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July, 2018
Class Instructions Welcome to Snohomish Health District Child Care Health Outreach Program’s distance learning course entitled:
Physical Activity in Child Care Course Description: Summertime brings opportunity for child cares to incorporate different experiences and more outdoor time to their programs. Outdoor play provides the highest level of vigorous activity for children, but active indoor play also contributes to moderate activity levels and supports other types of learning important for for children in full day child care and early learning programs. This class outlines the many physical, social and developmental benefits of physical activity and provides numerous ideas for adding more active play into the child care and early learning daily plan and curriculum. This is a level 2 – 5 basic class. This class can be downloaded and printed out or viewed on your computer screen. When viewed on your computer, you will be able to click on the links that are provided throughout the text.
Requirements: Completion of this class earns 2 STARS credits. To receive credit you must:
Read the text carefully and completely. Watch videos and link to sites indicated
Answer all test questions. Do not leave any unanswered.
Complete the assignment thoughtfully and thoroughly.
Do test and assignment individually. (Note: it is acceptable to discuss the material as a group, but test/assignment must be done individually. If assignments appear to have been copied, no credit will be given to either participant.)
Return the STARS evaluation
Show understanding of the course learning objectives.
Test, assignment and evaluation must be emailed or postmarked on or before July 31st, 2018 in order to receive credit. Late assignments cannot be accepted. Make copies of your test and assignments for your records. Course materials are yours to keep as a resource.
A certificate of completion will be emailed to you upon successful completion of this course. Please clearly print your name and an email address on your test (if you would like to be included in our mailing list).
Remember to include your STARS ID number on your test in order to receive STARS credit. If you need a STARS ID number, visit http://merit.del.wa.gov for assistance.
Trainer Contact Information:
Child Care Health Outreach office hours are M – F, 8 AM – 4:30 PM o (425) 252-5415, [email protected] for questions
If you have specific questions about physical activity in child care or would like to arrange a consultation with the Child Care Nutrition Consultant please contact:
o Katy Levenhagen directly, (425) 252-5407, [email protected]
Mail copies of your assignment and test to: - OR - Send electronic versions to:
Snohomish Health District [email protected] Attn: Child Care Health Outreach Program 3020 Rucker Avenue, Ste. 104 Everett, WA 98201
Course Learning Objectives
Core Competencies This course fulfills Core Competencies for Early Care and Education Professionals from Washington State Department of Children, Youth, and Families in the Content areas of “Curriculum and Learning Environment – Promoting Physcial Development” and “Health, Safety, and Nutrition.”
Scoring of test and assignment is as follows:
Section Points Possible Your Score
True/False 22
Fill in the Blank 38
Choose the Best Answer 6
Choose All That Apply 4
Assignment – Section A (Outdoor Activity) 15
Assignment – Section B (Something New) 15
Total Points 100
** A passing score is 80 points.
Table of Contents: Background ........................................................................................................................................... 4 Benefits of Physical Activity ................................................................................................................... 5
Components of Gross Motor Movement – Fundamental Movement Skills ......................................... 5 Develop and Maintain Fitness ............................................................................................................ 7 Developmental Benefits ..................................................................................................................... 7 Executive Function ............................................................................................................................. 8 Cognitive & Brain Development: ........................................................................................................ 9
Developmental Milestones ................................................................................................................... 11 Outdoor Activity ................................................................................................................................... 12
Rainy Day Outdoor Activities:........................................................................................................... 12 Indoor Activity ...................................................................................................................................... 13 Equipment ........................................................................................................................................... 15 Other Lessons & Physical Activity ........................................................................................................ 17 Rewards .............................................................................................................................................. 19 Licensing Requirements & Policies ...................................................................................................... 19 In Conclusion ....................................................................................................................................... 21 Resources ........................................................................................................................................... 22 Works Cited ......................................................................................................................................... 29
Course Learning Objectives
Describe: At least five strategies for integrating active play into existing curriculum activities. Explain: Three short and long term benefits of providing adequate physical activity in early learning and child care. Identify: A minimum of five methods for adapting physical activities in to indoor environments.
