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National Early Care & Education Learning Collaboratives:Taking Steps to Healthy SuccessLearning Session 3, Revised EditionParticipant HandbookMay 2015
Taking Steps to Healthy Success
Welcome to the Collaborative
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Welcome to Taking Steps to Healthy SuccessAn Early Care and Education Learning Collaborative (ECELC) to Promote Healthy Practices
Your Name:
Program:
My Contact for Technical Assistance:
Nemours and its dedicated partners welcome you to the National Early Care and Education Learning Collaboratives (ECELC) Project! Nemours developed the model to support child care providers’ efforts to help young children grow up healthy and tested it with large early care and education programs in Delaware. We are excited to see it in action in your state!
Thanks to the commitment and generous funding from the Centers for Disease Control and Prevention (CDC), we are able to work together to adapt this powerful model for healthy change to meet the unique needs of your state. We are excited to support your work to create a healthier environment in your early care and education program for your children, your families and your program staff.
A Collaborative is a community of learners that will connect you with others engaged in making healthy change. It will offer learning opportunities, increase knowledge, create networks of support, and equip you to engage your staff in the process of making healthy changes. Over one year, the Collaborative will meet five times, with technical assistance visits scheduled between sessions to provide information, an opportunity to share experiences, and a forum for raising questions.
This toolkit is your guide to making change. It contains resources, tools and information to help you make the best practice and policy decisions for your program. Video training and materials will help staff and families understand the importance of making healthy changes and give them the tools to support your work. Small group work with a Trainer, and opportunities to share challenges and successes with others going through the process of change will give you a network to rely on for support, information and ideas.
This is a working toolkit that we will add to at each session. We hope you find the Learning Session materials useful. Thank you for joining us in this exciting work to help kids grow up healthy!
Welcome to the Collaborative
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Helpful Contacts:
Project Coordinator: _________________________
Phone: _______________________________________
Email: _______________________________________
ECELC Trainer: _____________________________
Phone: _______________________________________
Email: _______________________________________
ECELC Trainer: _____________________________
Phone: _______________________________________
Email: _______________________________________
Taking Steps to Healthy Success
Introductory Materials
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Nemours gratefully acknowledges the valuable contributions of a wide variety of stakeholders committed to supporting children’s health and optimal development. We thank you all for helping to make our dream a reality.
Thanks to generous funding support from the Centers for Disease Control and Prevention (CDC), we are able to work collaboratively with states to adapt the model to meet their unique needs. We welcome the opportunity to collaborate and learn with leaders and providers in participating states.
On behalf of the early care and education providers who will participate in the ECELC, and the children and families they serve, we thank our partners in this effort:
Child Care Aware® of America
National Initiative for Children’s Healthcare Quality
Gretchen Swanson Center for Nutrition
American Academy of Pediatrics
National Association of Family Child Care
American Heart Association, Dr. Mary Story
Dr. Dianne Ward (University of North Carolina)
National Resource Center for Health and Safety in Child Care and Early Education
American Public Human Services Association
Association of State & Territorial Public Health Nutrition Directors
United States Breastfeeding Committee
Zero to Three
Special thanks to our Delaware Child Care Collaborative participants, who helped us develop, test and refine our original model. We learned so much from them, their children and families. Their commitment to promoting healthy eating and physical activity, their willingness to learn, their courage to change and their generosity in sharing their experiences continue to inspire us.
We are grateful to the Delaware Institute for Excellence in Early Childhood at the University of Delaware (DIEEC), our partner in implementing the second cohort of the Child Care Learning Collaboratives in Delaware, for their inspired collaboration.
The contribution of Elizabeth Walker, who guided the first collaborative in Delaware, is beyond measure. We are grateful to Elizabeth for sharing her vision, anchoring the collaborative in science and inspiring us all to change.
We thank the following individuals and organizations who contributed their expertise, materials and time to ensure success as we worked together to develop an empowering model for quality improvement in support of children’s health in child care settings:
Child Care Exchange and Videoactive Productions: Roger Neugebauer and Dan Huber
Delaware Child and Adult Care Food Program (CACFP): Beth Wetherbee and David Bowman
Delaware Office of Child Care Licensing: Patti Quinn
I am Moving, I am Learning: Linda Carson
Parent Services Project
Sesame Workshop
Strengthening Families
Acknowledgements
Introductory Materials
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DefinitionsAction Period Facilitation of a training session by the Leadership Team with their program staff after each in-person Learning
Session to share information, support discovery learning and engage staff in a particular task: program assessment, action planning, implementation of the action plan, and/or documentation of the process.
Center Refers to a physical place where a program is offered.
Early Care and Education (ECE) A field, sector or industry that includes nurturing care and learning experiences for children from birth to age 5.
Early Care and Education Program (ECE Program)
An intervention or service that has a design, staff, a curriculum or approach and a funding source that serves children from birth to age 5.
Early Care and Education Program Leadership Team (Leadership Team)
Up to 3 people (e.g., owner/director, lead teacher, food service personnel) self-defined by each ECE program to attend the 5 in-person Learning Sessions and facilitate the corresponding Action Period with their program staff.
Early Childhood A developmental period of time, typically birth to age 6.
Facilitator Designated person or people from the Leadership Team to lead the Action Period component with their ECE program staff.
Go NAP SACC Nutrition and Physical Activity Self Assessment for Child Care self-assessment for ECE settings comparing their current practices with a set of best practices.
Learning Collaborative A learning community made up of approximately 20-25 ECE programs to increase their knowledge, create networks of support, and equip programs to work together to make healthy policy and practice changes aligned with Let’s Move! Child Care.
Learning Session Five in-person, active Learning Sessions focused on the relationship of nutrition, breastfeeding support, physical activity, and screen time to children’s health also provide opportunities to build collegial relationships, develop leadership, increase collaboration, plan for and implement healthy change.
Let’s Move! Child Care (LMCC) Part of the national Let’s Move! Campaign, initiated by U.S. First Lady Michelle Obama, focused on improving practices in early childhood settings to solve the problem of obesity within a generation.
National Early Care and Education Learning Collaboratives Project (ECELC)
Name of this project funded by the Centers for Disease Control and Prevention and managed by Nemours to support ECE programs as they improve their practices and policies for nutrition, breastfeeding support, physical activity, and screen time.
Program An intervention or service that has a design, staff, curriculum or approach, and a funding source.
Resources The tools, materials, and resources aligning with Let’s Move! Child Care and the Preventing Childhood Obesity, 3rd Edition standards that are available to participating ECE programs as they implement the ECELC.
State Implementing Partner An agency/organization subcontracted with Nemours to handle the administration of the ECELC in a particular state.
State Project Coordinator (Project Coordinator/PC)
Administers the ECELC and provides overall coordination of the Learning Collaborative logistics in the state, with leadership responsibility for technical support, communication efforts, recruitment and support of Trainers and participating programs.
Taking Steps to Healthy Success (Curriculum)
ECELC curriculum, structured around 5 in-person learning sessions for Leadership Teams and on-site Action Period sessions to engage all program staff, designed to guide Leadership Teams and their programs through the process of making healthy changes aligned with best practices.
Teacher An individual responsible for the primary education of a group of children.
Technical Assistance (TA) Encouragement, support, information and resources provided by the Trainer(s) to help Leadership Teams facilitate training of program staff and develop and implement action plans for healthy change.
Trainer(s) Individuals responsible for implementing 5 on-site Learning Collaborative sessions and providing ongoing technical assistance to participating ECE programs.
Taking Steps to Healthy Success
Learning Session 3: Materials
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Learning Session 3: How Can We Continue to Make Healthy Changes?
Overview Learning Session 3 (LS3) builds on the experiences, knowledge and action planning of the previous two Learning Sessions in order to equip Leadership Teams, in collaboration with the staff at their programs, to develop and implement Long-Term Action Plans. Leadership Teams arrive at this session with their storyboards documenting their experiences with the Pilot Action Plans. The storyboards play a central role in this session: offering opportunities to share stories with colleagues, validating the accomplishments of each program, providing a context for analysis of the Pilot Action Plans, and sharing practical, program-tested ideas and practices.
During the large group and TA Breakout Group sessions, Trainers introduce tools that the Leadership Teams will use to engage their program staff in making change: Leadership Team Guide, Learning Session 3 Group Discussion Worksheet, Long-Term Action Plan Worksheet, and interactive classroom resources to engage children, staff and families such as the Sesame Street Healthy Habits for Life toolkit (for preschoolers) and physical activity kits.
Key content includes:
• Assessment of strengths, successes, and challenges encountered during the Pilot Action Plan;
• Practical program-tested ideas, practices, and policies for making healthy change, based on participants’ storyboard presentations;
• Information and resources from the Let’s Move! Child Care website and Best Practices for Physical Activity guide, to inform practice and policy changes in the programs;
• Social ecological model as a basis for action planning: consideration of powerful leverage points for change and the impact on children
from families, program staff, and ECE program’s policies and environment. The model supports the process of creating program-specific action plans; and
• Exploration of the Sesame Street Healthy Habits for Life toolkit (for preschoolers) to increase knowledge, skills and awareness of specific activity ideas for including intentional physical activity in the classroom.
