The Midyear Reset: 5 Small Shifts in Early Childhood Classrooms

January can be a difficult month in early childhood classrooms. 

The holidays are over. The days are dark and cold. Our bodies want to slow down, eat comfort food, and stay cozy. Young children feel it too, and it often shows up as wiggly bodies, big feelings, and routines that suddenly stop working. 

If this sounds familiar, there’s no need to begin again. A midyear reset focuses on small, purposeful changes that respond to children’s current needs. These five research-based shifts are practical, achievable, and designed for real classrooms.

Shift #1: Refresh Routines Instead of Rewriting Them

After winter break, many children forget how routines work—even if they remember the rules. 

Julie Tourigny reminds us that predictable routines help children stay calm and regulated. She writes in Calm and In Control, “A consistent classroom schedule and routine create an environment that promotes self-regulation skills.” 

When children know what comes next, they feel safer and more in control. 

Instead of changing routines, reteach and practice them:

• Walk through arrival step by step 
• Model transitions again
• Practice cleanup together 

In Organized and Engaged, Tourigny explains that routines also support executive function—especially working memory and attention. “When children know what to expect, they are better able to remain calm, focused, and engaged.” 

Small refreshes help routines feel steady again—without adding anything new. 

Shift #2: Reset Expectations with Support, Not Punishment 

Midyear behavior challenges often come from tired bodies and overwhelmed brains—not defiance. 

Nurturing Neurodiversity author Sarah Taylor Vanover reminds educators that children have different regulations and sensory needs, and expectations must be flexible enough to support everyone. “Behavior is communication. When we pause to understand what a child is telling us, we can respond with support instead of control.” 

Reset expectations by: 

• Saying them out loud again 
  
• Using visuals and modeling 
  
• Practicing what success looks like

Tourigny says in Calm and In Control that “self-regulation is not something children are born with. It develops with time, practice, and support,” emphasizing that regulation is a learned skill, not a character trait. 

A reset isn’t lowering expectations—it’s making them reachable. 

Shift #3: Build in Calm Before Problems Show Up 

One powerful midyear shift is adding calm before dysregulation happens.                                    

Tourigny says that sensory strategies help children regulate throughout the day—not just during meltdowns. Providing a nurturing environment rich in sensory play helps develop self-regulation skills in all children. 

This might include: 

• Movement breaks before transitions 
  
• Sensory tools available during circle time 
  
• Quiet choices after high-energy play  

When calm is built into the day, children don’t have to reach a breaking point to get support. 

Shift #4: Rebuild Relationships—Especially with Children Who Are Struggling 

Winter break can disrupt relationships just as much as routines. 

In The Early Childhood Director’s Guide to Solving Everyday Challenges, author Thomasa Bond reminds leaders and teachers that connection is the foundation of effective classrooms. “Strong relationships are the foundation for solving everyday challenges.”  

Midyear is the perfect time to reconnect—especially with children who are struggling most. 

Try:

• Intentional one-on-one moments 
  
• Naming positive behaviors out loud 
  
• Checking in emotionally before correcting behavior 

Children learn best when they feel safe, seen, and valued, Vanover emphasizes in Nuturing Neurodiversity. “Inclusive classrooms are built through trust, respect, and meaningful relationships.” 

Shift #5: Reset Yourself as the Leader in the Room 

A reset isn’t only for children. 

Teresa Byington reminds educators that joy, reflection, and self-awareness are essential leadership tools. “Joyful leadership begins with noticing what brings meaning and energy to your work,” she writes in Find the Joyful Leader Within. 

Midyear is a time to pause and ask: 

• What is working? 
  
• What can I let go of? 
  
• Where can I find small moments of joy?

Dr. Bond writes, ““When adults feel supported and focused, children benefit,” in The Early Childhood Director’s Guide…” emphasizing that effective leadership at any level starts with clarity and calm. Children borrow regulation from the adults around them. When teachers reset, classrooms follow. 

Why These Small Shifts Matter 

January is hard—for teachers and children alike. 

But small shifts can restore calm, connection, and confidence without adding more work. These strategies don’t ask you to do more. They ask you to do a few things with intention. 

A midyear reset is a reminder: 
You don’t need a new system. 
You need support, patience, and permission to reset. 

And that can make all the difference.