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Physical Activity in Child Care
Background Children need to be physically active every day in order to develop strong and healthy bodies. Adequate physical activity also improves mood, behavior, stress, energy, and quality of sleep. (President’s Council
on Fitness, Sports, & Nutrition, 2013)
According to new CDC data, childhood overweight and obesity incresed from 2013 – 2016 from (33.5% to 35% overweight and from 17.3 to 18.5% obese – BMI over 95%, Prevalence of Obewsity and Severe Obesity in US
Children, 1999 – 2016, Americn Academy of Pediatrics, Feb. 2018) That is 1 in 3 children are either considered overweight or obese.
During the past 3 decades the number of children who are obese and overweight in the United States has tripled (CDC, 2016). In Snohomish County, 1 in every 5 children are classified as either obese or at risk for obesity based on their body mass index, a ratio between a child’s height and weight (SHD, 2007). For children obesity increases the risk of acquiring type 2 diabetes, high blood pressure, high cholesterol, bone and joint issues, sleep apnea, and asthma. Long term overweight may contribute to greater risk for developing some types of cancer and cardiovascular disease. Furthermore, research suggests that overweight children suffer from low self esteem and confidence. And in teenage years, depression.
Many reasons are attributed to the rise of childhood overweight and obesity. Increased availability of snack foods high in added fat and sugar, increased intake of sugar sweetened beverages, and decreased opportunities for daily physical activity are often cited as major reasons for the continued high rate.
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Benefits of Physical Activity
It is most reasonable to consider physical activity for young children as Active Play. This means any activity that is more than being sedentary such as sitting still, lying down, or sleeping. Moderate to vigorous activities most contribute to building fitness and developing physical skills that children depend on as they go to school. Since it is a child’s job to play, active play instills a sense of joy in engaging in gross motor movements that are fun and enjoyable and inspire lifelong active living habits.
Physical Health Benefits
Components of Gross Motor Movement – Fundamental Movement Skills
Active Play, Fun Physical Activities for Young Children, Diane Craft, 2010, www.activeplaybooks.com In order raise the heart rate and open the lungs to breathe in more oxygen to gain some health and development benefits, children need to move the large parts of their body (i.e. legs, arms, neck and head and even their whole body) for a few minutes. Children learn fast…often just a short demonstration and dedicated engagement time will suffice so they can begin practicing a new skill in their own independent play and games.
As Children are physically active, they learn fundamental movement skills, they learn about their feelings and the world around them. Diane Craft, Active Play, 2010
ACTIVE PLAY
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Locomotor Skills: Large muscle activities involving the entire body and typically requiring larger spaces. They are any movement that is between 2 or more points within the space. Children progress developmentally in their locomotor skills. Usually children need to be able to hop and jump prior to skipping and galloping. Encourage locomotion skill development by suggesting to hop like bunny to the door; or gallop like a horse outside. Stability/Balance Skills: Movement performed from a stationary base, such as stretching, twisting, or yoga. These activities can also be relaxing and are a good way to help restore calm after more vigorous activities. During group or table time, stand up and stretch high like a giraffe eating leaves from the top of a tree or stand tall like a mountain…then explode like a volcano. Object Control/Manipulative Skills: Moving or controlling an object with your hands or feet. These may involve large muscle groups (such as throwing, kicking, or trapping a ball) or small muscle groups (such as juggling or puppetry). In an area with some space, set up a few plastic baskets, and show children how to toss, kick, or roll different sized soft balls into them. Move the baskets further back to make it more challenging for them as their skills improve.
All of these movement and activity types work to enhance our health and development in at least one of the following fitness building ways:
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Develop and Maintain Fitness: Better Endurance: Activities that build endurance strengthen the heart and
circulatory system by getting the blood pumping. This is typically achieved
with large muscle movement (and often when children get slightly “winded” or flushed from activity). Children between 2 and 6 should have brief intervals of cardio endurance-enhancing activity each day. (Grace, 2012)
Strength Building: Strength building activity helps develop joint health, muscle strength, and good posture. Heavy resistance activities, such as maximum weight (or heavy) weight- lifting is not recommended for young children. However, activity such as using rubber resistance bands, hanging on equipment like monkey bars, or manipulating lighter weight objects is beneficial.
Improving Flexibility: Flexibility enhancing activities primarily consist of stretching and reaching movements that increase a child’s range of motion and can help prevent injury. In children, flexibility activities should occur after episodes of physical play or athletics and should be very gentle and slow movements.
