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Learning Session 4: i Getting Kids Moving

Nemours is currently funded by the Centers for Disease Control and Prevention (CDC) under a five-year Cooperative Agreement (1U58DP004102-01) to support states/localities in launching early care and education learning collaboratives focused on childhood obesity prevention. The views expressed in written materials or publications, or by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services, nor does the mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

Early Childhood Health Promotion

and Obesity Prevention

National Early Care and Education Learning Collaboratives

(ECELC) Project

Acknowledgements

A special thank you to:

Centers for Disease Control and Prevention (CDC)

– For generous funding support and expertise

Nemours

– For their expertise, materials, support, and time spent on the project’s implementation

G t h S C t f N t iti Gretchen Swanson Center for Nutrition

– For the evaluation component of this national effort

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Learning Session 4

Serving Meals Family‐Style &Supporting Breastfeeding

The ABC’s of a Healthy Me! Celebrating Success 

Continue Action Plan& Storyboard

ActionPeriodLS1 Action 

PeriodLS2 Action PeriodLS3 Action 

PeriodLS4 Action PeriodLS5

Go NAP SACC* Continuing the process of change

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Nurturing Healthy Eaters &Providing Healthy Beverages

Action Plan

Getting Kids Moving & Reducing Screen Time

Continue Action Plan& Storyboard

*Go NAP SACC is a Nutrition and Physical Activity Self Assessment for Family Child Care for FCC providers comparing their current practices with a set of best practices

Learning Session 4 Objectives

At the end of the Learning Session, providers will be able to:

1. Describe best practices for physical activity and screen time and identify change opportunities within their program;

2. Finalize the Action Plan and develop action steps for policies; and

3. Finalize documenting the process of healthy changes g p y gon their storyboard.

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LS3 Action Period

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Part A: Supporting Supporting

Motor Development

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Motor Development

Gross motor: Involves large muscles in the arms and legs – Infants and Toddlers

Holds head up, sits and stands with and without support, h i h h d l d lkreaches with one hand, crawls, stands, walks

– Preschoolers: Fundamental gross motor skills Locomotor skills: Walk, run, jump, gallop, hop, leap and skip Object control skills: Rolling underhand, tossing underhand,

bouncing, catching, striking, throwing overhand and kicking

Fine motor: Involves small muscles in the hands, feet, fingers and toes

I f d T ddl– Infants and Toddlers Grasps a toy, claps hands, drops blocks into a container, picks

up a toy, tears paper, holds a crayon– Preschoolers

Makes adjustments of tools in hands while writing, cutting and painting, puts socks on correctly with heel in place, puts on jacket

Motor Development

Influenced by interactions with peers and adults

Learned through provider directed– Learned through provider-directed activities, practice and mastery of skills

– Learned through peer observations and interactions

Supported by the environment

– Adequate indoor and outdoor spaceAdequate indoor and outdoor space

– Age appropriate equipment

– Promotion of motor development skill building with families

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Developmental Delays and Screenings Developmental milestones

– Include playing, learning, speaking, behaving, and imoving

Developmental delay

– When a child does not reach developmental milestones at the same time as other children

Developmental screenings

– Doctors and nurses use to identify whether children yare learning basic skills at the time they should

Identify developmental delays early

– To assist parents with receiving additional support

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Developmental Delays

The Centers for Disease Control and Prevention (CDC) produced materials that assist with tracking a child’s progress through keytracking a child s progress through key developmental milestones, these materials include:

– Developmental milestones list for children ages 2 months-5 years

– Flyers and factsheets on developmental milestones

– Four video modules on developmental monitoringFour video modules on developmental monitoring

“Learn the signs. Act Early.”

http://www.cdc.gov/ncbddd/actearly/index.html10

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Early Intervention Programs

What do they do?i d dd h

How can it help me? P id Designed to address the

educational and developmental needs of very young children with disabilities and those experiencing developmental delays

Provides support to children with developmental delays

Assists in finding special educational services for children

W k ith f ili t

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Provide free developmental evaluations of children under three

Works with families to provide resources and support

Provides resources and training

Early Intervention Programs

Provide your local and state early intervention program’s contactintervention program s contact

information

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Part B: Part B: Best

Practices for Screen

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Time

Best Practices for Screen Time What is screen time?

