"Put your bag in the right place." "Let's wait for our turn." "Have another try." "Please look after the resources." In an Early Years classroom, these may sound like simple everyday instructions. At Sancta Maria International School, however, such moments are viewed as important opportunities for learning. Young children learn through repetition, relationships, routines and experiences. A simple reminder to put away a resource can gradually develop into responsibility. Waiting for a turn can become self-regulation. Trying again after something does not work can build resilience. This is why the Early Years experience at Sancta Maria goes beyond introducing children to academic concepts. It focuses on developing the habits, attitudes and learning dispositions that help children become confident, curious, independent and capable learners. How Everyday Routines Build Independence Everyday routines build independence in children by giving them repeated opportunities to make choices, take responsibility and complete familiar tasks with gradually less adult support. At the beginning of an academic year, young learners often need help with routines such as organising their belongings, selecting and returning resources, tidying their learning spaces and moving from one activity to another. Practical-life experiences such as caring for classroom resources, organising belongings and taking responsibility for everyday tasks give learners opportunities to practise these skills in meaningful contexts. A learner who initially needs help putting away their belongings can gradually begin doing it independently. A child who needs reminders to care for classroom resources can eventually begin taking responsibility for them. A learner who relies on adult support during transitions can become increasingly confident in managing familiar routines. This gradual process reflects the principle of scaffolding, where adults provide appropriate support while a child develops a new skill and gradually step back as confidence grows. The purpose is not simply to keep the classroom organised. It is to help children understand that they can take responsibility for their belongings, their actions and their learning environment. These small responsibilities provide children with regular opportunities to practise decision-making, responsibility and independence. Independence begins with small responsibilities. Why Do Early Years Habits Matter for Child Development and Learning? Early Years habits matter because they influence how children approach learning, manage themselves, interact with others and respond to challenges. A child who organises their resources is beginning to take ownership of their learning environment. A child who waits for their turn is practising self-regulation. A child who attempts to solve a problem before immediately asking for help is developing confidence and problem-solving skills. A child who listens to another person's ideas is developing communication and collaboration. When these behaviours are reinforced consistently, children begin to understand that they have an active role in the learning process. They learn to make choices, seek support when needed and consider different ways of approaching a challenge. This is an important part of Early Years education, where social, emotional, cognitive and practical development are interconnected. These habits therefore influence not only how children behave, but also how they participate in learning, respond to feedback and approach new experiences. How Does Inquiry-Based Learning Nurture Curiosity? Inquiry-based learning nurtures curiosity by giving children opportunities to ask questions, investigate ideas, test possibilities and make sense of what they observe. Young children are naturally curious. They notice, question, investigate and want to understand how the world around them works. At Sancta Maria, this curiosity is given space within the inquiry-based learning environment. A learner may notice that one plant is growing differently from another. Another may wonder what happens when ice is left in the sun. A group of children may become interested in how shadows change throughout the day. Instead of immediately providing answers, educators can use these questions as starting points for investigation. Children can make predictions, test ideas, observe changes and share what they discover. This reflects an inquiry-based and experiential learning approach, where understanding develops through meaningful experiences. Want to learn more about experiential learning?Read our blog, "Why Children Learn Better by Doing, Not Memorising," to understand how meaningful experiences can help children engage with ideas, apply their learning and develop skills beyond the classroom. The learning is not only about discovering that plants need sunlight or that ice melts. Children are also practising how to ask questions, gather information, make connections and reflect on what they observe. These habits of thinking can support learners throughout their educational journey. Curiosity is not something to outgrow. It is a disposition to nurture. How Do Everyday Challenges Build Resilience in Young Children? Everyday challenges build resilience by giving children opportunities to persevere, try different approaches and experience the satisfaction of solving a problem. Early Years learners encounter challenges every day. A puzzle piece does not fit. A construction falls. A drawing does not look as expected. A new activity feels difficult. The immediate response may be, "I can't do it." At Sancta Maria, such moments can become opportunities to develop resilience in children rather than occasions for adults to immediately solve the problem. A question such as, "What could you try next?" or "Would you like to try another way?" can encourage a learner to consider possible solutions. Sometimes a child needs encouragement. Sometimes they need a strategy. Sometimes they simply need time and space to try again. This connects with the principles of a growth mindset, helping children understand that finding something difficult does not mean they cannot