Developmental Health Benefits Physical activities can be incorporated into many parts of the daily plan and curriculum. By adding physical activity throughout the day, child care providers are:
promoting executive function (decision-making skills),
improving social emotional self regulation, and
positively impacting cognitive (brain) development.
When children play they are building brain cells and developing skills that contribute to lifelong learning. Child psychologists define play as: being pleasurable, motivating, process oriented, freely chosen, activity engaged (physically and mentally), make believe (non-literal). (Museum of Minnesota
research, 2012) In order to ensure adequate moderate to vigorous activity include active play opportunities frequently during times when children have free choice, are outdoors, or in transition. Short sessions of teacher led activities can help demonstrate physical skills that children will practice on their own. One example is by a teacher demonstrating how to hop and jump, children may be inspired to imitate animals that do the same!
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Executive Function: Kindergarten teachers believe that when children have high levels of Executive Function they have a better success rate in adjusting to the demands of kindergarten. Executive Function is like an “Air Traffic Control System” in the brain, helping us to remember what we have recently learned and build on those lessons, revise plans as they change, and resist making hasty decisions. The foundation for executive function skills start developing at birth and in the earliest months and years of life. Each new experience provides the building block for the next concept that is learned. These skills continue to grow throughout childhood, into adolescence, and through early adulthood. The earlier children develop these skills, the better the chance they have to thrive and be resilient throughout life. Acquiring executive function relies on many types of activities, interactions with others, and engagement with the environment. Mental, social, emotional, and physical experiences contribute to Executive Function.
To learn more about supporting Excuctive Function link to the Harvard University, Center for the Developing Child, Skills for Life and Learning video: Download the Center for the Developing Child Activities Guide: Enhancing and Practicing Excutive Function Skills with Children from Infance to Adolescense for many type of active play ideas that support executive function skills. Activities that support these skills are ones that we are already familie doing with children: Acting out Movement Song with start and stop movements or where the directions change, i.e. Hoky Pokey and I’m a Little Teapot
Developmental psychologists identify four types of child-initiated play that contribute to Executive Function:
exploratory play (discovering the properties of materials and tools, not to make something, but for the pleasure of doing it);
constructive play (making things);
dramatic play (acting out “make believe” or pretend situations and assuming various roles);
games with rules. Supporting Executive Function in Children’s Play
Three essential skills young children need to learn for learning, health and success in life: Impulse Control – Working Memory – Mental Flexibility
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Lyrics to Hokey Pokey: You put your right hand in, You put your right hand out, You put your right hand in, And you shake it all about, You do the hokey pokey and you turn yourself around That what it's all about. 1) left hand 2) right foot 3) left foot 4) head 5) bottom 6) whole self
Lyrics to I’m a Little Teapot: I'm a little teapot Short and stout Here is my handle Here is my spout When I get all steamed up I just shout Tip me over and pour me out I'm a clever teapot Yes it’s true Here let me show you what I can do I can turn my handle into a spout Tip me over and pour me out
Freeze Dance, Red Light Green Light and Simon Says are also quick, familiar games that help children practice impulse control and how to listen for changing directions. Can you think of others? Cognitive & Brain Development: Physical activity is linked to improved school readiness and better academic achievement. Physical activity also increases opportunities for children to experience and practice decision making. (Ginsburg,
White)
Try the following activity:
1. Find a dinner napkin, a piece of scrap paper, a pen, and partner. Get ready to play 1 minute of lively music.
2. Write on the paper: Children should play every day. 3. Now…in your non-dominant hand, write the same
statement. 4. Stand across from your partner at least 8 feet apart. Put on
the music and begin rapidly tossing the napkin back and forth to your partner. It is OK to twirl, toss the napkin high and low to make catching more challenging.
5. Stop the music after a minute and immediately write the statement Children should play every day in your non-dominant hand again.
6. Reflect on what happened.
How uncomfortable was it to write in our non-dominant hand?
Was it easier to write in that hand after moving for awhile?
Imagine how children feel when teaching them a new concept…maybe getting them up to move first would improve their comfort level.
Consider keeping a basket of scarves or napkins ready for tossing when it’s time to teach and have children practice something new.
