Statewide Training for SNAP-Ed Local Implementing Agencies Sprouting Healthy Kids in Early Care and Education Settings Facilitator’s Guide This material was produced by institutions that represent SNAP-Ed in California, known as CalFresh, with funding from USDA SNAP-Ed. These institutions, the California Department of Social Services, the California Department of Public Health, UC CalFresh, California Department of Aging, and Catholic Charities of California, are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847- 3663.
Transcript
Statewide Training for SNAP-Ed Local Implementing Agencies
Sprouting Healthy Kids in Early Care and Education
Settings
Facilitator’s Guide
This material was produced by institutions that represent SNAP-Ed in California, known as CalFresh, with funding from USDA SNAP-Ed. These institutions, the California Department of Social Services, the California Department of Public Health, UC CalFresh, California Department of Aging, and Catholic Charities of California, are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847-3663.
Table of ContentsGeneral Information...............................................................................................................3
Suggested Ways to Evaluate................................................................................................9
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General InformationTarget Audience Local Implementing Agencies, State Implementing Agencies, Sub-
contractors and partners
Overview The Sprouting Healthy Kids in Early Care and Education Settings training is intended to provide an overview of, and resources for, assessing the early care and education nutrition and physical activity (PA) environment and developing healthy site nutrition and PA policies and practices.
Purpose The training is intended for LIA staff that support early care and education settings.
Duration 9:00 AM – 4:00 PM
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PreparationTrainer materials needed A/V needs
laptopprojectorspeakersflip chart pad and easelmarkerspostersDVDsIndex cardsotherTable materialspencils/pens/markerssticky notesmanipulatives (things to touch/play with)other – yarn, polly spots, bean bagsMiscellaneousblue tapesnacksother
Materials for Trainees Participant WorkbookPowerPoint HandoutActivity 1 – Assessment ToolsActivity 2 – PA RecommendationsActivity 3 – Designing a Playground
Links used in PPT Let’s Move! Child Care: https://healthykidshealthyfuture.org/join-us / Go NAP SACC: https:// gonapsacc.org/resources/nap-sacc-materials Preschools SHINE: http://www.healthypreschoolers.com/?page_id=5345WellCCAT: http://www.uconnruddcenter.org/files/Pdfs/WellnessChildCareAssessmentToolForResearch.pdf CA Preschool Learning Foundations: http://www.cde.ca.gov/sp/cd/re/psfoundations.aspPreventing Childhood Obesity in ECE Programs: http://cfoc.nrckids.org/StandardView/SpcCol/Preventing_Childhood_Obesity
Preparation prior to training Prepare sheets (flip-chart paper) for Bike-Rack (if applicable).
Room Setup If venue allows, have round tables for group work and chairs in “U” shape for group discussions.
Materials and Preparation Participant folders, index cards, writing instruments, blank flip chart paper and marker (for “Parking Lot/Bike Rack”)
Left side Right Side Facilitator:
SAY: Welcome to today’s Sprouting Healthy Kids in Early Care and Education training and thank you for joining us today.Real quickly some housekeeping items:Bathrooms are located…We will have a break sometime during the morning activities but feel free to excuse yourself any time to use the restroom.We will break for lunch by 12pm.When you checked in this morning we gave you a folder for today’s training. In the folder you will find: On the left side of the folder you will find:
Today’s agenda.PowerPoint presentation.A page to note what you like or don’t like about the activities today. This will be a tool for you to complete the evaluation that you receive by email after today.
On the right side of the packet you will find:A sample healthy site policy.
Facilitator:
Do: Welcome audience to the training on behalf of SIAs (collaborative effort). Acknowledge workgroup members and other organizations and their members that contributed to the webinar content.
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Facilitator:
DO: Ice breaker and introductions. Explain instructions for ice breaker/introduction activity. Have volunteer start and then go around room.
INSTRUCTIONS: • Attendees state name, organization, and an activity they
liked or remembering doing as a child. (Ask follow-up questions)
Facilitator:
SAY: The goal of today’s training is to provide an overview of, and resources for, assessing the early care and education nutrition and physical activity (PA) environment and developing healthy site nutrition and PA policies and practices.
SAY: After today’s training we hope that you will be able to do the following…
1. Describe steps toward creating a healthy site policy in early care and education settings.2. Describe, identify and locate five tools that can be used to strengthen/improve nutrition and physical activity practices.3. List up to three components that can be included in a healthy site policy for early care and education settings.4. Identify at least two organizations with whom you can potentially collaborate with to support improved early care and education nutrition and physical activity practices.Stencil kit…5. Familiar with the physical activity (PA) recommendations for young children ages 3-5.6. Able to design and paint a playground for movement.7. Able to implement PA at locations with stenciled designs.Facilitator: DO: Review flip-chart with post-its that have “what they want to get out of the training?” written. Discuss how learning objectives cover them. Address any outliers…
SAY: [place holder for facilitator story]SAY: Overall the…Purpose (or goal) of Early Childhood strategies is to:• Promote healthy early childhood environments• To help combat childhood obesity rates• And to reach (provide education to) the children’s
parents and/or family members too!SAY: When working in or supporting those who work in ECE settings we need to take into consideration the different types of ECE sites and how regulations and/or oversight of these types of sites may differ. Examples of different ECE sites are home-based child care centers, Head Start programs, and before/after school care programs. Regulations for these sites can vary. For example,
Facilitator:
DO: Ice breaker and introductions. Explain instructions for ice breaker/introduction activity. Have volunteer start and then go around room.
INSTRUCTIONS: • Attendees state name, organization, and an activity they
liked or remembering doing as a child. (Ask follow-up questions)
a site that is eligible for and participates in the Child and Adult Care Food Program (CACFP) must follow regulations under that program, such as meal patterns and times meals are served.SAY: If you have any questions regarding regulations on nutrition or physical activity integration in ECE settings, please contact your State Implementing Agency contact. We will also provide links to resources for you towards the end of this webinar.---------------------------------------------------------------------------------REFERENCE ONLY:• The Child and Adult Care Food Program (CACFP)• The Child Nutrition and WIC Reauthorization
• Current law: Healthy, Hunger-Free Kids Act (2010)
• Authorizes all of the federal child nutrition programs, including the: School Breakfast, National School Lunch, Child and Adult Care Food, Summer Food Service, and the Fresh Fruit and Vegetable Programs and WIC
• [PLACE HOLDER FOR UPDATES IN REGULATIONS]• Assembly Bill 290 - Foundations for Healthy Nutrition in Child Care
Signed into law on October 11, 2013Implementation begins January 1, 2016Amends child care licensing laws to increase the required hours of training to include 1 hour on the importance of childhood nutrition and the resources of the Child and Adult Care Food Program (CACFP)Training oversight by the Emergency Medical Services Authority (EMSA)http://www.emsa.ca.gov/childcare_nutritionhttp://www.readykidscville.org/community-impact/
Title Assessment Tools (Teach Back Activity)
Time 45 minutes
Facilitator
Materials and Preparation Writing instrument, flip chart paper, Assessment Tool
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Title Assessment Tools (Teach Back Activity)
folders, and additional blank flip chart paper (if needed).
Facilitator: SAY: As you may recall, one of our learning objectives today is to “Describe the steps toward creating a site policy in early care and education settings.” For those of you have been working in different ECE settings for years, you’ll note that there are many steps towards accomplishing change as it pertains to policy creation. For the purpose of this webinar, we’re going to break this down to just four steps – Assessing, Planning, Taking Action and Keeping it up! We’ll show you how each of these steps is important, how an ECE site can accomplish each, and resources to support these steps.SAY: (Assess) The first step is to assess the site. The assessment can be done by site staff and possibly with your guidance. We will walk through a few different tools today that will assist the site staff and you with this step. The goal is to find the areas that need improvement with regards to nutrition or physical activity.(Plan) Next – using the assessment results, ECE site staff can prioritize which changes will have the most impact. This is a good way to ensure that the ECE site staff and/or you don’t take on too much at one time. Changes in the ECE site might happen gradually. For this step, it’s important that you work with the ECE staff who will be in charge of making these changes, or enforcing them. (Take Action) Once a plan is developed, make sure to support the ECE staff in putting their site’s changes into action! (Keep it up) And then lastly, celebrate any progress the site has made, support them in assessing again and then help the site plan their next move!
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Facilitator:
Materials: Activity 1 – Assessment Tools
Do: Leave slide up, pass out resource folders, explain activity.
Say: Now we’re going to go through four different tools that you can use to assess an ECE site and begin making changes. The four tools are NAP SACC, CHOICE, Let’s Move! Child Care, and Preschools SHINE. We are going to use this opportunity to do a little teach back. In each of these folders, there is one assessment with a description of the assessment. We’re going to pair off – and each group will have one of the assessments. Take the next ten minutes to study the assessment, and jot down a few things you’d like to share with the group. Pretend that we are staff working at an ECE site and you are explaining to us what the assessment is and how to use it.Facilitator: Say: The first tool we’re going to talk about today is Let’s Move! Child Care. You probably all recognize the famous Let’s Move! Program set up by first lady Michelle Obama. The let’s move child care program is a great tool that is very simple to use. It is all done online. When you go to the site, you’ll see these helpful step-wise tools. You’ll want to register – which just takes two minutes!
Do: Navigate to the site. Facilitator:
Say: After you register, you’ll receive this fun certificate shown on the screen that displays what the five goals of this program are:
Do: Call on a volunteer to read the five goals.
Physical Activity - Provide 1-2 hours of PA throughout the day, including inside and outside play when possible.Screen time: No screen time for children under. Limit of 30 minutes of quality screen time for children 2 and older.Food: Serve Fruits or vegetables at every meal, eat meals family-style whenever possible and don’t serve fried goods.Beverages: Provide access to water throughout the day and don’t serve SS drinks. For children age 2 and older, serve low-fat (1%) or non-fat milk and one 4-6 oz. serving of 100% juice per day.Infant Feeding: For mothers who want to continue breastfeeding, provide their milk to their infants and welcome them to breastfeed during the child care day. Support all new parents’ decisions about infant feeding.
Facilitator:
Say:The second step is to Take the Quiz, which is the assessment piece– this will take you through a series of electronic questions about your nutrition and feeding practices.
Facilitator:
Say: Here is a sample from the assessment. There are only 15 questions total: The survey should only take 10-15 minutes max. If you look at the resources on the toolbar, you will see a preview of what the quiz looks like. You could print this and look it over before doing the online version. As you see on the screen, you are asked to mark the box that describes your current stance on this best practice.
