Rutine i rituali u dečjem vrtiću
Routines and Rituals in Kindergarten

Summary/Abstract: Routines and rituals of preschool children represent a significant yet insufficiently explored aspect of the institutional framework. While most existing research focuses on these phenomena within the family environment, the aim of this study is to examine routines and rituals within the context of preschool institutions, with an emphasis on their identification and descriptive analysis in everyday kindergarten life. The research was conducted in 50 educational groups of various age levels in 12 kindergartens in Novi Sad. A descriptive method was used, with systematic observation as the primary technique, and data were collected using a semi-structured observation protocol, specifically designed for the purposes of this study. Analysis of the collected data resulted in the identification of seven categories of activities: self-care, maintenance of space, celebrations and holidays, play, social interactions, learning, and outdoor activities. A greater number of distinct rituals were observed compared to routines. The most common routine activities pertain to cultural-hygienic habits and mealtimes, while rituals most frequently occur during children’s arrival and departure, as well as during birthday celebrations. Children’s participation was prominent, with significant support from preschool teachers. It was noted that certain routines take on elements of rituals, indicating the need for a clearer distinction between these two concepts. The results align with the principles of the Years of Ascent framework, and show affinity with the pedagogy of relationships and the Reggio Emilia approach, reaffirming the importance of routines and rituals for emotional security, social connectedness, and the development of participatory learning. Based on the findings, further research is needed on a larger and more representative sample, with additional analysis of the roles of all actors - preschool teachers, children, and families - as well as a comparative analysis of routines and rituals in family and institutional contexts.

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