Post-session (Action Period)Program Leadership Teams utilize the Leadership Team Guide to engage their program staff to:
• Complete the Learning Session 3 Group Discussion Worksheet;
• Develop the Long-Term Action Plan; and
• Start documenting their process of change through a storyboard.
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Learning Session 3: Materials
Sample AgendaObjectives At the end of the Learning Session, participants will:
1. Identify early learning standards for fine and gross motor development and develop two classroom activities for children ages birth-five;
2. Identify three physical activities from the Sesame Street Healthy Habits for Life toolkit to implement with preschoolers, with emphasis on moderate to vigorous physical activity (MVPA);
3. Be able to define and list five different examples of screen time;4. Use storyboard presentations to show at least one change within their program that supported the best
practices for healthy eating, physical activity, screen time, and/or breastfeeding support; and5. Be prepared to identify and implement goals and steps to improve programs’ best practices for healthy
eating, physical activity, screen time, and breastfeeding support through drafting a Long-Term Action Plan.
Learning Session 3: How Can We Continue to Make Healthy Changes?Time Topic8:30 – 9:00 am Check-In and Evaluation: LS2 Post-Test, LS3 Pre-Test
9:00 – 9:30 am Welcome Back PPT: Introductory slides • Breakout Group: Trainers meet with their programs (LS2 Action Period)
9:30 – 10:00 am Presenting Storyboards
10:00 – 10:15 am Break10:15 – 11:30 am PPT Part A: Supporting Motor Development
• Activity: Connecting the Dots • Physical Activity Break: Choose a physical activity from the sample activities list on slide 21
from the physical activity kits or Sesame Street Healthy Habits for Life toolkit
11:30 am – 12:15 pm Networking Lunch12:15 – 12:45 pm Presenting Storyboards
12:45 – 1:15 pm PPT Part B: Facilitating Change in Your Program • Breakout Group: Trainers meet with their programs • Activity: Taking the Staff Temperature
1:15 – 1:45 pm PPT Part C: Best Practices for Physical Activity (Preschoolers) • Video: Motion Moments: Preschoolers • Physical Activity Break: Sesame Street Healthy Habits for Life “Hokey Pokey Muscles and Bones” • Discussion/ Activity: Goal Setting
1:45 – 2:00 pm Break2:00 – 2:15 pm PPT Part D: Best Practices for Physical Activity (Infants and Toddlers)
• Video: Infant Physical Activity
2:15 – 2:30 pm PPT Part E: Best Practices for Screen Time • Video: Screen Free Moments: Promoting Healthy Habits • Activity: Go, Slow, or Whoa
2:30 – 2:45pm PPT Part F: Bringing It All Together • Video: Increased Physical Activity & Nutrition in Child Care Programs
2:45 – 3:00pm Evaluation: LS3 Feedback Forms
Learning Session 3: Materials
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Learning Session 3: How Can We
C ti t M kContinue to MakeHealthy Changes?
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
AcknowledgementsA 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 3: Materials
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Learning Session 3
Why Should We Change?
How Can We Continue to Make Healthy Changes? Celebrating Success:
Our Plans in Action!
ActionPeriodLS1 Action
PeriodLS2 Action PeriodLS3 Action
PeriodLS4 Action PeriodLS5
We Change?
Go NAP SACC*Long-Term Action Plan & Storyboard
Our Plans in Action!
Continue Long-Term Action Plan
3
What is Our Role in Making Healthy Changes?
Pilot Action PlanPilot Storyboard
How Can We Engage Families as Partners?
Continue Long-Term Action Plan (Emphasis on Parent Engagement)
*Go NAP SACC is a Nutrition and Physical Activity Self Assessment for Child Care for ECE settings comparing their current practices with a set of best practices
TA Breakout Groups –
LS2 Action Period
4
Period
Learning Session 3: Materials
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PresentingStoryboards
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Part A: SupportingSupporting
MotorDevelopment
6
Learning Session 3: Materials
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What is Healthy Development? The capability of children, with appropriate
support, to:– Develop and realize their potential– Satisfy their needs– Interact successfully with their physical and social
environments Multidimensional and cross-domain Influenced by responsive relationships safe and
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Influenced by responsive relationships, safe andengaging environments to explore, good nutrition
Foundation for success in learning and life
Foundations of Healthy Development
Safe,
Appropriate Nutrition &
Stable,Responsive
Safe,Supportive
Environments
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Nutrition &Health
Behaviors
ResponsiveRelationships
Learning Session 3: Materials
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Motor Development Influenced by interactions with
peers and adultsL d h h h di d– Learned through teacher-directedactivities, practice, and mastery of skills
– Learned through peer observations and interactions
Supported by the built environmentenvironment– Adequate indoor and outdoor space– Age appropriate equipment– Integration into the curriculum– Promotion of motor development
skill building with parents9
Motor Development Types of motor development
– Gross motor Involves the large muscles in the arms and legs Examples: holds head up, sits/stands with and without
support, reaches with one hand, crawls, stands, walks, etc.
– Fine motor Involves the small muscles in the hands, feet, fingers, and
toestoes Examples: grasps a toy, claps hands, drops blocks in to a
container, picks up a toy, tears paper, holds a crayon, etc.
Learning Session 3: Materials
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Developmental Delays and Screenings Developmental milestones
– Include playing learning speaking behaving and– Include playing, learning, speaking, behaving, andmoving
Developmental delay – When a child does not reach developmental
milestones at the same time as other children Developmental screenings
D ’ d id if h h hild– Doctor’s and nurses use to identify whether childrenare learning basic skills at the time they should
Identify developmental delays early – To assist parents with receiving additional support
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Health and 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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Learning Session 3: Materials
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Early LearningEarly LearningStandards(ELS)
and Motor Development
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What are Early Learning Standards (ELS)? Standards or guidelines
that assist in developing i t l i dappropriate learning and
highlight several domains of child development
Foundations for school readiness
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Desired outcomes of children’s education
Provider and parent resource to identify common developmental domains
Learning Session 3: Materials
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States’ Early Learning Standards Most states have developed early learning standards
for preschool age children p g
Many states have developed or are in the process of developing standards for infants and toddlers
Generally, standards are developed with models y psuch as the Head Start Framework and aligned with the states K-12 standards
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Gross Motor Early Learning Standards
16Louisiana Department of Education. (2013) Louisiana’s Birth to Five Early Learning and Development Standards
Learning Session 3: Materials
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Fine Motor Early Learning Standards
17 Louisiana Department of Education. (2013) Louisiana’s Birth to Five Early Learning and Development Standards
Strategies for Motor Development
Louisiana Department of Education. (2013) Louisiana’s Birth to Five Early Learning and Development Standards
Learning Session 3: Materials
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Standards, Indicators, and Strategies for Motor Development Standard: Develop small muscle control and
development I di– Indicators : Infants: Coordinate eye and hand movements when eating,
grasping, or picking up objects Three’s: Use hands, fingers, and wrists to manipulate large
and small objects with strength and good control of small muscles
– Strategies:g Infants: Provide toys such as rattles, squeeze toys, and soft
washable toys. Toys should be small enough so young infants can grasp and chew them
Three’s: Stock manipulatives in containers and have children practice placing them in it. Practice zipping real zippers and fastening buckles.
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Connecting the Dots Activity
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Learning Session 3: Materials
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Fine and Gross Motor Skills Classroom ActivitiesGross Motor Skills Fine Motor Skills
S S ’ H l hS S ’ H l h Sesame Street’s HealthyHabits for Life: Move to Me Maze (p.19)
Sesame Street’s Healthy Habits for Life: View and Do: Super Wendy (p.36)
Nutrition Activity Kit: WhereDoes It Go?
Sesame Street’s HealthyHabits for Life: EnergyDance (p.33)
Sesame Street’s Healthy Habits for Life: Telly’sTriangle Tag (p.26)
Tossing & Catching Activity Kit B B T
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Does It Go? Nutrition Activity Kit: What
could it be?
Kit: Bean Bag Toss Tossing & Catching Activity
Kit: Builders & Bulldozers
Resources
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Learning Session 3: Materials
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PresentingPresentingStoryboards
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Part B: Facilitating
Change in Your Program
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Learning Session 3: Materials
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LS3 Action Period
Why Should We Change?
How Can We Continue to Make Healthy Changes? Celebrating Success:
Our Plans in Action!
ActionPeriodLS1 Action
PeriodLS2 Action PeriodLS3 Action
PeriodLS4 Action PeriodLS5
We Change?
Go NAP SACC*Long-Term Action Plan & Storyboard
Our Plans in Action!
Continue Long-Term Action Plan
27
What is Our Role in Making Healthy Changes?
Pilot Action PlanPilot Storyboard
How Can We Engage Families as Partners?