The answer choices are:
Yes, fully meeting this best practicesMaking progress on meeting this best practiceRead to get started on meeting this best practiceUnable to work on meeting this best practice right now. Facilitator:
Do: Animate the arrow.Say: The third step is to - Make an Action Plan – Make sure you are with those who will be implementing this plan. Here are the questions to think about:
You will be asked to think about the following for each best practice goal you select:How many steps do I think it will take to achieve this goal?What are these steps in particular?Who is responsible for each of these steps?By what date should each step be complete?
Once you’ve worked on this, you’ll have an action plan for your site.
Say: After implementing the changes you set out in your action plan, the site can reassess to see how far they’ve come, and also to get additional direction for next steps.
Later in this webinar, we will be talking about some of the resources that you can use to help you implement these best practices.
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Facilitator:
Say: The last step of the Let’s Move Child Care tool is to get on the map! The program recognizes providers who have self-reported they meet the goals and best practices outlined in the Let’s Move Child Care checklist quiz.
Facilitator:
Say: Here is a map of those ECE sites that have registered and gotten on the Let’s Move Child Care map. California has 84 recognized providers! This might be a good talking point for those of you who are working with new sites that haven’t begun implementing changes – it may entice them to start so that they become more marketable.
Facilitator:
Say: The second tool we’re going to discuss is the CHOICE tool, which stands for Creating Healthy Opportunities in Child Care Environments. This tool was developed by the Contra Costa Child Care Council with support from NEOP funding. This manual was developed to help you assess the child care environment and, using best practices, successfully write and implement nutrition and physical activity guidelines. This tool is a little more detailed than the Let’s Move Child Care assessment.
The Self-assessment Questionnaire gives you an opportunity to review your existing nutrition and physical activity practices, provides a starting point for staff training and parent education, AND can help you develop policies that can make your child care program healthier for children.
Ask: Who would like to share your experience using this tool?
Additional Talking Points/Not ScriptedWho can benefit from taking the Self-assessment Questionnaire?Family child care providers, and child care center directors, teachers and staff who want to make the child care environment healthier for the children in their care.Parents who want to gain information about best practices for nutrition and physical activity in child care.Child and Adult Care Food Program (CACFP) sponsors and monitors who want to train providers in best practices.Resource and Referral staff who want to better understand nutrition and physical activity best practices in child care.
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Facilitator:
Say: There are 35 best practices in the self-assessment questionnaire in four different categories. On the screen is an example of how the best practices are laid out in the questionnaire. So for the first best practice: “Parents receive written nutrition policies upon enrollment”, site staff can mark the box that best describes the current practice. • Already doing • Making progress in doing • Planning to do • Not planning to do
All but one category (Food Served) can be answered by choosing one of the four options. The “Food Served” category lists best practices for food served and asks how make times a day, or the quality of the food served. For example, how often is 100% fruit juice offered – 1x per day, 2, 3-4, or never
The completed SAQ will help to identify the strengths and weaknesses of the existing nutrition and physical activity at a child care site and then facilitate goal setting. Facilitator:
Say: For each of the 35 questions in the self assessment questionnaire, there is a practice and rationale listed, as well as some talking points to help providers with this change. I really encourage everyone to go through this manual. It offers a comprehensive view of what are considered best practices served when it comes to nutrition and physical activity policy development and integration.
For example, number 18 is a best practice with regards to the availability of water.
Read: Water is freely available both indoors and outdoors. Read: Best Practice, Rationale and 1-2 of the TPs
This tool also offers tips for developing policies, which we will get into in a few minutes. Facilitator:
Say: The third resource we’re going to discuss is Go NAP SACC, which stands for Nutrition and Physical Activity Self-Assessment for Child Care. This resource was recently revamped and is now called “Go NAPSACC.” Go NAP SACC is based on a set of best practices — recommendations that stem from the latest research and guidelines in the field.
The original NAPSACC wasn’t offered online; however now this tool is an easy-to-use online tool for early care and education programs interested in building healthy eating and
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physical activity habits in children.
There are two sets of full assessments. The first set covers centers, school-based, and Head Start sites. The second covers Family Child Care Homes.Facilitator:
Say: Each set contains the following: Breastfeeding & Infant Feeding Self-AssessmentChild and Nutrition Self-AssessmentInfant and Child Physical Activity Self-AssessmentScreen Time Self Assessment
Go NAP SACC Breastfeeding & Infant Feeding Self-AssessmentGo NAP SACC Child Nutrition Self-AssessmentGo NAP SACC Infant & Child Physical Activity Self-AssessmentGo NAP SACC Outdoor Play & Learning Self-AssessmentGo NAP SACC Screen Time Self-Assessment
Go NAPSACC is a bit more rigorous than the previous tools we’ve discussed. If this tool interests you, don’t shy away from it! You do not need to take all five assessments at one time. It is recommended that you take one or two, and start planning for healthy changes in those specific areas.
The second and third tools, Child Nutrition and Infant & Child Physical Activity, are the core areas of the original NAP SACC. If you are new to making these kinds of changes, start with these areas to build a strong foundation. Facilitator:
Say: Each of these five assessments is multiple pages, with 20 or more questions. Each offer suggestions about to get started. For example, before you begin, you’ll want to gather menus, staff manuals, parent handbooks, and other documents that state your policies and guidelines about child nutrition and Recruit the help of key teachers and staff members who are familiar with day-to-day practices.
