Presentation Transcript

1. Moving Children to Good Health!Physical Activity for Young Children INSERT YOUR NAME AND CONTACT INFO HERE
2. OBJECTIVES Describe why getting plenty of active play is so important for young children. Explain the components of a child care environment that help children adopt active living habits. Describe the role of child care staff in helping children develop active lifestyles. Provide a variety of ideas for use in the classroom to help children develop physically active behaviors.
3. Movement is ESSENTIAL for young children to develop, learn and grow properly. Provide opportunities for children to get physical activity every day! Don’t forget about your Activities Ring!
4. Let’s Review Obesity rates among 2-5 year olds have tripled since the 1970s Obese children are more likely to become obese adults Being overweight is a risk to physical and mental health Physical inactivity contributes to weight gain Obesity is a complex problem
5. Let’s Review Child care providers can help keep children healthy! LOTS of kids are in some kind of child care arrangement Children are not as active as we think they are when at child care There are key environmental and policy changes that have a BIG impact
6. What is Physical Activity? It’s MOVEMENT that burns energy! Moderate Intensity – Your breathing and heart rate are accelerated. You can still hold a conversation but you can’t sing. Vigorous Intensity – Your heart is beating fast, you are breathing hard and you can only talk in short phrases. You are most likely sweating.
7. What Does Physical Activity Look Like for Young Children? It’s PLAY! Both Structured and Unstructured
8. The Body and Brain The brain is separated into front and back regions  think of them as the “motor brain” and the “thinking brain” The body trains the brain
9. Gross Motor DevelopmentInfants, birth through 11 months By 6 months Able to hold head steady Rolling over one or both ways Possibly sitting unassisted Reaching and grasping for objects, passing objects between hands By 1 year Able to sit unassisted Likely able to stand alone and cruise between furniture Crawling or scooting Possibly walking Able to fling a toy or roll a ball
10. Gross Motor DevelopmentToddlers, 1 through 2 years old Walks alone, forwards and backwards Stands and walks on tip toes Able to pull toys behind while walking Carry a large toy or several toys while walking Walks up and down stairs holding on to support Climbs onto and down from furniture unassisted Able to kick a ball Begins to run
11. Gross Motor DevelopmentThree-Year Old Children Walks without watching feet, runs at an uneven pace, turns and stops well Climbs stairs with alternating feet, using hand rail for balance Jumps off low steps or objects; does not judge well in jumping over objects Shows improved coordination, begins to move legs or arms to pump a swing or ride a tricycle
12. Gross Motor DevelopmentThree-Year Old Children Forgets to watch the direction of their actions and bumps into objects Throwing balls/objects overhand Stands on one foot unsteadily; balances with difficulty on the low balance beam (four inch width and watches feet) Plays actively (trying to keep up with older children) and then needs rest; fatigues suddenly and becomes cranky if overtired
13. Gross Motor DevelopmentFour-Year Old Children Walks heel-to-toe, skips unevenly, runs well Stands on one foot for five seconds or more, masters the low balance beam, but has difficulty on the two-inch-wide beam without watching feet Begins to coordinate movements to climb or jump Walks down steps alternating feet, judges well in placing feet on climbing structures Develops sufficient timing to jump rope or plays games requiring quick reactions
14. Gross Motor DevelopmentFour-Year Old Children Shows greater perceptual judgment and awareness of own limitations and/or the consequences of unsafe behaviors; still needs supervision crossing a street or protecting self in certain activities Exhibits increased endurance, with long periods of high energy (requires more liquids and calories), sometimes becomes overexcited and less self-regulated in group activities
15. Gross Motor DevelopmentFive-Year Old Children Walks backward quickly; skips and runs with agility and speed; can incorporate motor skills into a game Walks a two-inch balance beam well; jumps over objects Hops well; maintains an even gait in stepping Jumps down several steps; jumps a rope
16. Let Children Develop at Their Own Pace Children adapt and learn at different rates due to: Rate of growth How active they are Genetics