Continue Long-Term Action Plan (Emphasis on Parent Engagement)
*Go NAP SACC is a Nutrition and Physical Activity Self Assessment for Child Care for ECE settings comparing their current practices with a set of best practices
Facilitating Change in Your Program: LS3 Action Period Facilitated by the program Leadership Team
– Training for program staff– Mini-version of the Learning Session that the Leadership
Team attended
Opportunity to: – Complete Action Tasks related to making healthy change– Pick 1-2 of the five areas of improvement identified from
the Go NAP SACC results to create your Long-Term Action Plan
Trainers provide technical assistance (TA) 28
Learning Session 3: Materials
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LS3 Action Period The Leadership Team will:
– Set up a time to train program staffp p g– Guide program staff through completing the Learning
Session 3 Group Discussion Worksheet – Identify areas to improve for the program’s Long-Term
Action Plan– Collaborate with program staff to start a storyboard
demonstrating what area the program improved– Bring all Action Period materials back to LS4
Learning Session 3 Group Discussion Worksheet Long-Term Action Plan Worksheet
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Long-Term Action Plan Using the five areas of improvement identified from
the Go NAP SACC results, choose 1-2 areas to work on for the Long Term Action Planon for the Long-Term Action Plan
Goals and action steps should include practices and policies from at least one of the following:– Healthy eating– Healthy beverages– Physical activity– Screen time limits– Breastfeeding support
Think about the Social Ecological Model to create and support lasting change
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Learning Session 3: Materials
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ECEECE
The Social-Ecological
Model
FamilyFamily
ECE ECE Program Program StaffStaff
ECEECEProgramProgramEnvironmentEnvironment
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ChildChild
Sample Goals and Objectives Infants and children have more opportunities to
engage in daily physical activityI f i i d i d il– Infants experience supervised tummy time daily
– Children experience at least 120 minutes per day for preschoolers and 60-90 minutes per day for toddlers
Children do not experience passive screen time– Remove televisions from classrooms– Create an environment that encourages physical activity
using proper equipment, music, and/or structured PA Breastfeeding mothers and babies are supported
– Develop policies and practices to encourage and support breastfeeding moms and babies
– Create a private space to breastfeed or pump32
Learning Session 3: Materials
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Sample Goals and Objectives Children eat healthy food in the program:
– Revise menus over a 3 month period to align with best tipractices
– Engage children in weekly, planned activities to increase healthy eating and awareness of healthy habits
– Implement family-style dining Children drink only healthy beverages in our
program:– Make water accessible to children throughout the day,
inside and outside– Serve only nonfat milk to children 2 years and older for all
meals– Stop serving juice and sugar sweetened beverages
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Long-Term Action Plan
34
Learning Session 3: Materials
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Sample Goal: Children eat healthy food in the program.Objectives Program Policies:
action stepsProgram
Environment:action steps
Program Staff: action steps
Family: action steps
Child: action steps
1.Revise menus over a 3 month period to align with best practices
1.Develop new menus to align with LMCC goals for fruits, vegetables, whole
1.Post menus in lobby: 8/1
2.Develop display in
1.Learn about best practices through training sessions: 6/1
1.Ask families for healthy foods orrecipes to be included in new
1.Model curiosity and enjoyment of healthy foods: during all mealswith best practices
for fruits, vegetables, whole grains and elimination of fried foods.
vegetables, wholegrains and fried foods: 8/1.
2.Include HE as a required topic at family orientation: 9/1
3.Include HE policy and rationale in family and staff handbooks: 9/1
2.Develop display inlobby to share info, resources and healthy recipes: 6/1
3.Create and hang documentation of children engaged in healthy eating or nutrition activities: 7/1 and ongoing.
6/1
2.Share families’ ideas for healthy foods to be included in new menus: 7/1
3.Involve staff in DVD viewing and discussion about the importance of their role modeling healthy eating: 8/1
menus: 6/1
2.Work with families to develop an exciting “taste test” event for children, families and staff to try and vote on new menu items: 7/15
3.Schedule quarterlyevents focused on h lth f d 7/15
during all mealsand snacks: 8/1 and ongoing
2.Discuss menu changes with the children and how they help them grow up strong and healthy! 8/1 and ongoing
3.Develop “taste ” d h h
35
4.Create a healthy celebrations policy: 9/1
4.Develop systems for ordering, storing and monitoring food: 8/1
4.Take photos of children enjoying healthy food and share with families: 9/1.
healthy food: 7/15,10/15, 1/15, 4/15
tests” and graph theresults of classroom preferences for new foods: 8/15
Who is responsible? Director and Cook Director, Cook and Teachers
Program Coordinator and Teachers
Families, Teachers, and Program Coordinator
Children and Teachers
Sample Goal: Children eat healthy food in the program.Objectives Program Policies:
action stepsProgram
Environment:action steps
Program Staff: action steps
Family: action steps
Child: action steps
1.Revise menus over a 3 month period to align with best practices
1.Develop new menus to align with LMCC goals for fruits, vegetables, whole
1.Post menus in lobby: 8/1
2.Develop display in
1.Learn about best practices through training sessions: 6/1
1.Ask families for healthy foods orrecipes to be included in new
1.Model curiosity and enjoyment of healthy foods: during all mealswith best practices
for fruits, vegetables, whole grains and elimination of fried foods.
vegetables, wholegrains and fried foods: 8/1.
2.Include HE as a required topic at family orientation: 9/1
3.Include HE policy and rationale in family and staff handbooks: 9/1
2.Develop display inlobby to share info, resources and healthy recipes: 6/1
3.Create and hang documentation of children engaged in healthy eating or nutrition activities: 7/1 and ongoing.
6/1
2.Share families’ ideas for healthy foods to be included in new menus: 7/1
3.Involve staff in DVD viewing and discussion about the importance of their role modeling healthy eating: 8/1
menus: 6/1
2.Work with families to develop an exciting “taste test” event for children, families and staff to try and vote on new menu items: 7/15
3.Schedule quarterlyevents focused on h lth f d 7/15
during all mealsand snacks: 8/1 and ongoing
2.Discuss menu changes with the children and how they help them grow up strong and healthy! 8/1 and ongoing
3.Develop “taste ” d h h
36
4.Create a healthy celebrations policy: 9/1
4.Develop systems for ordering, storing and monitoring food: 8/1
4.Take photos of children enjoying healthy food and share with families: 9/1.
healthy food: 7/15,10/15, 1/15, 4/15
tests” and graph theresults of classroom preferences for new foods: 8/15
Who is responsible? Director and Cook Director, Cook and Teachers
Program Coordinator and Teachers
Families, Teachers, and Program Coordinator
Children and Teachers
Learning Session 3: Materials
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Sample Goal: Children eat healthy food in the program.Objectives Program Policies:
action stepsProgram
Environment:action steps
Program Staff: action steps
Family: action steps
Child: action steps
1.Revise menus over a 3 month period to align with best practices
1.Develop new menus to align with LMCC goals for fruits, vegetables, whole
1.Post menus in lobby: 8/1
2.Develop display in
1.Learn about best practices through training sessions: 6/1
1.Ask families for healthy foods orrecipes to be included in new
1.Model curiosity and enjoyment of healthy foods: during all mealswith best practices
for fruits, vegetables, whole grains and elimination of fried foods.
vegetables, wholegrains and fried foods: 8/1.
2.Include HE as a required topic at family orientation: 9/1
3.Include HE policy and rationale in family and staff handbooks: 9/1
2.Develop display inlobby to share info, resources and healthy recipes: 6/1
3.Create and hang documentation of children engaged in healthy eating or nutrition activities: 7/1 and ongoing.
6/1
2.Share families’ ideas for healthy foods to be included in new menus: 7/1
3.Involve staff in DVD viewing and discussion about the importance of their role modeling healthy eating: 8/1
menus: 6/1
2.Work with families to develop an exciting “taste test” event for children, families and staff to try and vote on new menu items: 7/15
3.Schedule quarterlyevents focused on h lth f d 7/15
during all mealsand snacks: 8/1 and ongoing
2.Discuss menu changes with the children and how they help them grow up strong and healthy! 8/1 and ongoing
3.Develop “taste ” d h h
37
4.Create a healthy celebrations policy: 9/1
4.Develop systems for ordering, storing and monitoring food: 8/1
4.Take photos of children enjoying healthy food and share with families: 9/1.
healthy food: 7/15,10/15, 1/15, 4/15
tests” and graph theresults of classroom preferences for new foods: 8/15
Who is responsible? Director and Cook Director, Cook and Teachers
Program Coordinator and Teachers
Families, Teachers, and Program Coordinator
Children and Teachers
Sample Goal: Children eat healthy food in the program.Objectives Program Policies:
action stepsProgram
Environment:action steps
Program Staff: action steps
Family: action steps
Child: action steps
1.Revise menus over a 3 month period to align with best practices
1.Develop new menus to align with LMCC goals for fruits, vegetables, whole
1.Post menus in lobby: 8/1
2.Develop display in
1.Learn about best practices through training sessions: 6/1
1.Ask families for healthy foods orrecipes to be included in new
1.Model curiosity and enjoyment of healthy foods: during all mealswith best practices
for fruits, vegetables, whole grains and elimination of fried foods.
vegetables, wholegrains and fried foods: 8/1.
2.Include HE as a required topic at family orientation: 9/1
3.Include HE policy and rationale in family and staff handbooks: 9/1
2.Develop display inlobby to share info, resources and healthy recipes: 6/1
3.Create and hang documentation of children engaged in healthy eating or nutrition activities: 7/1 and ongoing.