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Social/Emotional Benefits: Physical activity can promote cooperation, confidence, conflict management, and the ability to follow rules. It can also encourage children to practice being leaders and work within group structures. (Ginsburg, White) Older children can do rope shapes on the floor using 6 – 8 foot sections of jump rope. Work with partners or in a group of 3 to make a giant teddy bear, a house, and a star with the shared ropes. This way children can practice making shapes, letters, or numbers using gross motor movement and learn that combining resources improves their
shapes.
Hand-Eye Coordination: Activities such as bouncing, throwing, and chasing balls help develop coordination. Practicing these types of skills in early childhood can also heighten a child’s sense of self-esteem as new accomplishments are achieved. (Craft) Give children light weight scarves cut into 2’ by 2’ squares and demonstrate tossing them in the air, catching with the opposite hand, clapping once, twice, 3 times before catching, tossing under each leg and behind the back. Scarves track
slowly and children can practice object control skills without fear of getting hit in the head with something heavy, while supporting hand-eye coordination. This also contributes to the executive function of menal flexibity.
Creativity: Physical activity, active games, and role playing all allow children time to develop their imagination while being active and unintentionally practicing fundamental movement skills. Suggest going on a safari in the jungle, a trek in the north pole, or a swim in the deep ocean. Ask children to act out the animals they might see. To practice impulse control,make an animal a “magic word” and tell children to listen for the “Magic Word” before they run, hop, jump or skip across the yard or room.
The Nemours Institute has developed 32 lesson plans that include developmental objectives for each one.
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Developmental Milestones
Even though physical activities and movement in child care are going to be quite different for infant environments, than they are in school aged classrooms, it is equally important for all age groups. Providers should familiarize themselves with the physical needs and developmental abilities of the different ages of children in their care so that physical activity opportunities are tailored to be of the most benefit. Designing age-appropriate physical activity should allow children to feel secure and comfortable in their abilities (achieve success), yet also occasionally encourage them to reach for the next milestones. Activity that is not age appropriate will not be as effective in achieving all the benefits of daily physical activity and can cause children to become either bored or frustrated with physical activity very quickly.
Quick Assessment! Use the following chart to assess areas of your child care environment where you excel or need improvement. Congratulate yourself and your staff on areas where you excel and choose one area where you can make improvements by moving up to the next benchmark!
Needs Work Minimal Good Best
Indoor play areas for children, including those with special needs, consists of:
Space only suitable for quiet play.
Space for limited movement (jumping or stretching)
Ample space for some active play (skipping or rolling)
Space all activities including running.
Portable play equipment (balls, hoops, ribbons) for children consists of:
Limited variety and children must take turns.
Some variety and children must take turns.
Good variety and children must take turns.
Good variety and children can all use them together.
Training opportunities in physical activity are offered to providers and teachers:
Rarely or never.
Less than 1 time per year.
1 time per year.
2 times or more per year.
Short periods of supervised tummy time are provided for all infants:
Less than once per day.
Once per day. 2 times per day (most days).
Several times per day.
A policy on physical activity addressing education, and active play opportunities at our facility:
Does not exist. Is followed but is not written out.
Is written, and sometimes followed, and shared with parents.
Is written, followed and regularly shared with parents.
For a full version of this Physical Activity assessment from the Let’s Move! program, see the resource section at the end of your course material or visit: http://fns.dpi.wi.gov/files/fns/pdf/active_early.pdf
Infants: Floor time opportunities encourage infants to reach, grab, shake things, and stretch. Tummy time helps babies develop neck, arm, and leg muscles. https://www.webmd.com/parenting/ba by/10-fun-baby-games-babys-first-year#1 Toddlers: Provide space and opportunities to pull and walk. They enjoy activities that involve clapping, squeezing, rhythm, manipulatives, and noise. Two-Three Year Olds: Any opportunity to jump is great activity! They enjoy and benefit from activities that promote balance and enjoy playing with balls and push toys. Preschool-School Age: Get moving! Activities that provide large motor movement and stretching are all beneficial such as jumping rope, catch the monkey’s tale and active games. Check out all the “Games to Play” book series by Jamie Silberg
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Outdoor Activity Outdoor air quality is typically much better than indoor air quality - and for a child, the outdoors is one big science laboratory! It is not only ideal space for gross motor and vigorous movement it is a chance for young children to explore sounds, colors, temperature, and light. Outside exploration such as hide-and-seek, collecting objects such as rocks (or bugs!), and a game of chase all involve large motor movements, as does walking, bending, running, and stretching. It is important for children to have time outside each day, whenever possible…even if it is a little drizzly. While we often look at weather as a deterrent to outdoor play, most weather conditions are fine for children, especially in the mild temperatures of the Pacific Northwest. Weather that poses a risk to children includes:
cold weather below 20 degrees,
hot weather above 100 degrees (WAC,
2012). severe wind, rain, hail, or lightning
These conditions are, of course, hazardous and cause for children to stay indoors, but the typical drizzly day should not prevent children from getting outside to get fresh air and physical activity. Remember, viruses cause colds…not raindrops! Have plans for outdoor time when the weather is less-than-ideal such as taking nature walks or playing catch or tag, instead of playing on wet equipment. It is also helpful to identify covered play areas near you such as playgrounds or sports courts. Inform parents about your weather and outdoor play policies and encourage them to provide proper clothing, extra socks, outerwear, and footwear for damp, cooler weather conditions.