17. Adults control WHERE and HOW young children spend their time
18. MOVEMENT BREAK!
19. Physical Activity GuidelinesInfants, birth through 11 months Provide supervised tummy time at least 2-3 times each day Infant should always be awake Start in 3-5 minute increments as tolerated Aim for 30 minutes per day Place yourself, or toys out around the infant to encourage them to reach
20. Physical Activity GuidelinesInfants, birth through 11 months Take infants outside daily (aim for 2-3 times), providing opportunities to roll, crawl, walk, etc. Limit use of swings and molded seats to 15 minutes or less, no more than1-2 times per day
21. Physical Activity GuidelinesToddlers, 1 through 2 years old Total active play time (indoor and outdoor) should be at least 60-90 minutes each day At least 30 minutes of structured physical activity At least 60 minutes of unstructured physical activity 2 or more times outdoors for a total of 60 minutes or longer Keep children seated for no more than 15 minutes at a time (unless eating or napping) Keep time spent in confining equipment like strollers and car seats limited to 20 minutes per day
22. Physical Activity Guidelines Preschoolers, 3 to 5 year olds Total active play time (indoor and outdoor) should be 2 hours or more each day At least 60 minutes and up to several hours of daily, unstructured active play At least 60 minutes daily of structured active play 2 or more times outdoors for a total of 60 minutes or longer Keep children seated for no more than 15 minutes at a time (unless eating or napping)
23. Meeting the Physical Activity Guidelines Children spend much of their day in child care facilities, so it’s important that they spend time moving their bodies! Children need LOTS of opportunities to do vigorous activities via BOTH free active play and caregiver-led play Indoors and outdoors Try to limit sedentary time as much as possible.
24. Have Age-Appropriate Portable Play Equipment Available Birth-11 months Rattles, mobiles, mirrors, balls, dolls, cause and effect toys 1-2 year olds Balls, bean bags, large blocks, riding toys, tunnels, low climbers, rocking boats/horses 3-5 year olds Trikes, balls, yoga mats, rocking boats/horses, hopscotch, hoops, cones
25. Structured Activity Caregiver-Led Activities Should be designed so all children are active participants Provide sufficient equipment so each child can participate. Avoid games or activities where children are required to passively sit, listen or wait their turn to complete the activity. Enhance participation by avoiding or modifying games where children are eliminated from play. Helps children develop important movement skills for complex movement tasks.
26. Structured Activity Schedule a few 10-15 minute physical activity breaks into each program day Examples of Structured Activity Follow the leader, obstacle courses, group yoga, parachute games, movement stations, dancing with scarves, ‘Get the wiggles out’, musical chairs, going on a group walk
27. Unstructured Activity Child-initiated and sporadic Help’s children develop imagination, body awareness, and creativity Examples: riding tricycles, a game of tag, climbing, etc.. 75% of pediatricians report that unstructured play has decreased 97% of pediatricians report that screen time is what replaces unstructured play time
28. Benefits of Physical Activity Children receive the same benefits as adults Chronic disease prevention Build muscle and burn calories Better school performance Better health and lifestyle choices
29. Outdoor Activity Kids are MORE active when outdoors “There is not bad weather, just bad clothes!” Safe to be outside: wind chill above -15F and heat index below 90F http://www.nws.noaa.gov/ Factors that help: Bigger space Portable play equipment Less fixed equipment Natural playscape
30. Outdoor Play Benefits Improved fitness Reduced stress Better concentration Reduced nearsightedness More creativity Stronger immune systems Better behavior
31. Types of Educational Walks Search for Life Clean-the-Environment Sensory Theme Weather
32. Increasing Active Play in the Classroom Increase Movement Teach new gross motor skills: skipping, balancing, jumping, walking backwards Turn music on and create fun dance moves Join in free active play with children indoors or outdoors
33. Increasing Active Play in the Classroom Decrease Sitting Incorporate activities during circle time and into lesson plans Limit table toy activities and increase centers that require children to move around (ex: dance center) TURN OFF TV and incorporate structured activity
34. Using Activity Across the Curriculum Art: Ask children to show pictures they have created to the class and “act out” their picture. Music: Use different movements for different types of music. Dancing, dramatic play to the music, dance up and down to the pitch of the music, movement to the words.