– TV, Videos– Computer time, smart phones and tabletsComputer time, smart phones and tablets– Handheld video games

No screen time for children under age 2 years– Every hour of viewing is associated with 6-8 fewer words

learned– Limits opportunities for social interactions and to explore

and playLi it li i t ti f hild 2Limit or eliminate screen time for children ages 2 years

and older– No more than 30 minutes per week in FCC settings– No more than 1 to 2 hours per day from all sources – Use for educational and physical activity purposes only

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Ways to Cut Down on Screen Time

Nutrition and Wellness Tips for Young Children: Provider Handbook for the Child and Adult Care Food Program Activities to Limit Screen Time: – Play music: have children create

their own dances

– Organize puzzle time

– Conduct a “pretend play” activity

– Draw, color, create a sculpture or use play dough

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use play dough

– Provide a sack of special activities: put together a box containing activities children do not normally engage in

Screen Free Moments: Promoting Healthy Habits

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Physical Activity Break

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Part B: Best Part B: Best Practices for

Physical Activity

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ctive play

reastfeeding

ut down on screen time

rink milk and water

at healthy foods

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Key Points for ctive Play

Time

Type

Location

Limiting sedentary time

Provider engagement

Integration into learning activities

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Benefits of ctive Play Supports exploration, development and learning

Helps manage weight and maintain a healthy body mass index (BMI)

Builds and maintains healthy bones and muscles

Increases strength, coordination and fitness

Lowers risk of chronic disease

Improves self-esteem

Lowers stress

Linked to academic achievement

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Best Practices for Infants

Tummy time

– Every day for 3-5 minute periods

– Increase length as infant shows enjoyment

Outdoors 2-3 times per day, as tolerated

– Time for gross motor development

Strategies for promoting tummy time:

– Encourage the infant to reach for you or a toy by placing yourself or a toy just out of reachyourself or a toy just out of reach

– Place toys in a circle around the baby to encourage him/her to reach for different points around the circle

– Lie on your back and place the infant on your chest. The infant will lift his/her head and push up to see your face

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Best Practices for Toddlers

At least 60-90 minutes of active play per day

Opportunities for “breathless” (MVPA) playOpportunities for breathless (MVPA) play

Structured and unstructured

Outdoors for at least 60-90 minutes per day

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Best Practices for Preschoolers

At least 120 minutes of active play per day

Opportunities for “breathless” (MVPA) play

Structured and unstructured

Outdoors for at least 60-90 minutes per day

Equipment should be visible and accessible to children

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Infants

Limit use of restricting equipment to no more than 15to no more than 15 minutes at a time (except when napping or eating) or eliminate:

– Sit-in walkers and jumpers

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j p

– Swings

– High chairs

– Car seats in the classroom

– Strollers

Toddlers

Toddlers seek independence, but need safe spaces toneed safe spaces to explore:

– Ball handling

– Balance

– Obstacles

– Wheeled toys

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– Pretend play or dramatic play

– Rhythm

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Preschoolers

Moderate to Vigorous Physical Activity (MVPA)(MVPA)

– Locomotor skills

– Walk

– Run

– Jump

– Gallop

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– Hop

– Leap

Move, Play, Learn: Physical Activity in North Dakota Child Care Programs

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Outdoor Play Daily outdoor play helps children be more physically

active. Ask families to send appropriate clothing for children to play outside in any weather

Going outside is important to expose children to sunlight for Vitamin D and fresh air

Improves attention, memory, and problem solving skills

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Equipment

Age and developmentally appropriate

Sturdy and safe

– Sensory equipment: mobiles, teething toys, baby mirrors, etc.

– Manipulative equipment: grip toys, stacking toys, puzzles, peg boards, etc.

– Large muscle equipment: riding/rocking toys, gym mats, balance beams, slides, etc.

Portable play equipment

– Indoors and outdoors

– Balls, scarves, bean bags, wagons, etc.

Appropriate adult supervision

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Provider Engagement

Lead structured and unstructured activities at least twice per day

Dress for movement

Participate during active play

– Role model

– If you have physical limitations, be a cheerleader

– Get your own physical activity into meet adult recommendations for physical activityp y y

Provide prompts and encouragement

– During structured and unstructured play

Support activities that are appropriate and safe

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Engaging Mixed-Age Groups

Adjust activities for the different age groups

Engage in activities with older children during less active times or rest periods for younger children

Encourage older children to help with younger children

– Read to infants, bounce balls with toddlers

– Be mindful not to rely on older children, continue to provide activities that they can engage in

Ensure appropriate supervision at all times

If possible, set up barriers or designated areas for children of different age groups to move freely

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Indoor/Outdoor Activities

Jingle Toes

– Tie small bells around the infants and move their legs d d t k th b ll iup and down to make the bells ring

– Tie bells to the toddlers ankles and have them stomp across the floor

– Have preschool children lead the activity while jumping, clapping and singing a song

Ribbon Dancing

ibb i f f i f d h– Wave ribbons in front of infants and encourage them to reach for it

– Have toddlers and preschoolers hold ribbons and play songs while dancing

www.life.familyeducation.com34

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Indoor/Outdoor Activities

Building and Bulldozing - create an obstacle course for children to act out what builders and bulldozers ddo

Twist, Turn, Bounce and Bend - have children try to do each of these movements with various parts of their body

Tap, Tap, Run, Run - have children practice dribbling a ball and perform those actions with their hands and feet. Try rolling the ball with older infants.

