Newsletter Articles

It's Clean Up Time
By Lita Boudakian

Transitions are usually one of the more difficult times of the day in the scope of classroom management. Clean up time can be one of the more challenging transitions. What to do? You’ve given the children a five minute warning. You let them know there may be consequences if they don’t cooperate and still it doesn’t happen.

Let’s look at some of the reasons why as well as some possibilities for making it easier and less frustrating for everyone.

First of all why is it important that children learn to clean up? Many opportunities for learning can take place during clean up. If we encourage children to keep the room neat, things are easier to find. Children also learn sorting skills. They learn that it is important to care for their things so that they don’t get broken or lost. They also learn cooperation and the satisfaction of a job well done.

How then can we help them along in the process? Starting with a familiar song every day such as (“We are happy cleaning up, cleaning up, cleaning up. We are happy cleaning up. Cleaning up our room,” set to the tune of Mary had a little Lamb) helps children to refocus their attention on the new activity. Labeling shelves with words and pictures makes it easier for everyone to remember where things belong. For toddlers it’s important to think about what is available to children at any one time. One of the activities toddlers love is dumping things. Therefore it’s best to limit the number of toys that have lots of pieces. One or two of these is probably adequate. Three or four puzzles at any one time should be enough. In this way toys can be put away when children lose interest and new ones brought out. If there is an activity that requires close monitoring by one member of the staff then the others should allow more independent play. This will help to cut down on the number of things to be put away when clean up time comes.

For threes and fours it may help to emphasize that keeping the room neat is everyone’s responsibility. Assigning different children to a specific area to be cleaned up can be done on a rotating basis. This avoids having the same children clean up the same areas all the time and may help them to see some activities they may want to try in a center they had not previously considered. Be very specific about your directions while recognizing children’s choices. “Susie, would you rather put the pots and pans or the dishes away? Sammy, which would you rather do: park the trucks or hang up the dress up clothes? This makes the job less overwhelming for children and therefore more likely that they will cooperate. Assigning an inspector for each area to see that everything is put away properly might be helpful. Of course it’s important to be involved with the children and to affirm the children’s efforts.

Be sure that children understand what is expected of them when they are finished cleaning up. Children might gather to listen to a story, or look quietly at books until everyone is ready to go on to the next activity.

RAEYC - Newletter, Issue 6 - February 2005