As you assess, there are clear qualifiers for questions. Here you see that when a question is in parentheses, this is referring to half-day options. You can also see here that when there is an asterisk, there is a definition below.
The answer choices in the right-hand column, which you see now in a red box, represent the best practice recommendations in this area. To interpret your results, compare your responses to these best practice recommendations. This will show you your strengths and the
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areas in which your program can improve. Facilitator:
Say: We’re going to move into our last tool that has an assessment component which is SHINE – Shaping Healthy Impressions through Nutrition and Exercise. SHINE is a statewide recognition program run by the California Department of Education, Nutrition Services Division. The program showcases the outstanding work that many California child care and development programs do every day to promote the health and well-being of young children. It consists of 10 elements that foster healthy habits during the early years of growth and development.
Additionally, there is a coaching program available for sites that do not qualify. This is county specific. If you are interested, you could go to their site, which I’ve listed here on the slide for more information about their coaching program.Facilitator:
Say: As I mentioned, there are ten elements of SHINE. The elements are:
• Federal Child Nutrition Program Participation• Meal Quality • Mealtime Environment• Nutrition Education • Edible Gardening• Physical Activity• Professional Development• Wellness Policies• Partnerships• Leadership Team
One of the resources that is provided today is an overview of these ten elements and their criteria. This is a screen shot of the first page of that resource. For example, the first element is Federal Child Nutrition Program Participation and the criteria is if the site participates in a federal child nutrition program and comply with federal and state requirements. For each of these elements, there is a fact sheet on the Healthy Preschoolers site that we mentioned previously. You can apply online to have your site qualify – It includes a series of verification. This is a good recognition to have for your program!
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Facilitator:
Say: The program is structured so all child care sites can achieve a beginning certification level (bronze), and then over time, make additional improvements to the site’s wellness environment in order to reach higher and higher certification levels (silver and gold). Four required baseline elements must be implemented to apply for any level of SHINE certification:
Element 1: Participation in a Federal CNP • Element 4: Nutrition Education • Element 7: Professional Development • Element 10: Leadership Team
Say: Here is an example of one of the questions from the needs assessment for SHINE. The answers vary from a 1 meaning that this is not a practice in the center or home to a 5 which is our center or home is outstanding and consistent in implementing this practice.
There is a key in the tool to use as you go through each element assessment. There is also a worksheet that you can use to guide the formation of your action plan based on the answers to your needs assessment.
1 This is not a practice in our center or home. We recognize that it is important and will address it in the future. We have a lot of work to do. 2 Our center or home is just beginning to work on this practice and has made this an urgent focus for our administrative, teaching, and nutrition staff. 3 Our center or home has done some work in this area, but the practice is implemented only occasionally. More staff commitment and work are needed to improve this area. 4 Our center or home is good at this practice. However, it is not done consistently. We need to do additional work to be outstanding in this area. 5 Our center or home is outstanding and consistent in implementing this practice. Our center or home can serve as an example for others.
Say: We have now gone through four tools that can be used to assess an Early Care and Education Settings – Let’s Move Child Care, CHOICE, NAP SACC and lastly SHINE. We’re going to test your knowledge with a quick poll.
Do: Launch poll. Wait 10-30 seconds.
Say: Discuss poll results. Now we are going to shift gears and discuss [Type text]
how these tools can ultimately help you prepare to add healthy site policies.
Title ECE Site Assessment
Time 55 minutes
Facilitator
Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity
Facilitator:
Do: Put white poster paper up on the wall before the training begins– one labeled “Successes” and one labeled “challenges.” Have participants put post-its on each.
Do: Begin a walking tour of the poster paper and read aloud people’s responses OR call on a volunteer to read the responses. Note all the good successes, and ask people to elaborate. For challenges, have people describe the challenge.Facilitator:
Say: As previously discussed for the purpose of this webinar, we’re breaking down creating a site policy into to four steps and showing you how each of these steps is important and how you can accomplish each.
We’ve talked about assessing ECE environments and now we will look at how someone can plan and take action using their assessment results. Healthy site policies are how these changes will be put into place consistently. Again, using the assessment, you can prioritize which changes will have the most impact.
AND, again for these steps, it’s important that you work with anyone who will be in charge of making these changes, or enforcing them.
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Facilitator: KNOW: Assessment / Taking Action Activity: Groups will be given a description of an ECE setting (i.e., meal patterns, food served, visual environment) to review. Ask: We’d like you to:• Identify 2 to 3 changes that can be made. • Prioritize the order of the changes.• List first steps that site can take to achieve these best
practices. • What resources can support these best practices?Facilitator: Do: Put this slide up as example for groups as they are working through activity. Walk around and answer questions as needed. Ask groups to share out on their changes, prioritization and steps to achieve.
Title Healthy Site Policies
Time 20 minutes
Facilitator
Materials and Preparation Writing instruments, blank flip chart paper for each group and additional blank flip chart paper (if needed).
Facilitator: SAY: So how can an Early Childhood site benefit from a healthy site policy? Policies for ECE environments help to: • Provide guidelines and structure for early care and
education settings;• Establish foundation to train staff and educate parents or
family;• Interpret federal and state regulations and how to follow
them; and• Establish a consistent and permanent way of doing things,
which can aid in communication with staff and parents/family
SAY: Using the assessment tools previously discussed is a great start to building a healthy site policy. Assessing the ECE environment will help providers identify areas that they would like their healthy site policy to support.
