask for more, and if they feel full, they can move their chairs away from the table. Through these small acts, they are learning to recognise and respect their own physical cues and build healthy habits.
This transformation goes beyond just eating; it’s about building relationships, encouraging healthy habits, and supporting each child’s confidence in listening to and caring for their own body.
Creating a Social Story Book: Reinforcing Mealtime Skills
Earlier this year, we introduced a social storybook made from photos of our children engaged in these new mealtime routines. The children love seeing themselves and their friends in the story, reinforcing the steps of the routine in a way that feels familiar and meaningful. This book has become a favourite in our room, helping children consolidate their understanding of mealtimes as a time of community, connection, and self-care.
A New Lens on Daily Routines
Our approach to mealtimes at Gowrie Malabar has shifted profoundly, highlighting the potential within every routine for learning, growth, and connection. With each moment, we’re not only nourishing children’s bodies but also nurturing their independence, self-confidence, and relationships.
In embracing these changes, we see routines as foundational parts of our curriculum, each bringing unique opportunities for children to develop skills and resilience that will serve them throughout their lives.
Author: Payal Naidu, Malabar Early Education and Care