Rainy Day Outdoor Activities: Rain Art: Have kids drop a few drops of food coloring on a paper plate. Then put your rain gear on and wander around the yard. As the rain hits the plate, swirls of color form. No two plates of “art” will be the same! Bubbles: Rainy days are great for bubbles. Add some bubbles and food coloring to a small puddle and use wands to run with and blow colored bubbles. Shower: Have kids go out and pretend to shower. Be sure they wash the hair and scrub under the arms! Rain Relay: Have a relay course where kids run, hop, or skip from covered area to covered area (such as trees or eves). …Or just dance, sing, or dig for worms!
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Indoor Activity Children spend much of most days indoors and it is important to continue to look for ways to integrate movement into other activities and the smaller spaces of the indoors. In addition to health and behavior benefits, children simply have too much energy not to be active! Consider the following indoor active play ideas: Music and Dance: Music and dance are always a big hit with children (and actually can be either an indoor OR an outdoor activity!). You can make a party of the activity. Make ribbon wands for children to dance with (curling ribbon tied to the end of pipe cleaner or unsharpened pencils) to add to the interest level and imagination of children. Play music that dictates movements for children to imitate or let children request the music. (McCall & Craft, 2004) Yoga and Stretching: In addition to promoting physical activity, yoga and stretching are great indoor activities that also calm and soothe children, making them particularly useful to practice during transition times. Stationary Movement: This is movement from a “standing position” such as twisting, bending, balancing, shaking, swaying, stretching, leaning, or wiggling which is ideal for making the best of smaller indoor spaces. A helpful hint is to use tape marks or carpet/tile squares to help children stay in their own space. Animal Walks: Have children walk around an open indoor space and call out animals that they are to imitate such as a horse, kangaroo, dog, or cat. If space is limited, this can be a stationary activity as well and can be another great five minute transition activity. Obstacle Course: Pile up blocks to stack, chairs to circle, pillows to toss, tape “balance beams” to walk, and objects to jump over to make an indoor obstacle course to complete. Duct Tape Four Square and Hopscotch: Create hopscotch boards on the floor using tape or make a “four square” court to bounce balls back and forth. Great use of limited space! Remember, indoor time spent in front of a screen (television, videos, computers) should be limited. The American Academy of Pediatrics recommends no television for children under two and less than two hours (all day-home and childcare) for toddlers and older children. Best Practice standards for child care recommends to limit screen time to 30 minutes a week except for school age children who are doing their homework. Check out the Nemours Institute, Healthy Kids, Health Future website: (https://healthykidshealthyfuture.org/) for dozens of games and activies categorized according to Indoor, Outdoor, Group Play and Transition types of activities.
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From: the Nemours Institute, Classroom Activites Cares: https://d3knp61p33sjvn.cloudfront.net/2016/04/Classroom_Activities_Lesson_Plans.pdf
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Materials and Equipment
You can teach children how to use a single piece of equipment in multiple ways, such as ball-activity time where they practice bouncing, rolling, throwing, kicking, and dribbling a ball. Let children be creative and explore their own ideas on how to use equipment creatively. (NASPE, 2010) Equipment that promotes physical activity doesn’t have to be a large added expense. The following ideas are great items homemade or low-cost items for physical play, when age appropriate. Gathering the supplies and putting them together makes a great staff meeting activity as well!