Facilitator:
SAY: After assessments are completed, a next step to developing a site policy is to identify areas to focus on (some of your policy elements or components!!), such as:
• Feeding practices• Food served• Physical activity (amount of television time)• Staff and parent training (how will policies be
communicated?) (bookmark)
Consideration should also be given to how:• Nutrition and physical activity best practices can be
integrated in• Resources available to support the policies (Approved
curricula, tools to integrate Physical activity, etc.)• And, of course, Federal/State requirements
SAY: Once focus areas have been decided on, then policy statements can be written. The CHOICE resource provides areas that one should consider when developing policy statements within a healthy site policy.
Consideration should be given to:
• Someone’s ideas – yours or the direct care providers’;• The current policy in effect, if there is one;• What changes need to be made or what needs to be
added to a policy;• What will be the new policy;• And how will it be implemented.
SAY: Now that we have reviewed what to consider when writing a policy statement, we’ll walk through a couple best practices and sample policy statements. Let’s look at CHOICE’s Best Practices #3 – If food is brought from home, parents are provided with guidelines.
SAY: For this Best Practice things to consider when writing a policy may be:• The clarity of the statement• How it promotes nutrition and PA and not unhealthy items• Food safety!!• How to monitor outside food items from entering setting• Communication with parents/familiesFacilitator:
SAY: Here’s a sample Healthy Site Policy that was created by the San Diego YMCA.
DO: Click on screenshot – hyperlink to PDF document. Walk through sections of policy.
SAY: Also, in your folder you have another example of a wellness
Facilitator:
SAY: After assessments are completed, a next step to developing a site policy is to identify areas to focus on (some of your policy elements or components!!), such as:
• Feeding practices• Food served• Physical activity (amount of television time)• Staff and parent training (how will policies be
communicated?) (bookmark)
Consideration should also be given to how:• Nutrition and physical activity best practices can be
integrated in• Resources available to support the policies (Approved
curricula, tools to integrate Physical activity, etc.)• And, of course, Federal/State requirements
SAY: Once focus areas have been decided on, then policy statements can be written. The CHOICE resource provides areas that one should consider when developing policy statements within a healthy site policy.
Consideration should be given to:
• Someone’s ideas – yours or the direct care providers’;• The current policy in effect, if there is one;• What changes need to be made or what needs to be
added to a policy;• What will be the new policy;• And how will it be implemented.
SAY: Now that we have reviewed what to consider when writing a policy statement, we’ll walk through a couple best practices and sample policy statements. Let’s look at CHOICE’s Best Practices #3 – If food is brought from home, parents are provided with guidelines.
SAY: For this Best Practice things to consider when writing a policy may be:• The clarity of the statement• How it promotes nutrition and PA and not unhealthy items• Food safety!!• How to monitor outside food items from entering setting• Communication with parents/familiesFacilitator:
SAY: An example of a resource that can be used to assess the strength of healthy site policies includes the WellCCAT. The WellCCAT is a tool that offers a reliable means of assessing the comprehensiveness and strength of written policies.
Resources like this may be created for specific populations (ages) of [Type text]
Title Next Steps (Partnerships)
Time 20 minutes
Facilitator
Materials and Preparation Writing instruments, blank flip chart paper for each group and additional blank flip chart paper (if needed).
Facilitator:
Next Steps/Partnership Activity:
SAY: [describe image and how it represents partnership]
I am going to give you a few minutes to write down ideas to this question… What potential partners have you worked with or can you think to work with on improving Early Childhood settings?
IMAGE SOURCE: http://www.defenseimagery.mil/imageRetrieve.action?guid=0875240bf25af3383cf1c2adbd51d546388f1077&t=2 (This image or file is a work of a U.S. Air Force Airman or employee, taken or made as part of that person's official duties. As a work of the U.S. federal government, the image or file is in the public domain in the United States.) Author: Airman 1st Class Jensen Stidham
Description: A child steps off a school bus on the first day of school at Shaw Heights Elementary School on Shaw Air Force Base, S.C., Aug. 19, 2013.
Title Recap (Moving Quiz)
Time 10 minutes
Facilitator
Materials and Preparation Writing instruments, blank flip chart paper for each group and additional blank flip chart paper (if needed).
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Facilitator:
Say: Once a healthy site policy is created and implemented, make sure to assess the strengths of the policies on a reoccurring basis. One part of a healthy site policy may be the frequency it will be reviewed and how. (YMCA is an example of including it)
SAY: Don’t forget to celebrate any progress you’ve made (the small steps) and then plan your next move!
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Facilitator:
SAY: In review, we have had the opportunity this morning to review the following resources for assessment of ECE environments, best practices, sample policy statements and assessing the strengths of policies.
DO: Moving quiz with the following questions:
True/False
1. Child Nutrition and Infant & Child Physical Activity, are the core areas of the original NAP SACC, and therefore, I should start with these assessments. .
True.
2. California has 144 recognized Let’s Move Child Care providers!
False – California has 84, where as Florida has 144.
3. I can use any of the five assessments we spoke about today in my ECE site. True – but it is better to pick an assessment that is suitable for your site.
