Abstract
This work aims to debate the importance of routine in Early Childhood Education. It seeks to bring how authors in the area take a stand on the matter, to point out what contributions the routine brings to children and teachers in the school institution and to reflect its relevance to the teaching and learning process. The methodological approach adopted was qualitative through bibliographic review such as books, scientific articles and periodicals centered on the theme. The research dialogues with studies by theorists such as: Fazolo (2017), Fraboni (2019), Horn (2009), Kramer (2007), Kuhlmann Jr (2013), Oliveira (2012), Perroti (2010), Vygotsky (2014), Zabala (2019), among others. In this sense, we believe that the highlighted theme is of great relevance for the study of Early Childhood Education, since the routine in school life provides predictability for children, bringing greater security to the knowledge construction process. This work has great relevance when discussing the routine for children in Early Childhood Education, as it leads teachers to reflect on their teaching practice and consider routine as an essential part of the teaching and learning process.
Published Version
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