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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: _______________________________________


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.


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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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


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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

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


Continue Long-Term Action Plan

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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


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PresentingStoryboards

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Part A: SupportingSupporting

MotorDevelopment

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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


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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.


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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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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


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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


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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


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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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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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Physical Activity Break

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Lunch

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PresentingPresentingStoryboards

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Part B: Facilitating

Change in Your Program

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LS3 Action Period

Why Should We Change?

How Can We Continue to Make Healthy Changes? Celebrating Success:


ActionPeriodLS1 Action

PeriodLS2 Action PeriodLS3 Action

PeriodLS4 Action PeriodLS5

We Change?

Go NAP SACC*Long-Term Action Plan & Storyboard


Continue Long-Term Action Plan

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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


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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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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


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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

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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

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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


action stepsProgram




Child: action steps














6/1



menus: 6/1






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healthy food: 7/15,10/15, 1/15, 4/15







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action stepsProgram




Child: action steps














6/1



menus: 6/1






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healthy food: 7/15,10/15, 1/15, 4/15







action stepsProgram




Child: action steps














6/1



menus: 6/1






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healthy food: 7/15,10/15, 1/15, 4/15







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action stepsProgram




Child: action steps














6/1



menus: 6/1






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healthy food: 7/15,10/15, 1/15, 4/15







action stepsProgram




Child: action steps














6/1



menus: 6/1






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healthy food: 7/15,10/15, 1/15, 4/15







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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)

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Taking the gStaff Temperature

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TA Breakout Groups

Question & Answer

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Part C:Best PracticesBest Practicesfor Physical

Activity(Preschoolers)

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ctive play

reastfeeding

ut down on screen time

rink milk and water

at healthy foods

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Key Points for ctive Play Time Type Location Limiting sedentary time Teacher engagement Integration into learning activities

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Benefits of ctive Play Supports exploration, development and learning Helps manage weight and maintain a healthy body mass

index (BMI) Builds and maintains healthy bones and muscles Increases strength, coordination and fitness Lowers risk of chronic disease Improves self-esteem Lowers stress Linked to academic achievement

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Motion Moments: Preschoolers

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Best Practices for Preschoolers At least 120 minutes of active play per day Opportunities for “breathless” (MVPA) play Structured and unstructured Outdoors for at least 60-90 minutes per day Equipment should be visible and accessible to children

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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

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Equipment Age and developmentally appropriate Sturdy and safe

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

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

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

Portable play equipment– Indoors and outdoors– Balls, scarves, bean bags, wagons, etc.

Appropriate adult supervision

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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

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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

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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

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– Moving & DancingActivity Kits: Frogsand Ants

– Tossing & Catching Activity Kits: FitnessTag


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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

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Head Start Body Start Activity Calendar

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Hokey Pokey Muscles and Bones

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Goal Setting

H ld i tHow could you incorporatethe Hokey Pokey Muscles and Bones activity into your daily schedule?

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Take Advantage of Resources

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Part D: Best Practices for Physical Activity

(Infant and Toddlers)

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(Infant and Toddlers)


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Infant Physical Activity

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Best Practices for Infants Tummy time

– Every day for 3-5 minute periods– Increase length as infant shows enjoyment

Outdoors 2-3 times per day, as tolerated– Time for gross motor development

Strategies for promoting tummy time:– Encourage the infant to reach for you or a toy by placing

yourself or a toy just out of reachyourself or a toy just out of reach– Place toys in a circle around the baby to encourage

him/her to reach for different points around the circle– Lie on your back and place the infant on your chest. The

infant will lift his/her head and push up to see your face

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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

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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

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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


3-42

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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


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


3-44

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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


3-45

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37

Screen Free Moments: Promoting Healthy Habits

73

Screen Time

74


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


3-47

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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


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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


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41

10 Tips for Becoming More Active As a Family

81

Increased Physical Activity & Nutrition in Child Care Programs

82


3-50

11/5/2014

42

LS3LS3Feedback

Forms

83

3-51

68

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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.


3-60

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!

Sam

ple

Goal

: Chi

ldre

n ea

t hea

lthy

food

in o

ur p

rogr

am.


3-62

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


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.

3-65

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.


3-66


Learning Session 3: Leadership Team Guide

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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.

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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?


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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?

__________________________________________________________________________________________

__________________________________________________________________________________________



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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?

__________________________________________________________________________________________

__________________________________________________________________________________________


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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.


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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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Washington, DC 20005202.457.1440 • 202.649.4418

www.healthykidshealthyfuture.org

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