4. Once implementing the 4 CORE SHINE Elements, my site will achieve a Bronze level SHINE certification.
False – 4 core, plus two additional. 5. Doing an ECE site assessment is an essential part of the PSE change process. True.
6. The CHOICE tool includes 35 best practices in the self-assessment questionnaire in four different categories
True.
Title Stencil Kit Activity and Intro
Time 30 minutes
Facilitator
Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity
Facilitator:
SAY: Welcome back! We are going to start the afternoon off with an activity…
Activity Description: “Mingle, Mingle” • Participants move around the space with music, when music
stops each participant finds a partner. • Partners introduce themselves (someone they haven’t talked
to yet) and share what each partner hopes to help or support PA integration in ECE settings.
• Repeat 3-4 times and each time, give participants an activity to perform when they meet a partner (e.g., high five, low five, 5 squats, one-foot balancing).
• Encourage them to remember who they performed each task with.
• After completing 3-4 rounds call off each of the completed activities and have participants find their partner from the respective activities and re-perform the identified activities (i.e. Find your high five partner, find your low five partner, etc.).
Provide overview of objectives and set the tone for the day. Encourage participants to ask questions and share experiences so we can learn from each other.
KNOW: Objectives (from beginning of training):Familiar with the physical activity (PA) recommendations for young children ages 3-5.Able to design and paint a playground for movement.Able to implement PA at locations with stenciled designs.
Supplies: Power Point, music, speakers
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Facilitator:
SAY: The playground stencils are a way to integrate physical activity into an ECE setting. The stencils can help to…• Increase children’s levels of physical activity during
outside play,• Encourage development of fundamental movement and
motor skills, • Create environments that encourage physical activity, AND they• Complement academic learning concepts through
movement.
KNOW: With a Community Grant from California Department of Public Health’s (CDPH) California Obesity Prevention Program, the California State University Chico, Center for Healthy Communities piloted the use of inexpensive and reusable playground stencils to enhance outdoor physical activity opportunities for preschool children at eight sites. The Center for Healthy Communities’ observational study of playgrounds enhanced with stencil designs confirmed that the use of playground stencils during the above mentioned pilot program resulted in a significant increase in active play when stenciled playgrounds were compared with a control site without stencils. During the pilot study, System for Observing Play and Leisure Activity in Youth (SOPLAY) was used for the evaluation. SOPLAY is a validated tool for directly observing physical activity and associated environmental characteristics in free play settings (e.g., recess and lunch at school).
Title Fundamental Movements (Obstacle Course)
Time 30 minutes
Facilitator
Materials and Preparation
[Type text]
Facilitator:
Say:• Playground stencils allow teachers/caregivers to teach the
Learning Foundations through Movement. The following slides and an overview of the Foundations in physical development.
• Teachers and caregivers are more interested if activities support the Preschool Learning Foundations which are similar to school-age learning standards. This portion of the training will provide an overview of the movement skills preschool age children should be learning.
Facilitator:
Supplies: yarn, polly spots, bean bags
Do: During lunch, set up lines and bullseye out of yarn and place polly spots.
Say: I invite you all to stand and join me in the back of the room. We’re going to do a mini-obstacle course!
Step one is to “walk the line.” You are going to walk the line putting one foot in front of the other.Step 2 is to hop from one polly spot to the next. And step 3 is to tossing underhand all three pom poms (bean bags) into the middle of the bullseye.When you are done you are going to gallop back to the beginning and hit the hand of the next person in line.
Say: Perhaps without realizing it, you all just practiced four different fundamental movement skills! Fundamental Movement Skills fall into three categories.
Perceptual-Motor Skills and Movement ConceptsBalance- The state of having your weight spread equally so that you do not fall. The ability to move or to remain in a position without losing control or falling.The first step of that obstacle course demonstrated balance.
Locomotor skills- Skills children develop while travelling, including walking, running, jumping, hopping, leaping, galloping and side-stepping.The second and fourth step of that obstacle course demonstrated two of the fundamental locomotor skills –
[Type text]
Facilitator:
Say:• Playground stencils allow teachers/caregivers to teach the
Learning Foundations through Movement. The following slides and an overview of the Foundations in physical development.
• Teachers and caregivers are more interested if activities support the Preschool Learning Foundations which are similar to school-age learning standards. This portion of the training will provide an overview of the movement skills preschool age children should be learning.
hopping and galloping. Manipulative skills- Skills using arms, hands, and feet to handle object with increased coordination, such as rolling a ball underhand, tossing underhand, bouncing, catching, striking, throwing overhand, and kicking.And lastly, that third step – throwing the pom poms into the bullseye – demonstrated a the manipulative skill of tossing underhandFacilitator:
Say: The other foundations of movement that we want you to be aware of are perceptual-motor skills and active physical play.
Perceptual Motor Skills include
1. Body awareness- Children learn and are able to name body parts2. Spatial Awareness- Children safely use their own body, general space, and other people’s space when moving.3. Directional awareness- Ability to understand and distinguish between the sides of the body, change directions quickly and accurately, ability to place an object or own body in front of, to the side, or behind something else.
In a few minutes, when Dalene goes through the stencil designs, you will see how the stencils and contribute to learning these foundations.Facilitator:
Say: Active physical play includes:
Active participation- Initiate more complex physical activities for a sustained period of time.Cardiovascular endurance- Engage in sustained active play of increasing intensity that involves the heart, the lungs, and the vascular system.Muscular Strength, Muscular Endurance, and Flexibility- Engage in increasing amounts of active play activities that enhance leg and arm strength, muscular endurance, and flexibility.