6/1
2.Share families’ ideas for healthy foods to be included in new menus: 7/1
3.Involve staff in DVD viewing and discussion about the importance of their role modeling healthy eating: 8/1
menus: 6/1
2.Work with families to develop an exciting “taste test” event for children, families and staff to try and vote on new menu items: 7/15
3.Schedule quarterlyevents focused on h lth f d 7/15
during all mealsand snacks: 8/1 and ongoing
2.Discuss menu changes with the children and how they help them grow up strong and healthy! 8/1 and ongoing
3.Develop “taste ” d h h
38
4.Create a healthy celebrations policy: 9/1
4.Develop systems for ordering, storing and monitoring food: 8/1
4.Take photos of children enjoying healthy food and share with families: 9/1.
healthy food: 7/15,10/15, 1/15, 4/15
tests” and graph theresults of classroom preferences for new foods: 8/15
Who is responsible? Director and Cook Director, Cook and Teachers
Program Coordinator and Teachers
Families, Teachers, and Program Coordinator
Children and Teachers
Learning Session 3: Materials
3-28
11/5/2014
20
Sample Goal: Children eat healthy food in the program.Objectives Program Policies:
action stepsProgram
Environment:action steps
Program Staff: action steps
Family: action steps
Child: action steps
1.Revise menus over a 3 month period to align with best practices
1.Develop new menus to align with LMCC goals for fruits, vegetables, whole
1.Post menus in lobby: 8/1
2.Develop display in
1.Learn about best practices through training sessions: 6/1
1.Ask families for healthy foods orrecipes to be included in new
1.Model curiosity and enjoyment of healthy foods: during all mealswith best practices
for fruits, vegetables, whole grains and elimination of fried foods.
vegetables, wholegrains and fried foods: 8/1.
2.Include HE as a required topic at family orientation: 9/1
3.Include HE policy and rationale in family and staff handbooks: 9/1
2.Develop display inlobby to share info, resources and healthy recipes: 6/1
3.Create and hang documentation of children engaged in healthy eating or nutrition activities: 7/1 and ongoing.
6/1
2.Share families’ ideas for healthy foods to be included in new menus: 7/1
3.Involve staff in DVD viewing and discussion about the importance of their role modeling healthy eating: 8/1
menus: 6/1
2.Work with families to develop an exciting “taste test” event for children, families and staff to try and vote on new menu items: 7/15
3.Schedule quarterlyevents focused on h lth f d 7/15
during all mealsand snacks: 8/1 and ongoing
2.Discuss menu changes with the children and how they help them grow up strong and healthy! 8/1 and ongoing
3.Develop “taste ” d h h
39
4.Create a healthy celebrations policy: 9/1
4.Develop systems for ordering, storing and monitoring food: 8/1
4.Take photos of children enjoying healthy food and share with families: 9/1.
healthy food: 7/15,10/15, 1/15, 4/15
tests” and graph theresults of classroom preferences for new foods: 8/15
Who is responsible? Director and Cook Director, Cook and Teachers
Program Coordinator and Teachers
Families, Teachers, and Program Coordinator
Children and Teachers
Sample Goal: Children eat healthy food in the program.Objectives Program Policies:
action stepsProgram
Environment:action steps
Program Staff: action steps
Family: action steps
Child: action steps
1.Revise menus over a 3 month period to align with best practices
1.Develop new menus to align with LMCC goals for fruits, vegetables, whole
1.Post menus in lobby: 8/1
2.Develop display in
1.Learn about best practices through training sessions: 6/1
1.Ask families for healthy foods orrecipes to be included in new
1.Model curiosity and enjoyment of healthy foods: during all mealswith best practices
for fruits, vegetables, whole grains and elimination of fried foods.
vegetables, wholegrains and fried foods: 8/1.
2.Include HE as a required topic at family orientation: 9/1
3.Include HE policy and rationale in family and staff handbooks: 9/1
2.Develop display inlobby to share info, resources and healthy recipes: 6/1
3.Create and hang documentation of children engaged in healthy eating or nutrition activities: 7/1 and ongoing.
6/1
2.Share families’ ideas for healthy foods to be included in new menus: 7/1
3.Involve staff in DVD viewing and discussion about the importance of their role modeling healthy eating: 8/1
menus: 6/1
2.Work with families to develop an exciting “taste test” event for children, families and staff to try and vote on new menu items: 7/15
3.Schedule quarterlyevents focused on h lth f d 7/15
during all mealsand snacks: 8/1 and ongoing
2.Discuss menu changes with the children and how they help them grow up strong and healthy! 8/1 and ongoing
3.Develop “taste ” d h h
40
4.Create a healthy celebrations policy: 9/1
4.Develop systems for ordering, storing and monitoring food: 8/1
4.Take photos of children enjoying healthy food and share with families: 9/1.
healthy food: 7/15,10/15, 1/15, 4/15
tests” and graph theresults of classroom preferences for new foods: 8/15
Who is responsible? Director and Cook Director, Cook and Teachers
Program Coordinator and Teachers
Families, Teachers, and Program Coordinator
Children and Teachers
Learning Session 3: Materials
3-29
11/5/2014
21
Creating a Storyboard Programs will express 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 change process– Describing how participants reacted to the change(s)– Outlining any program policies that were updated as a
result– Explaining the next steps they will take to sustain the
change(s)
41
Taking the gStaff Temperature
42
Learning Session 3: Materials
3-30
11/5/2014
22
TA Breakout Groups
Question & Answer
43
Part C:Best PracticesBest Practicesfor Physical
Activity(Preschoolers)
44
Learning Session 3: Materials
3-31
11/5/2014
23
ctive play
reastfeeding
ut down on screen time
rink milk and water
at healthy foods
45
Key Points for ctive Play Time Type Location Limiting sedentary time Teacher engagement Integration into learning activities
46
Learning Session 3: Materials
3-32
11/5/2014
24
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
47
Motion Moments: Preschoolers
48
Learning Session 3: Materials
3-33
11/5/2014
25
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
49
Structured and Unstructured Physical Activity Structured physical activity is teacher-led,
developmentally appropriate and engaging– Daily planned physical activity should support age-
appropriate motor development– Activities should involve all children with minimal or no
waiting Unstructured physical activity is child-led free play
– Activities should encourage children’s individual abilities gand interests
– Teachers should be engaged and provide support and prompts to encourage active play
Moderate to vigorous physical activity (MVPA)– “Breathless” physical activity using large muscle groups
50
Learning Session 3: Materials
3-34
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26
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
51
Outdoor Play Daily outdoor play helps children be more physically
active Going outside is important to expose children to sunlightGoing outside is important to expose children to sunlight
for Vitamin D and fresh air Reduces stress Improves attention, memory, and problem solving skills
52
Learning Session 3: Materials
3-35
11/5/2014
27
Weather Weather that poses a significant health
risk:Wi d hill b l 15˚F– Wind chill at or below -15˚F
– Heat index at or above 90˚F Protect children from the sun, especially
10am-2pm– Use sunscreen
Ask families to send appropriate clothingpp p gfor children to play outside in any weather– Hats, coats, gloves, raingear, sunscreen– Keep an extra supply at your program
53
Ways to Get Children Moving Add physical activity
into your daily routine– Sesame Street HealthySesame Street Healthy
Habits for Life: Movement Grab Bag
– Sesame Street Healthy Habits for Life: Raindrops Cant Make the Rain StopM i & D i
54
– Moving & DancingActivity Kits: Frogsand Ants
– Tossing & Catching Activity Kits: FitnessTag
Learning Session 3: Materials
3-36
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28
ECE Provider Engagement Lead structured 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 activity Provide prompts and encouragement Provide prompts and encouragement
– During structured and unstructured play Support activities that are appropriate and safe
55
Head Start Body Start Activity Calendar
56
Learning Session 3: Materials
3-37
11/5/2014
29
Hokey Pokey Muscles and Bones
57
Goal Setting
H ld i tHow could you incorporatethe Hokey Pokey Muscles and Bones activity into your daily schedule?
