The daily routine provides both children and adults with a schedule of events, which they can rely on and comprehend (Hohmann in Weikart, 2005). In the theoretical part of my thesis titled “Preschool Teachers' Views on Children's Eating and Resting”, I investigated and described the components of the daily routine. Eating and resting habits were the central components, investigated through the child’s developmental characteristics, organisation of these parts of the routine, and the roles of the parents and the kindergarten teachers. In the empirical part, I conducted interviews in order to collect opinions of kindergarten teachers, through the analysis of which, I discovered that the majority of opinions did not differ significantly according to the location of the kindergarten teacher’s workplace. The kindergarten teachers note differences in the organisation of the daily routine according to age groups. They consider it important to take children’s wishes and suggestions into account, as well as families’ eating and resting habits. The kindergarten teachers differentiate between rest and sleep, where kindergarten teachers with shorter work experience are particularly more inclined towards quiet activities. They estimate the child’s need for daily sleep between one and two and a half hours, with this amount decreasing as the child grows older. The kindergarten teachers with shorter work experience would want further training and education.
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