[Type text]
Title Physical Activity Recommendations (Discussion first!)
Time 30 minutes
Facilitator
Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity
Facilitator:
Ask: How do children learn through movement? [open discussion]
Facilitator:
Say: Physical activity supports more than fundamental movement skills in young children. By using the playground stencils for free- and teacher-led play, children gain motor skills while complementing learning in the following areas:
Social-Emotional Development- By participating in group activities, children learn self-awareness, self-regulation, interaction, group participation, and cooperation.Language and Literacy- By integrating letters and pictures into the playground, children practice their language use and conventions, letter recognition and letter sounds. English-Language Development- By participating in free play and teacher-led activities, children have the opportunity to practice listening, speaking, letter awareness, rhyming, and color recognition.Mathematics- By utilizing playground stencils with numbers and patterns, children can practice number recognition, counting, patterning, and measurement.Nutrition- By integrating fruits and vegetables into the playground, healthy food choices are promoted.Facilitator:
Materials: Activity 3 – PA Recommendations
Say: Preventing Childhood Obesity in Early Care and Education Settings provides a wonderful overview of physical activity standards for ECE settings. Activity: Structured/unstructured play recommendations (laminated cards)
[Type text]
Facilitator:
Ask: How do children learn through movement? [open discussion]
Do: Pass out laminated cards to attendees. Have them work together in small to medium size groups to determine if each activity card is for infants, toddlers or preschoolers.
Title Stencil Kit Playground Design (Design Activity)
Time 45 minutes
Facilitator
Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity
Facilitator:
SAY: Oh this slide looks a little messy, a bit unorganized… [next slide]
[Type text]
Facilitator:
SAY: Well, there are many factors to consider when designing a playground, including the types of elements that will be included. The playgrounds stencils include many different elements. In the presentation handout that you have, it lists the elements of:
• Tracks• Group Activity Space• Pathways• Bull’s Eye• Shapes, letter, numbers and colors• Hopscotch• Manipulative Play areaFacilitator:
Say: Tracks maximize movement for all children. Examples of how tracks accomplish this include:• Do wheeled toys obstruct play for other children?
Consider “No-bike days” • Include directional arrows, crosswalks and signs• Parking lot for orderly toy storage
Facilitator:
Say: Here’s an example of how to utilize a large space to do teacher-led group activities:• Paint round or shaped markers ~3 feet apart• This can help with spatial awareness concepts (personal
and general)
Facilitator:
Say: Pathways can come in many different ways. For example you can use:• Curved, zig zag & straight lines• Pathways can help children practice locomotor &
balance skills
Facilitator:
Say: The bullseye stencil can help children:• Practice tossing, throwing and striking objects (aiming)
Facilitator:
SAY: Well, there are many factors to consider when designing a playground, including the types of elements that will be included. The playgrounds stencils include many different elements. In the presentation handout that you have, it lists the elements of:
• Tracks• Group Activity Space• Pathways• Bull’s Eye• Shapes, letter, numbers and colors• Hopscotch• Manipulative Play areaFacilitator:
Teach academic topics through movement by integrating:
• Shapes • Upper & lower case letters• Numbers from 1-20• Colors
Facilitator:
ASK: What do you think hopscotch would help with?
Hopscotch-like activities provide children the opportunity to practice:
Say: Many times, the same equipment is put out for children to play with during outside play. Stencils encourage teachers to create a manipulative area, where teachers can put out and introduce new equipment and new skills.
[Type text]
Facilitator:
SAY: Well, there are many factors to consider when designing a playground, including the types of elements that will be included. The playgrounds stencils include many different elements. In the presentation handout that you have, it lists the elements of:
• Tracks• Group Activity Space• Pathways• Bull’s Eye• Shapes, letter, numbers and colors• Hopscotch• Manipulative Play area
Facilitator:
Say: Here are some considerations when designing and painting a playground:• Walk through the playground with the site director and teachers
and complete the Playground Design Assessment Tool (see Appendix A). In addition, it is helpful to observe the playground during free play and during teacher-led group activities.
• Take measurements and sketch the layout of the playground.
• Determine what type of approval is necessary to paint on the playground. In some cases preschool sites are rented and approval must be received by the owner in writing.
• Taking into consideration the Suggested Playground Elements on the next page, determine which stencils and designs are suitable for the space.
• Avoid painting in areas near heavy dirt and sand as they will cause rapid wear and tear.
• Be sure to leave enough space between stencil designs and playground fixtures (benches, poles, slides, etc.) for children to use the stencil designs safely.
Tips!! • Avoid areas near heavy dirt and sand• Leave enough space between stencil designs and
playground fixtures
[Type text]
Facilitator:
SAY: Well, there are many factors to consider when designing a playground, including the types of elements that will be included. The playgrounds stencils include many different elements. In the presentation handout that you have, it lists the elements of:
• Tracks• Group Activity Space• Pathways• Bull’s Eye• Shapes, letter, numbers and colors• Hopscotch• Manipulative Play areaFacilitator:
Materials: Activity 3 – Designing a Playground
Do: Provide instructions to group on Playground Design Activity
Say: (Instructions) Now we are going to design our own playgrounds.• Pair/group up by organization/area;• Discuss what to consider for your design; and• Use the stencil pieces in the envelopes on your table.
