GARY LYNCH

National Meeting

Background

My JourneyPersonal InsightsReflective PractitionerCondensed

Presentation

Early Childhood EducationHappyfeet and ECEResearch and TrendsWorkshopQuestions

Early Childhood Education

0-8 years of ageHappyFeet (2-6)Productive CitizensLearner CenteredAccommodate and Respect DiversityPersonally MeaningfulHolistic Development

Diversity (HappyFeet)

Happyfeet is InclusiveSoccer and Non-Soccer (Interests) “Best of Both Worlds”Develop at own Pace (Abilities)Variety of Senses (Learning Styles)Flexibility (Background/Culture)

Ten Thousand Things

Hanson, R. & Mendius, R. (2009). Buddha’s Brain: The practical neuroscience of happiness, love & wisdom. New Harbinger Publications CA

“The Ten Thousand Things” Pick a situation in which you feel someone has wronged you. Be

mindful of your reactions towards this person, especially the deeper ones. Scan yourself for any ill will.

Now reflect on some of the various causes – the ten thousand things – that have led this person to act in the way they have.

Consider biological factors affecting him, like pain, age, innate temperament or intelligence.

Consider the realities of his life: race, gender, class, job, responsibilities and daily stresses.

Consider whatever you know about his childhood (or what he could have been through as a child). Consider major events in his life as an adult.

Continued….

Consider his mental processes, personality, values, fears, hot buttons, hopes and dreams.

Consider his parents in light of whatever you know or can reasonably guess about them: consider, too, the factors that have shaped their lives.

Reflect on this historical events and other upstream forces that have formed the river of causes flowing through his life today.

Look inside again. Do you feel any differently now about him? Do you feel any differently about yourself?

Personally Meaningful (HappyFeet)

Interest/Experience = Motivated LearnersPiaget and ConstructivismNew Learning Based on Previous ExperienceSchemaIndividualization Let Children Contribute to ClassRace Cars/Animals

Movement and Learning (ECE)

Child’s Preferred MethodPhysically Experience ConceptsWhole ChildCoach Jamie (Literacy)Pick the Villagers Apples (Math)Right and Left Brain (‘Right on’ Vs. ‘AOL’) Crossing the MidlineThe Step Over Improves Reading and

Writing!

Physical Activity Break

The Cognitive Domain

“There is substantial evidence that physical activity can help improve academic achievement” (CDC, 2010)

School Based Physical EducationRecessClassroom-based physical activity -

“Short physical activity breaks (5-20 minutes) or ways to introduce physical activity into learning activities”

Continued…

Extracurricular physical activity (enrichment)Academic achievement (grades, test scores)Academic behavior (on-task behavior, attendance)Cognitive Skills (aptitude, memory, attention)Academic attitudes (motivation, mood)“All of forms of Physical Activity demonstrated

multiple positive associations with academic performance” (CDC, 2010)

Neural ConnectionsWindow of Opportunity (0-5)

Physical Activity Guidelines for Preschool Children

Guideline 1 Preschoolers should accumulate at least 60 minutes

of structured physical activity each day (NASPE, 2012)

Guideline 2 Preschoolers should engage in at least 60

minutes -- and up to several hours -- of unstructured physical activity each day, and should not be sedentary for more than 60 minutes at a time, except when sleeping (NASPE, 2012)

Toddlers (30/60)

Young Children Nowhere Close

“Children failed to meet current recommendations for physical activity” (Story, Kaphingst & French, 2006)

“Children engaged in moderate-to-vigorous physical activity (MVPA) during less than 3% of the observation intervals” (Pate, O’Neil & Mitchell, 2010)

Happyfeet and MVPAElementary SchoolsRussell Pate – National Physical Activity Plan

Childhood Obesity

In the United States, childhood obesity affects approximately 12.5 million children and teens (17% of that population) (CDC, 2011)

“Over the past four decades, obesity rates among preschool children ages 2 to 5 have nearly quintupled, from 4 to 19 percent (NPLAN, 2010)

“The future American lifespan could potentially be reduced by five years, roughly equivalent to all cancers combined, as a result of the childhood obesity epidemic” (Ludwig & Rostler, 2007)

Other Research

Alaska, Delaware, and Massachusetts require minutes of Physical Activity in Pre School (NCCP, 2012)

Whole School SellCenters for Disease Control and Prevention –

Good Habits and FUN!