58
Learning Session 3: Materials
3-38
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30
Take Advantage of Resources
59
Part D: Best Practices for Physical Activity
(Infant and Toddlers)
60
(Infant and Toddlers)
Learning Session 3: Materials
3-39
11/5/2014
31
Infant Physical Activity
61
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
62
Learning Session 3: Materials
3-40
11/5/2014
32
Infants Limit use of
restricting equipment to no more than 15to no more than 15minutes at a time (except when napping or eating) or eliminate:– Sit-in walkers and
jumpers
63
j p– Swings– High chairs– Car seats– Strollers
Rationale for Infant Physical Activity Infants need:
– To move in order to build strength, brain connections, and knowledge about the world and people around them
– Equipment that allows the child to move freely. Confining equipment has been linked to delayed motor skill development
– Tummy time to build strong neck and back muscles and allows infants to learn how to move and control their bodiesbodies
64
Learning Session 3: Materials
3-41
11/5/2014
33
Sensory Actions for Infants
Role of adults is to maximize a child’s actions by:E i i i t ti– Encouraging responsive interactions
– Providing enriched, sensory experiences Four sensory areas:
1. Visual (seeing)2. Auditory (hearing)3. Tactile (touch)4. Vestibular (motion)
65
Indoor/ Outdoor ECE Provider Engagement Activities (Infants) Touch Tour - introduce infants to senses (soft and
hard objects, squishy items, cool and warm water)j , q y , ) String Along - tie small objects to a thick piece of
yarn and have infants practices grabbing and moving the toys while holding onto the yarn
Pile small boxes up - have infants knock them down Texture Crawl - have infants crawl across various
t t ( bb t t b bbltextures (rubber mat, carpet, scarves, bubble wrap, and velvet) This can be used as an indoor or outdoor activity
Peek-a-Boo
66 www.life.familyeducation.com
Learning Session 3: Materials
3-42
11/5/2014
34
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
67
Exploratory Actions for Toddlers Toddlers seek independence, but need safe spaces
to explore Play experiences which support optimal motor
development including:– Ball handling– Balance– Manipulation
Space awareness– Space awareness– Obstacles– Wheeled toys– Pretend play or dramatic play– Rhythm
68
Learning Session 3: Materials
3-43
11/5/2014
35
Indoor/ Outdoor ECE Provider Engagement Activities (Toddler) Jingle Toes - Tie small bells around the toddlers
ankles and sing songs while they stomp across the flfloor
Beanbag Toss Cardboard Train - have toddlers push cardboard
boxes together like a train Follow the Leader Ribbon Dancing h t ddl h ld t ibb Ribbon Dancing - have toddlers hold onto ribbons
and play songs while dancing Jumping - have toddler jump on soft mats, pillows
and other soft objects
www.life.familyeducation.com 69
Part E:Part E:Best
Practicesfor Screen
70
Time
Learning Session 3: Materials
3-44
11/5/2014
36
What is Screen Time? What is screen time?
– TV, DVDs, videos– Computer time– Smart phone, tablets– Handheld video games
71
Best Practices for Screen Time No screen time for children under age 2 years Limit or eliminate screen time for children ages 2
years and older– No more than 30 minutes per week in ECE setting– No more than 2 hours per day from all sources – Used for educational or physical activity purposes
only– Work with parents to reduce screen time at home
72
Learning Session 3: Materials
3-45
11/5/2014
37
Screen Free Moments: Promoting Healthy Habits
73
Screen Time
74
Learning Session 3: Materials
3-46
11/5/2014
38
Screen Time Rationale
Gets in the way of exploring, playing, and social interactionp y g,
Children who spend more time watching TV are more likely to be overweight or obese
For children 8-16 months, every hour of viewing is associated with 6-8 fewer words learnedwith 6 8 fewer words learned
More hours of viewing at age 3 can lead to decreased cognitive test scores at age 6
75
Ways to ut 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
76
activity– Draw, color, create a
sculpture or use playdough– Provide a sack of special
activities: put together a box containing activities children do not normally engage in
Learning Session 3: Materials
3-47
11/5/2014
39
Make the Most of Screen Time Technology is everywhere, so if it is used for no
more than 30 minutes per week in your program choose strategies that support children’schoose strategies that support children sdevelopment– Make screen time interactive – talk about what you’re
viewing and ask children to act out what they see– Point out new words, letters, and concepts – Discuss the issues the main characters face and how
they overcome themthey overcome them– Help the child connect what they’re viewing to the
real world– Have children take turns using a device to teach them
about sharing
“Go, Slow, or Whoa” Activity If the statement is:
– Recommended, participants will RUN in place– Limit, you will MARCH in place– Not recommended, you will STAND in place
78
Learning Session 3: Materials
3-48
11/5/2014
40
Part F:Part F:Bringing It
All Together
79
Engaging Families
Partner with families to support children’s health and development
Share resources like Family Tip Sheets Ask families for ideas that would help children grow up
healthyP t i f ti i f il l tt b ll ti b d Put information in family newsletters, bulletin boards,notes, etc.
Create challenges where the program and families work together on achieving a behavior, like Screen Free Week
80
Learning Session 3: Materials
3-49
11/5/2014
41
10 Tips for Becoming More Active As a Family
81
Increased Physical Activity & Nutrition in Child Care Programs
82
3-51
68
PH
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3-53
70
PH
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WEL
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MO
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DEV
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PM
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PM
1
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Sta
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PM
1: D
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PH
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s (3
6 –
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3-55
72
PH
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MO
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DEV
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PM
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PM
3
SUB
DO
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IN: M
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PH
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FIT
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S
Sta
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3: P
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s to
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ha
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tre
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th a
nd
sta
min
a.
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nts
(B
irth
to
11
mo
nth
s)Yo
un
g T
od
dle
rs
(9 –
18
mo
nth
s)O
lde
r To
dd
lers
(1
6 –
36
mo
nth
s)Th
ree
-Ye
ar-
Old
s (3
6 –
48
mo
nth
s)F
ou
r-Ye
ar-
Old
s (4
8 –
60
mo
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s)
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3 In
dic
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tre
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th in
arm
s
tha
t p
rov
ide
op
po
rtu
nit
ies
for
rea
ch
ing
, gra
spin
g o
r
PM
3 In
dic
ato
rs:
ind
oo
r a
nd
ou
tdo
or
pla
y
to d
ev
elo
p s
tre
ng
th in
arm
s
du
mp
ing
a b
uc
ket,
pu
shin
g
a b
ab
y s
tro
lle
r, p
lay
ing
on
PM
3 In
dic
ato
rs:
ind
oo
r a
nd
ou
tdo
or
pla
y
-ta
ine
d p
lay
ac
tiv
itie
s th
at
are
ph
ysi
ca
lly
de
ma
nd
ing
fo
r sh
ort
pe
rio
ds
of
tim
e.
PM
3 In
dic
ato
rs:
ph
ysi
ca
l a
cti
vit
ies
suc
h a
s g
am
es
an
d in
do
or/
ou
tdo
or
pa
rtic
ipa
tio
n in
rig
oro
us
-
PM
3 In
dic
ato
rs:
va
rie
ty o
f p
hy
sic
al
ac
-ti
vit
ies
inc
lud
ing
ga
me
s,
exe
rcis
es,
an
d p
lay
th
at
pa
rtic
ipa
tio
n in
rig
oro
us
-
Loui
sian
a De
partm
ent o
f Edu
catio
n (2
013)
. Lou
sian
a Bi
rth to
Fiv
e Ea
rly L
earn
ing
and
Deve
lopm
ent S
tand
ards
.
3-56
73
PH
YSIC
AL
WEL
L-B
EIN
G A
ND
MO
TOR
DEV
ELO
PM
ENT:
PM
4
SUB
DO
MA
IN: H
EALT
H A
ND
HYG
IEN
E
Sta
nd
ard
PM
4: D
ev
elo
p a
pp
rop
ria
te h
ea
lth
an
d h
yg
ien
e s
kill
s.
Infa
nts
(B
irth
to
11
mo
nth
s)Yo
un
g T
od
dle
rs
(9 –
18
mo
nth
s)O
lde
r To
dd
lers
(1
6 –
36
mo
nth
s)Th
ree
-Ye
ar-
Old
s (3
6 –
48
mo
nth
s)F
ou
r-Ye
ar-
Old
s (4
8 –
60
mo
nth
s)
PM
4 In
dic
ato
rs:
- -
PM
4 In
dic
ato
rs:
-
an
d r
etu
rns
to s
lee
p if
PM
4 In
dic
ato
rs:
ad
ult
gu
ida
nc
e s
up
erv
isio
n
an
d r
etu
rns
to s
lee
p if
PM
4 In
dic
ato
rs:
-
less
he
alt
hy
fo
r th
e b
od
y.
he
alt
hy
fo
od
s th
at
are
of-
ad
ult
gu
ida
nc
e a
nd
ass
is-
am
ou
nt
of
tim
e t
o s
up
po
rt
he
alt
hy
de
ve
lop
me
nt
of
PM
4 In
dic
ato
rs:
the
co
rre
spo
nd
ing
fo
od
is h
ea
lth
y o
r u
nh
ea
lth
y.
ha
bit
s a
nd
ma
na
ge
ag
e-
ap
pro
pri
ate
pe
rso
na
l c
are
rest
to
su
pp
ort
he
alt
hy
d
ev
elo
pm
en
t o
f th
eir
bo
dy
.
Loui
sian
a De
partm
ent o
f Edu
catio
n (2
013)
. Lou
sian
a Bi
rth to
Fiv
e Ea
rly L
earn
ing
and
Deve
lopm
ent S
tand
ards
.
3-57
74
PH
YSIC
AL
WEL
L-B
EIN
G A
ND
MO
TOR
DEV
ELO
PM
ENT:
PM
5
SUB
DO
MA
IN: S
AF
ETY
Sta
nd
ard
PM
5: D
em
on
stra
te s
afe
be
ha
vio
rs.