Do: Have each group share out their designs.
Title Stencil Kit Playground Design (Design Activity)
Time 45 minutes
Facilitator
Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity
[Type text]
Facilitator:
Say: Here are some tips for preparing for the paint day!
Schedule your paint dayDetermine a day and time when children will not be present for at least 24 hours. Plan for an 8-hour dayDon’t forget to check the weather!
Recruit a paint teamA team of 5-10 people is ideal. Staff may be available to serve as the paint team, but also consider recruiting volunteers.
Prepare the groundPressure-wash the playground to remove dirt and debris the day before you paint.
[Type text]
Facilitator:
Say: Here is a list of the supplies you will need. (refer to slide)
Playground design and StencilsPaint – make sure you buy the paint colors that match your design.Paintbrushes – LOTS – you want all your volunteers to be able to paint at the same time. Mixing cups – or paint dishes. Water and clean up supplies Paint station- this can be a tarp, sheet or cardboard. Masking tape – Use this to tape down the bigger stencils so they don’t moveChalk – use this to outline the stencil – especially for repeating patterns (like arrows, shapes) so that the stencil can be passed more quicklyPressure washer – hose works as wellFacilitator:
Say: On paint day, here are a few pointers (refer to slide).
It is a good idea to have your volunteers practice – especially if you have children volunteering. For the bigger stencils, you can tape them down ahead of time. For repeating patterns, make sure you determine the colors of each component and that your volunteers have a copy of the design for accuracy.
Chalk – as I mentioned earlier, is a great tool for outlining the stencils. You can quickly outline the stencils with chalk, and then move the stencil, and fill the shape. This also helps with cleanup.
Remember to allow 24 hours to dry.Facilitator:
Say: We know that getting paint on the stencils is likely, but for the sake of the longevity of the stencils, try your best to clean them up to remove the excess paint. A few other tips are to sweep or rinse the playground regularly to minimize dirt and debris and then save those cans of paint and touch up annually of as needed.
Title Wrap-Up (Including Resources)
Time 30 minutes
Facilitator
Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity
[Type text]
Facilitator:
SAY: [describe resources]• MyPlate for Preschoolers – provides general food safety
guidelines (resource)• Build a Healthy Plate with Fewer Added Sugars – that has
nutrition tips (resource)• Eat Play Grow – that includes support materials and
SAY: [describe resources]• The Stencil Kit – Painting Preschool Playgrounds for
Movement.• CATCH – Coordinated Approach to Child Health
Facilitator:
SAY: To give you an idea of what is available, here are a few examples of approved curricula to use in the ECE settings and the link to the full approved California SNAP-Ed Integrated Curricula list. Color Me Healthy: http://centertrt.org/?p=intervention&id=1095 Cooking Matters: Exploring Food Together: http://cookingmatters.org/educational-tools Coordinated Approach to Child Health (CATCH): http://catchinfo.org/programs/pre-k/ California SNAP-Ed Integrated Curricula List: http://www.cdph.ca.gov/programs/NEOPB/Pages/ApprovedSNAP-EdMaterials.aspx
Facilitator:
SAY: Here are a few more resources to assist in your ECE work and also to find information on upcoming Statewide SNAP-Ed LIA trainings.
[Type text]
Suggested Physical Activity
Suggest physical activity is from an Early Childhood resource.
Source: Color Me Healthy (CMH): http://centertrt.org/?p=intervention&id=1095
Activity: A Day at the Beach (truncated version, full version available in CMH Teacher’s Guide)
Do: Instruct participants to mimic the movements (in red) you do.
Script: Today we are going to take a trip to the beach!
We wake up early and see the bright yellow sun shining. (yawning and stretching)
We put on our blue bathing suit and hat, and slide into our flip flops. (pull on swim suit, put on hat and flip flops)
Now it’s time for the most important meal of the day, BREAKFAST. We need a good breakfast to have energy for our busy day at the beach. Let’s have a banana and cereal with milk. (peel banana, eat cereal) Yumm!
Before we go to the beach we need to brush our teeth. (put toothpaste on toothbrush and brush teeth)
Now, we are ready to go! Let’s get in the car, put on our seat belt and drive to the beach. (climb into the car, buckle seat belt, and steer wheel)
We park the car and get everything out: shovel, bucket, picnic basket, umbrella, and beach bag. (lift items out of the car)
Walk up the steps and onto the white sandy beach. Is the sand hot? Thank goodness we have on our flip flops. (walk up the steps and out onto the sand)
Spread out the towel, put up the umbrella, and place our bucket and shovel in the sand. (spread towel, push umbrella in sand, stick shovel in sand)
It’s so sunny out! We need to put on our sunscreen, don’t forget your ears and nose. (rub sunscreen on face, arms and legs)
3) Considering the learning objectives for this training, check the column below to rate your current level of knowledge, skill and confidence regarding topics covered in this training.
a. My knowledge of the topics covered in this training
1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐b. My ability to implement activities on the topics covered in this training
1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐c. My level of confidence to train others on the topics covered in this training
1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐
[Type text]
4) How will you apply what you learned in this training?
5) What about this training session did you especially like?
6) If you were to redesign this training, what would you change?