HappyFeet and Life Skills

Sports and EducationDangers of investing in academics at the

expense of physical activityBritish Medical Journal in mid 1800’sChildren and teens are “adept in all the

ologies” but do not have the “good sense that springs from sound health”

Physical Education, The British Medical Journal, 1 (57): 91-92, 1858

Workshops

Preschool teachers and 15 HoursChild Growth and Development, Professional

Development, Curriculum, Program Administration, Health and Safety, Nutrition, Child Guidance, Special Needs

2.5 Hourshttp://www.registryalliance.org/about-the-

alliance/registry-map http://wdcrobcolp01.ed.gov/Programs/EROD/

org_list.cfm?category_ID=SCL Become a certified trainerVehicle to market HappyFeet

Training and Options

Submit a ProposalYou as the TrainerCompensationParent WorkshopsMy Workshopgary@upstatehappyfeet.com

Benefits

Incentive for New Schools (Sales)Exposure to New Schools (DSS/Lifelong

Learning etc.)Solidify Relationship with Current SchoolsTeacher UnderstandingBecome a Part of ECE Community

Physical Activity and FUN

Purpose of ECEImportance of HealthPhysical ActivityPositive AssociationGood Habits (Daily/Weekly)Age Appropriate GamesHappyFeet

Games

75% of WorkshopModified Happyfeet ActivitiesFun!AdaptableMVPAGross Motor Skills Authentic Assessment (Objectives)Holistic developmentThemes

Examples (Objectives)

Traffic Lights2 Year Old – “Easily moves from standing to

running” (Physical)Stuck in the Mud3 Year Old – “Shows concern for feelings of

others” (Social/Emotional)Superhero Soccer4 Year Old – “Demonstrates growing ability to

predict possible outcomes based on prior experiences and knowledge” (Cognitive) (Scaffolding)

Examples (Diversity/Personally Meaningful)

Traffic Lights – Children Pick Colors and Actions

Stuck in the Mud – Give Invisible PowersSuperhero Soccer – Children Pick

Superheroes

Garbage Game

Incorporating physical activity into the early childhood classroom Holistic Assessment Duration (20 minutes) Space – Gym or classroom Outline “Trashtastic” or “Go get the Garbage” “OK Friends, we are now going to play an awesome game called “Go get the

Garbage”. You have to collect all the trash so we can keep our room clean! Teacher throws out trash (cones, pieces of paper etc. – can be

anything), kids have to pick up and give back to teacher Communication (listening/following directions), Gross motor skills

(stopping/starting, avoiding collisions with other classmates etc.), Moderate/vigorous physical activity

Extension – Teacher throws out fewer pieces of trash than there are children

Social/Emotional (sharing, dealing with adversity), discussing feelings (“How will Johnny feel if he did not get a chance to help clean the room?”)

Continued..

Extension - Teacher specifies child must pick up one piece of trash at a time and return to teacher

Advanced communication, Problem solving Multiple directions are given (e.g. “Pick up one piece of trash, drop the trash in the

basket, and run back to the teacher) Advanced Communication, Movement (changing direction, spatial awareness) Fun – Let children put pieces of trash on their heads and do the “Trash Dance”

(stand on one leg and sing) Gross Motor (can child stand on one foot for 5 seconds without losing balance?) Notes – Let children make their own trash (different colored paper, food wrappers

from home etc.) to make activities personally meaningful “Now friends, we have to move all the trash into the garbage truck so the trash monster

doesn’t come and get us! Teacher gives each child a piece of trash and tells them to run and place the trash

in the garbage truck/area. Repeat multiple times depending on number of trash items, children etc.

OR Teacher puts all pieces of trash at one end of the room. Children have to pick up

one piece of trash at a time and leave in garbage truck before going to get another Vigorous physical activity

Continued..

Extension – Teacher specifies children have to get 5 pieces of trash at a time and count them before putting in garbage truck/area

Problem Solving Extension – Teacher asks children to name 5 different colors of trash they have collected Problem Solving Extension – Teacher pretends to be garbage monster and to steal the trash when kids are

putting in the garbage truck Movement/Gross motor skills, FUN! Notes – Teacher asks each child 3 things they may find in trash (avoid waiting time by

letting children drive race cars/garbage trucks etc. after they have given answer) Advanced Communication “OK Friends, now we are going to play an awesome game called “trash tag”! The garbage

monster is going to try and freeze everyone in the garbage truck so they cannot take any more trash!