Sock Balls
Yarn Balls
Cardboard boxes of all sizes
Pop bottle bowling pins (filled will sand)
Jump ropes
Hula hoops
Parachute (a colorful sheet works too!)
Juggling scarves or a variety of fabric scraps
Ice Skating Party
Cut off one side of clean ½ gallon cardboard milk cartons. Have children stick their feet in them and slide around on a carpeted surface. Create a circular path for children to “skate” around. Get creative! Add snowflakes, and construction paper trees to create a winter scene for them!
Want more ideas like this? Check out Purposeful Play: Early Childhood
Movement Activities on a Budget by Renee McCall & Dian Craft
The Go Smart App developed by the National Head Start Association is an excellent collection of games and play for children age 0 – 5. It includes materials, steps and the developmental benefits of each 30 – 60 second explanation. Many are video clips.
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Other Lessons & Physical Activity Finding ways to add physical activity and movement to your other activities and lessons, not only increases movement in child care but can also make other lessons more effective and memorable for children. Additionally, adding movement may cut down on behavior issues that distract from a lesson. Building Vocabulary: Teach kids new words by example! The following words make great new vocabulary words and can provide an opportunity to mix a little movement in to the lesson:
Swaying
Twisting
Balancing
Shuffling
Squatting
Dodging
Shivering
Reaching
Flexing
Math and Counting: Hopping, jumping, catching, hula-hooping, etc. are all great ways to practice counting. Create a counting obstacle course: throw the ball in the air one time, touch your toes two times, jump rope three times, etc. Another idea is to have children toss bean bags in to a container or square on the floor, then count how many are in the target and how many are not.
Download the Get Moving Today Calendar from Shape America with a new activiy for children everyday!
Ball Toss, Catch and Kick Materials – Balls of various sizes, textures, weight and color. (Beach balls, plastic
bouncy balls, yarn balls, nerf balls, duck tape balls or rolled up socks)Avoid heavier
soccer balls, volley balls, basketballs and footballs.
Activity
Practice low, medium, and high tosses. Count how many catches are made before the ball touches the ground or floor.
Clap once or twice before catching the ball. Toss, spin and catch.
Count while throwing/catching with partners. Start close then take steps back while tossing and catching until the ball falls to the floor. Make sure partners are ready for the ball watching for the “ready to catch” position. Try gentle toss, overhead, bounce pass, etc.
With partners, each child takes a turn kicking a beach ball or nerf ball traveling across the room to the partner standing on the other side. Change the locomotive movement: kicking while running, jumping, skipping, side sliding
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Reading: Incorporate stories that encourage or teach about physical activity such as:
Wallie Exercises by Steve Ettinger
Oh, The Things You Can Do That Are Good For You by Tish Rabe
We Like to Move: Exercise is Fun by Elyse April & Regina Sara Ryan
Exercise! Looking After Me by Mike Gordon Also look for stories that encourage children to “act out” certain sections that would require them to get up and move during story time. Examples of children’s books that encourage “moving along with the story” include:
Hop, Jump by Ellen Walsh
Can You Move Like This? by John Feierabend and Jane Kahan
Move! by Steve Jenkins and Robin Page
Tai Chi for Kids: Move with the Animal by Stuart Alve Olson Shapes and Letters: Instead of just using flashcards to introduce concepts such as shape or alphabet recognition, have students move around and line up in the form of a square or stand up and make a circle, triangle, or letter shape with their bodies.
Rope Shapes Materials – Light weight nylon or cotton rope cut into 7-foot sections.
Activity
Rope can be used to make shapes, letters, numbers on the floor which is more active
than sitting at a table.
Activity
Give each child a piece of rope. Call out various shapes, numbers, and letters (circle, oval, square, rectangle; the letter A, M, Z; change the M to the number 3; change the Square to the number 4…etc).
Build on activity by having children move around their shape, number and letters in various ways: like a snake, a mouse, a frog etc. Then move on to creating the next shape.
Build on activity by having children join together in groups of 3 and use 3 ropes to make a flower, a house, a star, or possibly a ginger bread figure.