35. Using Activity Across the Curriculum Math: Have the children use their bodies to demonstrate concepts like high & low, big& little, wide & narrow. Count while balancing on one leg or doing arm circles, or count steps or hops to get from one place to another. Language Arts: “Act out” stories, poems and words (slither, crawl, under, over, pounce, stomp…)
36. MOVEMENT BREAK! Finding Fun in Physical Activity
37. “Humans learn 10 percent of what they read, 20 percent of what they hear, 30 percent of they see, 50 percent of what they see and hear, 70 percent of what is discussed, 80 percent of what is experienced, and 95 percent of what you actively teach.” (Hannaford, 1995)
38. Play Environment Fixed play equipment like climbing structures and slides are fun and help children develop a variety of motor skills. Portable play equipment like balls, ride-on toys, wheeled toys, and tumbling mats do too! Make indoor space available for active play when the weather is bad.
39. Play Environment Spice up your play area with NATURE! “Playscapes for all children need to be more than playgrounds. They should be ‘habitats’ – places where children can live.” –Mary Rivkin Add a garden Add trees and shrubs to make shade and play around
40. Children with Special Needs Need Physical Activity Too! All children benefit from exercise and should be included in the classroom activities. Focus on what the children with special needs CAN do and then help them work on additional skills. Encourage all children to participate. Praise their efforts and help each one feel successful.
41. Screen Time Children spend too much time in front of screens. What counts? TV, computers, tablets, smart phones But not… using e-books or tablet computers to read children stories, using Smart Boards for interactive instruction, or connecting with families through Skype or other videoconferencing programs
42. Screen Time Contributes little to a child’s well-being No benefit for children under age 2 Children already get too much at home! Experts recommend: 30 minutes or less per week for children 2 and older; only educational or active movement programming Work with parents to limit total screen time to only 1-2 hours per day NO screen time under the age of two
43. Computers Set a time limit; aim for no more than 15 minutes per day Supervise Use only educational and developmentally appropriate software Engage with the children while they watch/play electronic media
44. No educational benefit; potentially harmful Negatively impacts language development Associated with decreased classroom engagement Children tend to have a higher BMI Associated with decreased cognitive test scores Children learn best through interactive play and exploration of their environment! Why no screen time under age 2?
45. Supporting Physical Activity Children look to adults (especially parents and teachers) to understand appropriate behavior. Adults can show children: how to live a healthy active life. that being active and healthy is fun and rewarding. Support physical activity visually and verbally.
46. Using Physical Activity as Behavior Modification It’s as important to use physical activity as a positive reinforcement as it is to avoid using it as a negative reinforcement Use physical activity as a reward and to celebrate significant events Send the message that physical activity makes you feel good and is FUN!
47. What does it look like? Negative Reinforcement Withholding physical activity for poor behavior Forcing a child to do an activity like running as punishment Threatening a child with either of the above Positive Reinforcement Use physical activities to celebrate special occasions Extra play time for good behavior
48. Physical Activity Education:Staff, Children, and Parents Aim to have a consistent message that is shared by all the caregivers. If children hear and see modeled the same health messages at home and at the child care facility, they’ll likely listen! Training improves skills and increases motivation. Many adults would like to learn more about being active, and your facility is a great place for parents and staff to learn!
49. Physical Activity Policy A written policy on physical activity… Tells parents and staff that this is an important issue and helps build their support. Helps guide the decisions and choices you make every day.
50. How Can Child Care Providers Help? Understand children’s level of play Set reasonable limits on behavior Teach with movement Limit sedentary time Work with parents to encourage physical activity BE A ROLE MODEL for the children in your care
51. Tips for a Safe and Successful Program Include VARIETY Don’t forget about WATER BREAKS ADAPT games for different ages and children with special needs Make it FUN!
52. Classroom Movement Resources National Association for Sport and Physical Education http://www.aahperd.org/naspe/ Moving and Learning http://www.movingandlearning.com/ Sesame Street Healthy Habits for Life Toolkit http://www.sesameworkshop.org PE Central http://www.pecentral.org/ Let’s Move! Child Care http://www.healthykidshealthyfuture.org Books by Dr. Diane Craft: Active Play!: Fun Physical Activities for Young Children (2008) Purposeful Play: Early Childhood Movement Activities on a Budget (2004) Active for Life: Developmentally Appropriate Movement Programs for Young Childrenby Stephen Sanders (2008)
53. Write down 3 things you can do to help your children be more physically active each day. Physical Activity Excellence! Practical ~ Realistic ~ Ready to Change Focus on the Let’s Go! Priority Strategies: Provide Opportunities for children to get physical activity every day. Limit recreational screen time. Provide non-food rewards.
54. HEALTHY KIDS MOVE!!!!