Moving Children to

Good Health!Physical Activity for

Young Children

INSERT YOUR NAME AND CONTACT INFO HERE

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.

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!

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

Let’s ReviewChild 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

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.

What Does Physical Activity Look Like for Young

Children? It’s PLAY!

Both Structured and Unstructured

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

The Body and Brain

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

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

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

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

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

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

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

Let Children Develop at Their Own Pace

Children adapt and learn at different rates due to: Rate of growth How active they are Genetics

Adults control WHERE and HOW young children

spend their time

MOVEMENT BREAK!

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

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

Physical Activity GuidelinesInfants, birth through 11 months

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

Physical Activity GuidelinesToddlers, 1 through 2 years

old

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)

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.

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

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.

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

Structured 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

Unstructured Activity

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

Outdoor Activity Kids are MORE active when outdoors “There is not bad weather, just bad

clothes!” