Ready, Set, Go! Action! Time for Physical Activity! First Things First Early Childhood Summit 2019

August 26, 2019

Bonnie Williams Early Care and Education (ECE) Manager Bureau of Nutrition and Physical Activity (BNPA) Arizona Department of Health Services (ADHS)

Objectives

1. Explain why physical activity is important and identify ways to incorporate physical activity into your program’s day while supporting other program improvement initiatives.

2. List a variety of physical activities that are easy and inexpensive to implement.

3. Assess your program and practice and be able to identify areas where you can make improvements.

10 Empower Standards

Physical Activity Sedentary Time Screen Time Nutrition Family-Style Meals CACFP Fruit Juice Breastfeeding Oral Health Tobacco – ASHLine/Smoke-Free

Sun Safety Professional Development

Five Things Worksheet

Things I do well: 1. 2. 3. 4. 5.

Things I’d like to improve: 1. 2. 3. 4. 5.

Physical Activity - Checklist

– At least 60 minutes per day – Adult-led and free-play – Indoors and outdoors – Moderate and vigorous – Never used or withheld for discipline – Provides information to families on physical activity at least annually

Written policy

Screen Time/Sedentary Time - Checklist

– No screen time for children under 2 years old – Limited to 3 hours or less per week – Sedentary time limited to no more than 60 minutes at a time – Provides information to families on screen time at least annually Written policy

Why Physical Activity?

• Promote health and well-being, physical fitness • Prevent chronic disease later in life • Establish healthy habits at a young age • To support

– Physical development – Social emotional development – Concept development – Communication skills

Role of Caregiver/Teacher A note about Physical Education vs. Physical Activity

• Provide space in the environment, indoors and outdoors • Provide materials, both predictable and novel • Provide time and opportunity in schedule for adult-led and

free-play experiences • Always, always supervise • Encourage participation, not perfection! *You too!

Fundamental Movement Skills • Locomotor Skills (move from place to place)

– Walking, running, jumping, hopping, galloping, sliding, skipping, leaping

• Object Control (use objects in a controlled manner) – Throwing, catching, kicking, striking, trapping, dribbling, ball rolling,

volleying

• Stability Skills (keep our balance while changing body position) – Turning, twisting, bending, stretching, reaching, lifting, falling

ECE System Coordination Empower (and Physical Activity) is compatible with…

Quality First (FTF QIRS system) CACFP Head Start/Early Head Start Performance Standards ECE accreditation systems AZ Early Learning Standards (3-5 year olds) AZ Infant/Toddler Guidelines (0-3 year olds) Teaching Strategies Gold/ongoing progress monitoring systems ECE curriculum approaches/philosophies

…and we’re trying to align our messages!

Play Time

Fruit Salad Bowl

• Children gather in circle, each with one parachute handle • Plastic fruit is offered, one at a time, to each child • Child names fruit and tosses it in parachute ‘salad bowl’ • Other children are ‘mixing salad’ by fluttering parachute • Repeat until all fruit is added to ‘salad’ • Object is to keep fruit inside ‘salad bowl’

Fruit Salad Bowl

– Physical development – fundamental movement skills? – Social emotional development – Concept development – Communication skills

Clean Up the Floor

Clean Up the Floor – page 40

– Physical development – fundamental movement skills? – Social emotional development – Concept development – Communication skills

Easy Kicking

Easy Kicking – page 43

– Physical development – fundamental movement skills? – Social emotional development – Concept development – Communication skills

Matching Socks

Matching Socks – page 69 – Physical development – fundamental movement skills? – Social emotional development – Concept development – Communication skills

Lug-a-Jug

Lug-a-Jug – page 66 – Physical development – fundamental movement skills? – Social emotional development – Concept development – Communication skills

Swat the Fly

Swat the Fly/Beat the Drum – page 94

– Physical development – fundamental movement skills? – Social emotional development – Concept development – Communication skills

Tools Showing Empower Alignment CLASS (Classroom Assessment Scoring System) ECERS-R (Early Childhood Environment Rating Scale – Revised Edition) ITERS-R (Infant/Toddler Environment Rating Scale – Revised Edition) FCCERS-R (Family Child Care Environment Rating Scale – Revised Edition) Program Guidelines (for High Quality Early Education: Birth through Kindergarten) ELS (Arizona Early Learning Standards) ITDG (Arizona’s Infant and Toddler Developmental Guidelines) CACFP Monitoring Checklists ADHS Child Care Rules Instruments (Checklist) DES Monitoring Checklist (Family Child Care) *Empower Self-Assessment Checklist

ERS-R

Examples from ECERS-R Program Structure

Examples from ECERS-R Activities

Examples from ECERS-R Space and Furnishings

ECERS-R Profile

CLASS Tools

CLASS Indicators & Behavioral Markers

Emotional Support

CLASS Indicators & Behavioral Markers

Emotional Support

CLASS Indicators & Behavioral Markers

Classroom Organization

CLASS Indicators & Behavioral Markers

Instructional Support

CLASS Indicators & Behavioral Markers

Instructional Support

ADHS Licensing Regulations – Child Care Centers

ADHS Licensing Regulations – Child Care Centers

Infant Toddler Developmental Guidelines (ITDG) For children ages birth to age three

ITDG: Physical and Motor Development Domain, Components, Indicators

ITDG: Gross Motor Development:

Examples of Behaviors Examples of Caregiver Strategies

AzELS: A framework for the planning of quality learning experiences for all children three to five years of age

AzELS: Physical Health and Development: Gross Motor Development Strand, Concept, Indicators, Examples

AzELS: Physical Development, Health & Safety Standard With Strands and Concepts

Program Guidelines

Program Guidelines Daily Routines and Schedules

Five Things Worksheet

Things I do well: 1. 2. 3. 4. 5.

Things I’d like to improve: 1. 2. 3. 4. 5.

Wrap Up

Thoughts Comments Questions Follow Up

PLUS/DELTA

Questions?

Contact Bonnie at 602-542-2847 Bonnie.Williams@azdhs.gov Subscribe to the Empower Newsletter Visit website: www.azdhs.gov/empower

Complete the Breakout Session Evaluation on the Mobile App

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