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Rewards You can also make physical activity the focus of birthday parties and celebrations. By doing so, you are teaching kids there are ways other than junk food to mark special occasions (a habit that can stick with them their entire lives)! A special walk or trip to the park, or a scavenger hunt where the birthday child finds something special makes the day a memorable one. Never use extra physical activity (such as, you have to go run a lap) as a negative consequence, as children often learn to hate or dread activities that are associated with punishment. Physical activity should never be withheld, such as having to give up recess/outdoor time for challenging behaviors. Daily physical activity is essential for children’s healthy growth and development. Withholding the opportunity for children to engage in gross motor movement and enjoy active play may result in lack of focus and concentration and interfere with classroom management.
Licensing Requirements & Policies Best practices recommend that children achieve at least 90 to 120 minutes of physical activity or movement every day, depending on age (American Academy of Pediatric guidelines are spelled out below), with at least 60 minutes of that being organized caregiver or teach-led activity. In addition, they should experience less than 1 to 2 hours of non-sleeping sedentary hours (time when they are sitting without any major movement). Currently the Washington Administrative Code (WAC) which outlines child care licensing requirements is fairly vague in providing guidelines. In regards to physical activity in centers, WAC 170-295-2010 requires one session daily of both large and small muscle activity, and indoor/outdoor playtime. Centers have specific requirements for indoor space, outdoor space, and equipment that address adequate space for movement and safety, but not duration or frequency of activity. Family home child care WACS are a little more specific. WAC 170-296A-5125 specifies additional guidelines for outdoor play requiring staff provide outdoor play at least thirty minutes each day unless conditions pose a health and safety risk to the children. The new WACs to be released in Fall 2019, will be more specific about how often and for how long children need to play outdoors. Conditions that may pose a health and safety risk in the WAC include, but are not limited to:
Heat in excess of 100 degrees Fahrenheit
Cold temperatures less than 20 degrees Fahrenheit
Lightning, tornado, hurricane, or flooding, if there is immediate or likely danger
Earthquake
Air quality emergency ordered by a local or state authorities
Lockdown order by a public safety authority
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Best practice further promotes that child care centers and homes should have a written policy in place to promote physical activity that provides guidelines to assist caregivers and teachers with planning time for adequate movement and activity during the day. A policy may also provide guidance for arranging classroom spaces to encourage active and safe play (National Resource Center, 2011) or providing schedules to help teachers fit adequate physical activity into children’s days. A policy can be used to help communicate with parents and families about what is expected of them to help you provide adequate physical activity during the day. For example, requesting that children come to your care ready for activity by being dressed in comfortable (easy-to-move) clothing, appropriate shoes for active play, and prepared for weather conditions. Add a Physical Activity section to your Health Policy American Academy of Pediatrics suggest the following best practice guidelines to guide your policies and help you set healthy standards for physical activity in early learning environments:
1. Children in all day care are provided outdoor play for 60-90 minutes a day and infants are taken outside 2-3 times a day.
2. Toddlers are allowed 60-90 minutes a day of vigorous play and preschoolers are allowed 90-
120 minutes a day of vigorous play.
3. Children in part time programs are allowed at least 20 minutes of vigorous activity per every 3 hours of care.
4. Infants have supervised tummy time when they are awake at least three 5-minute periods
throughout the day.
5. Active play is never withheld from children as a form of punishment. Consider adding the following statements in your Health Policy:
We provide at least 120 minutes of active playtime to all preschool children every day.
We provide toddlers with at least 90 minutes of physical activity each day.
We provide infants with tummy time two to three times each day.
We do not withhold active playtime as part of a consequence for undesired behavior.
Physical activity or movement will be incorporated into our curriculum and learning activities.
Staff will be provided physical activity training at least twice a year. You can find a complete template for a Physical Activity policy which includes tips for making changes and working with parents/families in the resource section at the end of this course material, titled Model Policies for Creating a Health Nutrition and Physical Activity Environment in Child Care Settings (physical activity policy samples start on page 32 of the document).
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In Conclusion Physical activity is important to our health. It can improve our endurance, cardiovascular health, strength, flexibility, and decrease the chance of injury. It is also an important step to fighting our growing childhood obesity problem and the health and social challenges that come with it. As a child care provider, you have the opportunity to integrate age-appropriate movement in to many parts of a child’s daily routine which can teach healthier habits to children and instill an enjoyment of movement that they may carry through their entire lifetime!