learn. Difficulty can be part of the learning process. When a learner rebuilds a fallen tower, returns to a challenging puzzle or changes their approach when something does not work, they are developing more than a particular skill. They are learning to persevere. Every challenge can become an opportunity to learn how to keep going. How Do Early Years Classrooms Develop Self-Regulation and Social Skills? Early Years classrooms develop self-regulation and social skills by giving children regular opportunities to manage emotions, communicate, cooperate and interact respectfully with others. Waiting for a turn, listening when someone else is speaking, sharing resources, helping a friend and resolving small disagreements are all part of everyday classroom life. At Sancta Maria, these interactions provide meaningful opportunities for children to develop self-regulation, communication and social-emotional skills. A child who learns to wait patiently is practising self-regulation. A child who helps a friend is developing empathy and collaboration. A child who communicates what they need is building confidence and communication skills. A child who learns to manage disappointment is beginning to recognise and regulate their emotions. These capabilities influence how children participate in learning, build relationships and respond to new experiences. The Early Years environment therefore supports children in understanding both themselves and the people around them. How Do Everyday Habits Help Children Become Independent Learners? Everyday habits help children become independent learners by gradually moving them from relying on adult reminders to taking greater ownership of their actions and learning. Independence develops gradually. Children first experience a routine with adult guidance, then begin to participate with less support, and eventually take ownership of the routine themselves. A daily reminder becomes a familiar routine. A familiar routine becomes a habit. A habit can eventually become an independent behaviour. Over time, these behaviours contribute to the dispositions that shape how a learner approaches school. A learner who organises their belongings develops responsibility. A learner who waits for a turn practises self-regulation. A learner who asks questions strengthen curiosity. A learner who tries again develops perseverance. A learner who works with others develops collaboration. Together, these qualities provide important foundations for independent learners who can approach new situations with confidence and a willingness to learn. How Does Early Years Education Support the Whole Child? Early Years education supports the whole child by developing academic, social, emotional, physical and practical capabilities alongside one another. The Early Years are not simply preparation for the next grade. They are an important stage in developing the learner. At Sancta Maria, Early Years learning provides children with opportunities to build confidence, make choices, investigate their surroundings, communicate with others and gradually take greater ownership of their learning. Practical everyday experiences can support independence and responsibility. Open-ended activities can encourage children to make choices and solve problems. Inquiry-based experiences can nurture curiosity and critical thinking. Interactions with peers can develop communication, collaboration and social-emotional skills. This means learning does not happen only when a teacher introduces a particular concept. It happens while children are choosing, questioning, communicating, experimenting, helping, reflecting and trying again. These experiences create opportunities for children to develop both knowledge and the dispositions that help them use that knowledge. How Do Early Years Habits Support Future Learning? Early Years habits support future learning by developing qualities such as independence, curiosity, resilience, collaboration and responsibility that children continue to use as academic and social expectations grow. The habit of putting resources away can become responsibility. The habit of asking questions can become curiosity. The habit of trying again can become resilience. The habit of listening to others can become collaboration. The habit of making choices can become independence. As children move into Primary School and beyond, learning becomes increasingly complex. Learners need knowledge, but they also need the confidence to participate, the resilience to manage challenges, the curiosity to ask questions and the independence to take increasing ownership of their learning. The foundations for these qualities begin early. Building Strong Foundations for the Future At Sancta Maria International School, the Early Years environment is designed to give children meaningful opportunities to make choices, ask questions, solve problems, work with others, manage challenges and gradually take greater ownership of their learning. The focus is not only on what children learn, but also on how they learn. Can they make a choice? Can they ask a question? Can they try again? Can they work with others? Can they take responsibility? Can they manage a small challenge independently? These everyday moments may seem small, but together they contribute to the development of confident, curious, resilient and capable learners. A child who confidently puts away their resources, asks a thoughtful question, helps a friend or says, "Let me try again" is developing more than a classroom habit. They are building learning dispositions that can support them throughout their educational journey. Small habits today can become the strong foundations for confident, curious, resilient and independent learners tomorrow. See Early Years Learning in Action at Sancta Maria If you are looking for an Early Years school in Hyderabad where children are encouraged to learn through meaningful experiences, develop independence and build positive learning habits from the beginning, learn more about the Sancta Maria Early Years Programme. Explore the Early Years Programme Book a School Visit AuthorSirisha VakatiEarly Years – Teacher & GLC 3