Infa
nts
(B
irth
to
11
mo
nth
s)Yo
un
g T
od
dle
rs
(9 –
18
mo
nth
s)O
lde
r To
dd
lers
(1
6 –
36
mo
nth
s)Th
ree
-Ye
ar-
Old
s (3
6 –
48
mo
nth
s)F
ou
r-Ye
ar-
Old
s (4
8 –
60
mo
nth
s)
PM
5 In
dic
ato
rs:
fac
ial
exp
ress
ion
, to
ne
ha
rmfu
l o
r u
nsa
fe s
itu
a-
rea
cti
on
to
a p
ote
nti
al
PM
5 In
dic
ato
rs:
fac
ial
exp
ress
ion
, to
ne
of
ad
ult
to
gu
ide
be
ha
vio
r in
h
arm
ful
or
da
ng
ero
us
situ
-
PM
5 In
dic
ato
rs:
ad
ult
to
av
oid
po
ten
tia
l h
arm
ful
co
nd
itio
ns/
situ
a-
ass
ista
nc
e a
nd
gu
ida
nc
e
PM
5 In
dic
ato
rs:
-te
nti
all
y h
arm
ful
ob
jec
ts,
sub
sta
nc
es,
or
situ
ati
on
s o
r -
PM
5 In
dic
ato
rs:
-je
cts
, su
bst
an
ce
s, b
eh
av
- -
-m
un
ica
te a
ba
sic
un
de
r-st
an
din
g o
f h
ea
lth
an
d
safe
ty r
ule
s a
nd
re
spo
nd
a
pp
rop
ria
tely
to
ha
rmfu
l
Loui
sian
a De
partm
ent o
f Edu
catio
n (2
013)
. Lou
sian
a Bi
rth to
Fiv
e Ea
rly L
earn
ing
and
Deve
lopm
ent S
tand
ards
.
3-58
75
STR
ATE
GIE
S F
OR
PH
YSIC
AL
WEL
L-B
EIN
G A
ND
MO
TOR
DEV
ELO
PM
ENT
Infa
nts
-fa
nts
ga
in m
ore
mu
scle
co
ntr
ol.
-
rea
ch
so
me
thin
g o
r m
ov
e v
ery
mu
ch
. K
ee
p i
n m
ind
th
at
infa
nts
sh
ou
ldn
ev
er
be
le
ft a
lon
e o
n c
ha
ng
ing
ta
ble
s.
Tod
dle
rs
ste
pp
ing
in t
o a
ssis
t.
-m
en
t, s
pa
ce
, an
d b
ala
nc
e.
3-Ye
ar-
Old
s
ch
oo
se.
to r
ide
th
em
. Ad
d s
oc
ial
pla
y t
o m
oto
r p
lay
by
ad
din
g s
imp
le r
ule
s li
ke a
soc
ial
role
pla
y a
s th
ey
re
pre
sen
t fo
rts,
ho
use
s, o
r te
nts
.
Go
od
ma
nip
ula
tiv
e o
pp
ort
un
itie
s c
an
oc
cu
r in
ma
ny
da
ily
ro
uti
ne
s a
nd
4-Ye
ar-
Old
s
-c
ise
, an
d g
oo
d e
ati
ng
re
late
d t
o g
oo
d h
ea
lth
.
-tr
itio
us
ea
tin
g.
foo
ds,
su
ch
as
spo
on
ing
ou
t a
pp
lesa
uc
e.
-sid
e s
uc
h a
s d
an
cin
g, m
ov
ing
to
mu
sic
, Sim
on
Sa
ys,
etc
.
-ery
da
y.
pu
t to
ge
the
r a
nd
pu
ll a
pa
rt.
Loui
sian
a De
partm
ent o
f Edu
catio
n (2
013)
. Lou
sian
a Bi
rth to
Fiv
e Ea
rly L
earn
ing
and
Deve
lopm
ent S
tand
ards
.
3-59
Activ
ity –
Con
nect
ing
the
Dots
Inte
grat
ing
Heal
thy
Beha
vior
s and
Phy
sica
l Dev
elop
men
t Ear
ly L
earn
ing
Stan
dard
s int
o Le
sson
Pla
nnin
g
Crea
te o
ne a
ctiv
ity fo
r In
fant
s or T
oddl
ers a
nd o
ne
for P
resc
hool
ers
Whi
ch F
ine
and
Gros
s Mot
or E
arly
Lea
rnin
g St
anda
rd
Indi
cato
rs a
re ta
rget
ed?
U
se y
our s
tate
’s e
arly
lear
ning
stan
dard
s or t
he
Loui
siana
Birt
h to
Fiv
e Ea
rly L
earn
ing
and
Deve
lopm
ent S
tand
ards
loca
ted
in th
e Pa
rtic
ipan
t Ha
ndbo
ok a
s a re
fere
nce.
Wha
t beh
avio
rs a
re sh
own
that
supp
ort f
ine
and/
or g
ross
mot
or
skill
dev
elop
men
t thr
ough
this
act
ivity
?
U
se y
our s
tate
’s e
arly
lear
ning
stan
dard
s or t
he L
ouisi
ana
Birt
h to
Fi
ve E
arly
Lea
rnin
g an
d De
velo
pmen
t Sta
ndar
ds lo
cate
d in
the
Part
icip
ant H
andb
ook
as a
refe
renc
e.
Sam
ple:
Pr
esch
ool -
Cr
eate
an
obs
tacl
e co
urse
To
ddle
rs -
Pa
intin
g a
pict
ure
Pre
scho
ol (G
ross
Mot
or S
kill)
-
Use
s the
who
le b
ody
for b
alan
ce a
nd m
otor
con
trol
. To
ddle
rs(F
ine
Mot
or S
kill)
-
Dem
onst
rate
s con
trol
of w
rists
, han
ds a
nd fi
nger
s.
Pres
choo
l -
Bala
ncin
g, ju
mpi
ng, c
limbi
ng, c
raw
ling,
thro
win
g, ru
nnin
g.
Todd
lers
-
Gras
ping
the
pain
tbru
sh, s
wip
ing,
hol
ding
the
brus
h st
eady
.
1.
2.
3-61
AC
TIV
ITY
CA
LEN
DA
R
JAN
UA
RY
G
et
Mo
vin
g T
od
ay!
© H
ead
Sta
rt B
od
y St
art,
20
12.
R
ep
rin
ted
wit
h p
erm
issi
on
.
ww
w.h
ead
star
tbo
dys
tart
.org
Sun
day
M
on
day
T
ues
day
W
edn
esd
ay
Th
urs
day
Fr
iday
Sa
turd
ay
Star
t th
e N
ew
Ye
ar o
ff
wit
h a
fam
ily w
alk.
As
you
wal
k, s
har
e t
he
w
ays
that
yo
ur
fam
ily
can
sta
y h
eal
thy
this
ye
ar.
Ge
t o
uts
ide
ag
ain
an
d
wo
rk o
n t
he
co
nce
pt
of
big
an
d s
mal
l. C
an
you
tak
e b
ig s
tep
s an
d s
mal
l ste
ps?
Big
ju
mp
s an
d s
mal
l ju
mp
s?
Cu
t o
ut
pap
er
sno
wfl
ake
s an
d m
ake
a
trai
l th
rou
gh
yo
ur
ho
me
. Wal
k, r
un
, an
d
ho
p a
lon
g t
he
tra
il.
Pra
ctic
e r
olli
ng
yo
ur
bo
dy
into
dif
fere
nt
shap
es
and
th
en
m
ovi
ng
acr
oss
th
e
flo
or.
Can
yo
u b
e
stra
igh
t lik
e a
pe
nci
l an
d s
mal
l lik
e a
m
arb
le?
Mak
e a
ho
psc
otc
h
pat
tern
on
th
e f
loo
r u
sin
g p
ape
r p
late
s, a
nd
w
ork
on
yo
ur
ho
pp
ing
/ju
mp
ing
ski
lls
wh
ile y
ou
he
lp y
ou
r b
od
y g
et
fit.
Re
cycl
e t
he
pap
er
pla
tes
fro
m y
est
erd
ay
and
se
t u
p t
arg
ets
on
th
e f
loo
r –
clo
se a
nd
fa
r. U
sin
g r
olle
d u
p
sock
s p
ract
ice
yo
ur
un
de
rhan
d t
oss
ing
sk
ills.
Re
me
mb
er
to
follo
w t
hro
ug
h b
y p
oin
tin
g a
t th
e t
arg
et.
Rai
nb
ow
Gam
e –
fin
d
as m
any
thin
gs
in
you
r h
om
e t
hat
are
d
iffe
ren
t co
lors
of
the
ra
inb
ow
. Wh
en
yo
u
ge
t to
eac
h it
em
, jo
g
in p
lace
an
d c
ou
nt
to
10.
Tim
e f
or
a w
inte
r ro
ck
par
ty. T
urn
on
th
e
mu
sic
and
dan
ce u
nti
l yo
u f
ee
l yo
ur
he
art
be
atin
g r
eal
ly f
ast.
Shu
t o
ff t
he
lig
hts
an
d
hav
e f
un
wit
h a
fl
ash
ligh
t d
ance
. W
he
n t
he
fla
shlig
ht
is
shin
ne
d o
nto
a b
od
y p
art,
mo
ve it
in
dif
fere
nt
way
s –
w
igg
le, r
eac
h, b
en
d
and
str
etc
h.
Mo
ve a
cro
ss t
he
ro
om
act
ing
like
so
me
thin
g. W
he
n y
ou
g
et
to t
he
oth
er
sid
e
som
eo
ne
has
to
gu
ess
w
hat
yo
u w
ere
an
d
the
n t
he
y h
ave
to
co
py
you
r m
ove
me
nts
.