Keep scrolling down for more resources not already included in this training.!
Contact Katy Levenhagen for a physical activity consultation at your child care facility!
425-252-5407
Seven Keys to an Active Start (from Stephen J Virilio’s Activy Start for Healthy Kids)
1. Ample Opportunity for Activity 2. A Daily Dose of Structured Activity 3. Variety and New Activities 4. Choice 5. Model Good Physical Activity Behavior 6. Non-Competitive 7. Family Affair (Involve Everyone!)
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Resources Link to Missouri DHSS publication with sample policies and implementation tips! www.health.mo.gov/living/dnhs_pdfs/ChildCareModelPolicies.pdf
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Link to the Physical Activity Guide on the Let’s Move Child Care website for physical guidelines, sample policies, resources and Family Tip Sheets. https://healthykidshealthyfuture.org/
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Link to the National Resource Center for Health and Safety in Child Care and Early Education Family Checklist for Physical Activity in Early Care and Education http://nrckids.org/physicalchecklist.pdf
25
USDA Physical Activity Pyramid Poster: http://www.fns.usda.gov/tn/Resources/Nibbles/Nibbles_Sharing_Session_3.pdf
26
Wisconsin’s Active Early & Healthy Bites full Program Assessment Checklist sampled in your class text along with Activity Improvement Plan Templates and Sample Activity Schedules (you will find it all in the “Appendix” section…but don’t miss out on the great resources leading up to that section)! http://fns.dpi.wi.gov/files/fns/pdf/active_early.pdf
27
USDA Tips for Active Play Booklet http://www.fns.usda.gov/sites/default/files/activeplaytips.pdf
28
Is it Safe to Play Outdoors in the Winter? Handout http://www.ucsfchildcarehealth.org/pdfs/healthandsafety/wint_en0910.pdf
29
Works Cited American Academy of Pediatrics, Prevalence of Obesity and Severe Obesity in US Children, 1999 – 2016, Americn Academy of Pediatrics, Feb. 2018) http://pediatrics.aappublications.org/content/early/2018/02/22/peds.2017-3459 Ginsburg, Kenneth R (January, 2007). The Importance of Play in Promoting Healthy Child
Development and Maintaining Strong Parent-Child Bonds. Journal of American Academy of Pediatrics. Volume 119, Pages 182-191.
HighScope Extensions, Vol. 24, No. 3 Supporting Executive Function in Children’s Play, http://www.commercechildrenscenter.com/pdffiles/pdfs_only/Play_A_Tool_for_Cognitive_Development.pdf The Power of Play, 2012, A research Summary on Play and Learning, Dr. Rachel White for Minnesota Children’s Museum, Smart Play https://www.childrensmuseums.org/images/MCMResearchSummary.pdf Grace, Elizabeth (July, 2012). How Much Exercise do Kids Need? Kid’s Exercise. Retrieved from:
http://www.kidsexercise.co.uk/HowMuchExerciseDoKidsNeed.html McCall, Renee M., Craft, Diane H. (2004). Purposeful Play: Early Childhood Movement Activities on a
Budget. Human Kinetics. Pages: 44, 196-197, 203-203 Missouri Department of Health (2007). Model Policies for Creating a Healthy Nutrition and Physical
Activity Environment in Child Care Settings. Retrieved from: http://health.mo.gov/living/dnhs_pdfs/ChildCareModelPolicies.pdf
National Association for Sport and Physical Education (2010). 101 Tips for Increasing Physical
Activity in Early Childhood. Retrieved from: http://earlychildhoodcolorado.org/inc/uploads/Brochure_101TipsIncreasePhysicalActivity_NatlAssocSportsPhysEduc.pdf
National Resource Center for Health and Safety in Child Care and Early Education (2011). Family
Checklist for Physical Activity in Early Care and Education. Retrieved from: http://nrckids.org/physicalchecklist.pdf
President’s Council on Fitness, Sports, & Nutrition (2013). The Benefits of Physical Activity. Retrieved
from: http://www.fitness.gov/participate-in-programs/physical-activity-initiative/ Virgilio, Stephen J. (2006). Active Start for Healthy Kid: Activities, Exercises, and Nutritional Tips.
Human Kinetics. Pages: 10-12, 16-19.