Jumping – have children jump on mats, pillows and other soft objects.

www.life.familyeducation.com35

Head Start Body Start Activity Calendar

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Best Practices for Physical Activity

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Tossing and Catching Activity Kit

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Physical Activity Break

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Part D: Facilitating

Change in Your Program

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PoliciesPolicies

The Social Ecological Model

ChildChild

FamilyFamily

ProviderProvider

EnvironmentEnvironment

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ChildChild

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Sample Goal: Work with children to develop healthy habits

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Technical Assistance Groups

Action Plan

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LS3 Action Period

Serving Meals Family‐Style &Supporting Breastfeeding

The ABC’s of a Healthy Me! Celebrating Success 

Continue Action Plan& Storyboard

ActionPeriodLS1 Action 

PeriodLS2 Action PeriodLS3 Action 

PeriodLS4 Action PeriodLS5

Go NAP SACC* Continuing the process of change

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Nurturing Healthy Eaters &Providing Healthy Beverages

Action Plan

Getting Kids Moving & Reducing Screen Time

Continue Action Plan& Storyboard

*Go NAP SACC is a Nutrition and Physical Activity Self Assessment for Family Child Care for FCC providers comparing their current practices with a set of best practices

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Facilitating Change in Your Program: LS4 Action Period Opportunity to:

– Complete the Post Go NAP SACC instruments

I l t th ti t f li i f th 1 2– Implement the action steps for policies for the 1-2 areas providers would like to improve upon

– Finalize a storyboard demonstrating what area(s) the provider improved

Trainers provide technical assistance (TA)

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Finalizing the Storyboard

Providers will finalize documenting and communicating their story of change by:communicating their story of change by:

– Describing what change(s) were made and how they did it

– Sharing who was involved in the process

– Explaining accomplishments and challenges faced

– Sharing photos of the implementation process

– Describing how participants reacted to the change(s)

– Outlining any policies that were updated as a result

– Explaining the next steps they will take to sustain the change(s)

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Part F: Extending your Extending your Learning - The

Provider, Families and

P li i

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Policies

Personal Wellness and Screen Time Keep track of screen time using a

log – set goals to cut down!

Turn your phone off from time to time to take mental breaks

Turn off the TV during mealtimes

Focus on other activities

Discover different ways to unwind (e.g., listening to music)(e.g., listening to music)

Take up a new, active hobby

Plan screen-free activities with family and/or friends

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Engaging Families Partner with families to support children’s health and

development

Share resources like Family Tip SheetsShare resources like Family Tip Sheets

Ask families for ideas that would help children grow up healthy

Put information in family newsletters, bulletin boards, notes, etc.

Create challenges where the program and families work h hi i b h itogether on achieving a behavior

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Encouraging Families to Reduce Screen Time Create a “Screen Time Allowance”

– Decide with your child what time of day screen time will be allowed and what is okbe allowed and what is ok

Move the TV’s out of bedrooms and to a central location where TV programs can be enjoyed together and monitored

Encourage families to put away and turn off electronics during meal times

Establish one time during the day that media use is acceptable

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Physical Development at Home

Encourage parents to:

– Sing, move, and dance with their children

– Play games that involve all five senses

– Enjoy walking, climbing, running, and jumping

– Take their child(ren) to the doctor and dentist for regular check-ups and immunizations

– Promote healthy eating behaviors, good hygiene, and basic safety practices

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10 Tips for Becoming More Active As a Family

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“Go Smart” Phone App

Developed by Nike in partnership with the National Head Start Association

Physical activities for children birth to five

To be used by providers and parents

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p p

www.gosmart.nhsa.org

Sample Screen Time & Physical Activity Policies At ABC Family Child Care:

– Children will participate in activities using the t l i i d th di f d ti ltelevision and other media for educational purposes only, lasting no longer than 2 hours per week

– Children are allowed to use various forms of technology as exploratory opportunities

– All children will play outdoors daily, weather permitting

– Children shall be dressed appropriately for theChildren shall be dressed appropriately for the weather, wearing appropriate clothing and footwear for the season

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Check Out Check-Out

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Trainer Contact Information

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