Go
fo
r a
win
ter
wild
ern
ess
wal
k. A
s yo
u w
alk,
tak
e d
ee
p
bre
ath
s.
Mak
e a
big
pile
of
cle
an
sock
s. M
ove
qu
ickl
y as
yo
u m
atch
th
e p
airs
an
d r
un
th
em
to
a
dif
fere
nt
par
t o
f yo
ur
ho
me
.
Tw
ist,
tu
rn, b
ou
nce
, b
en
d. T
ry d
oin
g e
ach
o
f th
ese
mo
vem
en
ts
wit
h d
iffe
ren
t p
arts
of
you
r b
od
y. C
an y
ou
th
ink
of
oth
er
way
s to
m
ove
?
Usi
ng
a m
ake
be
lieve
p
ain
tbru
sh, p
ain
t yo
ur
ho
use
. Str
etc
h h
igh
, re
ach
low
, pai
nt
fast
an
d p
ain
t sl
ow
.
Fin
d a
bu
nch
of
pill
ow
s an
d s
et
up
an
o
bst
acle
co
urs
e. U
se
the
pill
ow
s as
ro
cks
to
ste
p o
n a
s yo
u c
ross
th
e r
ive
r. D
on
’t g
et
we
t!
Re
ad a
bo
ok
wit
h
you
r fa
mily
– a
ct o
ut
the
mo
vem
en
ts in
th
e
bo
ok.
Usi
ng
a la
un
dry
b
aske
t an
d r
ecy
cle
d
pap
er,
mak
e a
bu
nch
o
f p
ape
r b
alls
an
d
pra
ctic
e t
hro
win
g
into
th
e b
aske
t fr
om
d
iffe
ren
t d
ista
nce
s.
Bu
ild y
ou
r m
usc
les
tod
ay b
y ac
tin
g li
ke a
cr
ab, a
be
ar a
nd
a s
eal
.
Pla
y “a
dd
-on
”. T
ake
tu
rns
do
ing
on
e s
imp
le
mo
vem
en
t, s
uch
as
be
nd
ing
yo
ur
elb
ow
. As
you
do
a n
ew
m
ove
me
nt,
re
pe
at t
he
m
ove
me
nts
th
at h
ave
al
read
y b
ee
n d
on
e.
Go
ice
ska
tin
g in
sid
e!
Pu
t tw
o p
ape
r p
late
s o
n t
he
flo
or
and
use
th
em
to
ska
te a
rou
nd
. T
ry t
akin
g b
ig s
tep
s o
r sm
all s
tep
s; t
ry g
oin
g
in a
str
aig
ht
line
or
a cu
rvy
line
.
Mak
e a
tu
nn
el u
sin
g
chai
rs a
nd
a b
lan
ket.
H
ave
fu
n c
raw
ling
th
rou
gh
it a
nd
ru
nn
ing
ar
ou
nd
it.
Ro
ll u
p s
om
e s
ock
s,
pu
t th
em
on
a b
ig
be
ach
to
we
l, h
old
on
e
the
en
ds
of
the
to
we
l an
d f
ling
th
e s
ock
s in
to t
he
air
.
Pla
y fo
llow
-th
e-
lead
er
in y
ou
r h
ou
se.
Tak
e t
urn
s m
ovi
ng
to
a
dif
fere
nt
roo
m a
nd
th
en
do
a f
un
m
ove
me
nt
in e
ach
ro
om
.
Co
py
me
. To
ss a
m
itte
n in
th
e a
ir, d
o a
tr
ick
and
cat
ch t
he
m
itte
n. C
an s
om
eo
ne
co
py
you
? N
ow
yo
u
cop
y th
em
!
Sit
on
a t
-sh
irt
and
m
ove
aro
un
d t
he
flo
or
usi
ng
on
ly y
ou
r ar
ms
to p
ull
and
pu
sh.
Pra
ctic
e y
ou
r g
allo
pin
g
tod
ay. T
ry t
o u
se y
ou
r h
and
s to
do
oth
er
thin
gs
wh
ile y
ou
r le
gs
are
gal
lop
ing
– s
uch
as
wav
ing
, cla
pp
ing
, or
snap
pin
g.
Go
on
an
imag
inar
y w
alki
ng
tri
p. P
rete
nd
to
wal
k th
rou
gh
th
e
san
d, o
ver
a b
rid
ge
, in
to t
he
mu
d, o
r u
nd
er
a tr
ee
.
To
day
yo
u a
re g
oin
g
to b
e “
rain
”. C
an y
ou
ac
t o
ut
a m
ist,
or
a d
rizz
le, o
r a
do
wn
po
ur?
Wh
at
abo
ut
a w
ind
y ra
in, a
co
ld r
ain
, or
a h
eav
y ra
in?
It “
rain
ed
” ye
ste
rday
so
th
ere
are
lots
of
pu
dd
les
tod
ay.
Pre
ten
d t
o r
un
th
rou
gh
th
e p
ud
dle
s,
jum
p o
ver
the
p
ud
dle
s, c
raw
l aro
un
d
the
pu
dd
les,
an
d
spla
sh in
th
e p
ud
dle
s.
Fin
d t
wo
dif
fere
nt
son
gs
– o
ne
fas
t an
d
on
e s
low
. Do
a f
ast
dan
ce a
nd
th
en
do
a
rela
xin
g s
low
str
etc
h.
Pra
ctic
e y
ou
r rh
ymin
g
skill
s w
hile
mo
vin
g.
Say
any
mo
vem
en
t w
ord
yo
u c
an t
hin
k o
f –
like
ru
n.
Th
en
th
ink
of
wo
rds
that
rh
yme
w
ith
it. A
ct o
ut
you
r w
ord
s. H
ave
fun
, as
you
ru
n, u
nd
er t
he
sun
!
Pra
ctic
e y
ou
r ki
ckin
g
skill
s. R
oll
up
a b
ig p
air
of
sock
s an
d k
ick
the
m
acro
ss t
he
ro
om
into
a
lau
nd
ry b
aske
t tu
rne
d
on
to it
s si
de
.
Pla
y “M
ove
me
nt
Em
oti
on
al C
har
ade
s”.
Use
yo
ur
en
tire
bo
dy
to
act
ou
t d
iffe
ren
t e
mo
tio
ns
and
se
e if
so
me
on
e c
an g
ue
ss
wh
at y
ou
are
fe
elin
g.
Let’
s g
o s
illy
wal
kin
g!
Wal
k al
l aro
un
d y
ou
r h
om
e a
ctin
g o
ut
dif
fere
nt
em
oti
on
s.
Can
yo
u w
alk
hap
py,
sa
d, s
hy
and
an
gry
?
Re
ach
th
rou
gh
eac
h
day
ag
ain
an
d r
ep
eat
yo
ur
favo
rite
Jan
uar
y ac
tivi
ty. E
njo
y!
Long
-Term
Actio
n Plan
Work
sheet
Model adapted from: Bronfenbrenner. U. The Ecology of Human Developement. Cambridge, MA: Harvard University Press: 1979.
St
art D
ate
ECE
Prog
ram
Name
Go
al #
Ob
jectiv
es / S
teps
Progra
m Po
licies
: Ac
tion S
teps
Progra
m En
viron
ment:
Ac
tion S
teps
Progra
m Sta
ff: Ac
tion S
teps
Fami
ly:
Actio
n Step
s Ch
ild:
Actio
n Step
s
Who
is re
spon
sible?
Targ
et da
te
Who
is re
spon
sible?
Targ
et da
te
Who
is re
spon
sible?
Targ
et da
te
Who
is re
spon
sible?
Targ
et da
te
Learning Session 3: Materials
3-63
3-64
Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org
Taking the Staff TemperatureDeveloped by the Vision Committee at the Facing History School, New York City, Spring 2008.
PurposeThis protocol is designed to give staff members voice and allow those voices to be heard. Participants should know ahead of time that there will be a discussion about current frustrations and concerns.
Getting Started1. Review process with the whole group.2. Review existing norms or generate norms for this session. (Tip: Community Agreements may be a good
starting point if there are no existing norms.)3. Split into groups of 4-6 and identify one facilitator for each group.
Rounds of Statements1. There are six rounds of statements for participants to complete. Any participant can pass at any time.
Before each round, participants take a minute to write down their ideas. There is no discussion so that participants can focus on listening to each other and sitting with what they have heard.
2. The group facilitator should take notes to document the work of the group, and should participate in all rounds.
StatementsRound 1: In my classroom, I feel good about …Round 2: In my classroom something that does not feel good is …Round 3: My greatest frustrations at the school are …Round 4: I feel most supported by/when …Round 5: I do not feel supported by/when …Round 6: Questions we need to discuss/address are …
Reflection in GroupsFacilitator asks, “Does anyone want to react to or reflect on what you’ve just heard?”
Debrief the Process in GroupsFacilitator asks, “How did this process feel for you?”
Whole Group Reflection and DebriefFacilitators ask if anyone wants to share a reflection or reaction. Then ask if anyone has comments or con-cerns on the process.
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2
9
105
4
3
6
7
8
1
be an active family 10 tips for becoming more active as a family
Physical activity is important for children and adults of all ages. Being active as a family can benefit everyone. Adults need 2½ hours a week of physical activity, and children need 60 minutes a day. Follow these tips to add more activity to your family’s busy schedule.
Go to www.ChooseMyPlate.gov for more information.
10 tips
Nutrition Education Series
FruitsGrains
VegetablesProtein
Dairy
DG TipSheet No. 29
April 2013Center for Nutrition Policy and Promotion
USDA is an equal opportunity provider and employer.
United StatesDepartment of Agriculture
set specific activity times Determine time slots throughout the week when the whole family is available. Devote a few of these times to physical activity. Try doing something active after dinner or begin the weekend with a Saturday morning walk.
plan ahead and track your progress Write your activity plans on a family calendar. Let the kids help in planning the activities. Allow them to check it off after completing each activity.
include work around the house Involve the kids in yard work and other active chores around the house. Have them help you with raking, weeding, planting, or vacuuming.
use what is available Plan activities that require little or no equipment or facilities. Examples include walking, jogging, jumping rope, playing tag, and dancing. Find out what programs your community recreation center offers for free or minimal charge.
build new skills Enroll the kids in classes they might enjoy such as gymnastics, dance, or tennis. Help them practice. This will keep things fun and interesting, and introduce new skills!
plan for all weather conditions Choose some activities that do not depend on the weather conditions. Try mall walking, indoor swimming, or active video games. Enjoy outdoor activities as a bonus whenever the weather is nice.
turn off the TV Set a rule that no one can spend longer than 2 hours per day playing video games, watching TV, and using the computer (except for school work). Instead of a TV show, play an active family game, dance to favorite music, or go for a walk.
start small Begin by introducing one new family activity and add more when you feel everyone is ready. Take the dog for a longer walk, play another ball game, or go to an additional exercise class.
include other families Invite others to join your family activities. This is a great way for you and your kids to spend time with friends while being physically active. Plan parties with active games such as bowling or an obstacle course, sign up for family programs at the YMCA, or join a recreational club.
treat the family with fun physical activity When it is time to celebrate as a family, do some-thing active as a reward. Plan a trip to the zoo, park, or lake to treat the family.
Taking Steps to Healthy Success
Learning Session 3: Leadership Team Guide
3-67
Learning Session 3 Action Period: Complete before Learning Session 4 (LS4):
■ Use the Sesame Street Healthy Habits for Life toolkit (for preschoolers) to complete the Learning Session 3: Group Discussion Worksheet.
■ Use the Pilot Action Plan: Planning for a Healthy Change worksheet and five improvement areas identified in the LS1 Action Period and identify one to two areas to work on for the Long-Term Action Plan.
■ Collaborate with program staff to create a storyboard demonstrating the change(s) the program makes between LS3-LS5. Bring the storyboard to LS5.
■ Bring the following items back to Learning Session 4:
– Learning Session 3: Group Discussion Worksheet in an envelope with program name, enrollment ID number and contact information clearly written; and
– Long-Term Action Plan Worksheet
Learning Session 3: How Can We Continue to Make Healthy Changes?Leadership Team Guide
Setting the stageSupplies:
• Learning Session 3: Group Discussion Worksheet;
• Sesame Street Healthy Habits for Life toolkit (for preschoolers);
• Summary of 5 strengths/5 improvement areas from LS1 Action Period;
• Pilot Action Plan: Planning for Healthy Change worksheet
• Long-Term Action Plan Worksheet;
• Pens or pencils for writing; and
• Rewards for participation (optional)
EnvironmentTips to remember as a facilitator:
• Be organized. Bring all needed materials and plan ahead so you can ensure everyone in your program will get the most out of this experience;
• Be engaging. Smile, look people in the eyes, and be positive while helping them to learn;
• Share ideas and be open to suggestions. During discussions, encourage staff to participate, listen carefully to their ideas, record them on chart paper and be willing to share your ideas too; and
• Have fun! Make this a time to brainstorm, build your team and learn how to work together to make your program better.
3-68
Engaging staff in discussionTo help engage staff in discussion, try these discussion prompts and ideas:
• Encourage staff to take the lead on sharing their ideas;
• Validate their ideas by recording them on chart paper, responding positively, or offering rewards; and
• Try to use open-ended questions to encourage conversation:
– Do you think the Sesame Street Healthy Habits for Life toolkit can be used in your classroom?
– What would you like to learn more about?
– How can we use what we discussed to create change in our program?
– How could we involve families with these activities?
Learning Session 3: Leadership Team Guide
3-69
Task 1: Learning Session 3 Group Discussion WorksheetRemind staff about Taking Steps to Healthy Success and give them an update on your program’s progress at Learning Session 3. Let them know that their involvement is the key to making healthy changes! Tell them that you will work together to create your Long-Term Action Plan at the end of the training today.
NOTE: Listen to the staff during this training and try to note any ideas they mention that will support the action plan or new ideas that you think will be easy to include in the plan.
Sesame Street Healthy Habits for Life toolkit (for preschoolers) • Introduce the Sesame Street Healthy Habits for Life toolkit (for preschoolers) and inform participants that
the toolkit includes:
– A bilingual (English and Spanish) format;
– Games and information to build healthy habits;
– Activities to designed to reach preschool children most at risk or in underserved communities; and
– Ideas for newsletters and activities to engage families.
• Distribute your state’s early learning standards/guidelines. If your state does not have early learning standards/guidelines then use the Louisiana’s Birth to Five Early Learning and Development Standards in the LS3 Participant Handbook;
• Conduct the “Hokey Pokey Muscles and Bones” activity; and
• Designate one person from the Leadership Team to record staff thoughts and feedback to the questions below.
1. Identify three early learning standards/guidelines that the activity supports:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Think about the children in your classroom. How would you use this activity with them? How could you adapt it for infants and toddlers? What materials would you need?
__________________________________________________________________________________________
__________________________________________________________________________________________
Learning Session 3: Leadership Team Guide
Learning Session 3: Leadership Team Guide
3-70
3. List two ways this activity would increase children’s physical activity:
__________________________________________________________________________________________
__________________________________________________________________________________________
4. List one way you could use this activity in your lesson plans or in your regular daily routine:
__________________________________________________________________________________________
5. How could you involve families in this activity?
__________________________________________________________________________________________
__________________________________________________________________________________________
Learning Session 3: Leadership Team Guide
3-71
Task 2: Long-Term Action Plan WorksheetIntroduce the Long-Term Action Plan and next steps:
• Based on staff’s feedback and ideas, Pilot Action Plan, and five things the program identified in the Learning Session 1 Action Period that they can improve upon, program staff will work together to create a Long-Term Action Plan.
• Record the ideas on a separate piece of paper and decide together on one or two powerful healthy changes you want to make or expand on from your Pilot Action Plan.
• Using the staff’s ideas and the five things the program can improve upon, complete the Long-Term Action Plan Worksheet on the following pages.
– An electronic version of the Long-Term Action Plan Worksheet is available on the Let’s Move! Child Care website (www.healthykidshealthyfuture.org).
• Ask the staff to implement the healthy changes, checking in with you throughout the next few weeks. Ask them to take lots of photos and notes on challenges and successes as they experiment, because you will be sharing their stories of healthy change through your storyboard presentation in Learning Session 5.
Learning Session 3: Leadership Team Guide
3-72
Long
-Term
Actio
n Plan
Work
sheet
Model adapted from: Bronfenbrenner. U. The Ecology of Human Developement. Cambridge, MA: Harvard University Press: 1979.
St
art D
ate
ECE
Prog
ram
Name
Go
al #
Ob
jectiv
es / S
teps
Progra
m Po
licies
: Ac
tion S
teps
Progra
m En
viron
ment:
Ac
tion S
teps
Progra
m Sta
ff: Ac
tion S
teps
Fami
ly:
Actio
n Step
s Ch
ild:
Actio
n Step
s
Who
is re
spon
sible?
Targ
et da
te
Who
is re
spon
sible?
Targ
et da
te
Who
is re
spon
sible?
Targ
et da
te
Who
is re
spon
sible?
Targ
et da
te
Learning Session 3: Leadership Team Guide
3-73
Task 3: StoryboardTelling Your Story of ChangeTell your story of the healthy change(s) you made and the successes and challenges you may have faced. These will be shared with participants at Learning Session 5 (not Learning Session 4).
• Create a storyboard to share your story of healthy change with colleagues, staff, children, and families.
– Your program will use a tri-fold storyboard to document and communicate the implementation of the Pilot Action Plan and the process of change in your program.
– Create your storyboard 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 program policies that were updated as a result; and
• Explaining the next steps they will take to sustain the change(s).
– Your program can choose a variety of ways to express your story of change. This includes:
• Photos of the process including before, during and after the change(s);
• Anecdotes from teachers, families, children, and support staff;
• Assessments, observations and reflections;
• Documents including lesson plans or menus that demonstrate changes; and/or
• Children’s art work that describe the healthy changes in the program.
– Display the boards in your program as you are working on them so that children, families and staff can see and learn what is going on through your efforts to make your program healthier.
Remember: You do not have to bring the storyboards back until Learning Session 5!
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