Teacher is the garbage monster and has to tag all the trash cleaners (children). If a trash cleaner is tagged they are frozen and another friend has to unfreeze by giving a high five

OR Teacher nominates a garbage monster/s to freeze the trash cleaners Advanced Listening/Communication, Cooperation, Helping others, Advanced movement, Dealing

with Emotions (reaction when tagged)

Continued…

Extension – Give the trash cleaners pieces of trash. If they are tagged by a garbage monster they have to give the trash back to the garbage monster (and garbage monster puts back in his/her area). See how many pieces of trash garbage monster/s can collect.

Advanced dealing with emotions Extension – Divide half of the class into garbage monsters and half into trash

cleaners. See how many trash cleaners are frozen after 45 seconds/1 minute. Emphasize the importance of trash cleaners helping their friends if they are frozen. Switch roles.

Teamwork, Advanced awareness   Other Notes Extend in gym – more viogorous movement, smaller space more agility, coordination, gross

motor control, flexibility Assessment (all domains) Active and Non-active teachers Traits of teacher Space and Safety Respecting and accommodating diversity – let children that aren’t as enthusiastic

help organize the trash (fine motor skills)  

Physical Education Objectives

EnjoymentHealthy HabitsMVPAImprove Gross Motor Skills (Repetition)Spatial AwarenessBody Part IdentificationConfidence (Success, Success, Success!)Enhance Free Play

HappyFeet and PLAY

PLAY is the word…PLAY with a soccer ball

Proceed with Caution: Issues with training preschool teachers

Listening skillsMotivation for teachersWalk during recess“Someone who has been sedentary but who gets

up and walks around the room may increase their heart rate into a zone that counts as vigorous” (NPR, 2010)

Make a difference“There are two lasting bequests we can give our

children – one is roots; the other is wings (Hodding Carter)

Connections

ResearchBenefits of Physical Activity (Health and

Learning)Learner Centered and IndividualizationDiversity and Personally MeaningfulPLAY/Semi-StructuredDevelopmentally Appropriate

References

Centers for Disease Control and Prevention (2010). The association between school-based physical activity, including physical education, and academic performance. Retrieved March 03, 2012 from http://teachersites.schoolworld.com/webpages/TWelch/files/Summary%20of%20physical%20movement%20and%20academics1.pdf

Centers of Disease Control and Prevention. (2011). Overweight and obesity: Contributing factors. Retrieved March 3, 2011 from http://www.cdc.gov/nccdphp/dnpa/obesity/contributing_factors.html

References

Hanson, R. & Mendius, R. (2009). Buddha’s Brain: The practical neuroscience of happiness, love & wisdom. New Harbinger Publications CA

Ludwig, D. & Rostler, S. (2007). Ending the food fight. Houghton Mifflin: Boston

NASPE (2012). Active Start: A Statement of Physical Activity Guidelines for Children From Birth to Age 5, 2nd Edition. Retrieved February 12th, 2012 from http://www.aahperd.org/naspe/standards/nationalGuidelines/ActiveStart.cfm

References

NCCP (National Center for Children in Poverty). (2012). Comprehensive Obesity Prevention in Early Childhood. Retrieved July 8th, 2012 from http://www.nccp.org/publications/pdf/text_1058.pdf

NPLAN (National Policy & Legal Analysis Network To Prevent Childhood Obesity). (2010). Model Physical Activity Standards for Childcare Providers. Retrieved March 5th, 2012 from http://www.nplanonline.org/system/files/ChildCarePAStandrds_FINAL_100315.pdf

References

NPR. (2010). Stand up, walk around, even just for 20 minutes. Retrieved June 18th, 2012 from http://www.npr.org/2012/05/09/152336802/stand-up-walk-around-even-just-for-20-minutes

Pate, Russell R.; O'Neill, Jennifer R.; Mitchell, Jonathan. (2010) .Measurement of Physical Activity in Preschool Children. Medicine and Science in Sports and Exercise, Vol. 42 Issue 3, p508-512, 5p

Physical Education, The British Medical Journal, 1 (57): 91-92, 1858

References

Story, M., Kaphingst, K. & French, S. (2006). The role of childcare setting in obesity prevention. The Future of Children 16 (1) Retrieved March 6th, 2012 from http://futureofchildren.org/publications/journals/article/index.xml?journalid=36&articleid=99&sectionid=625

The End

Questions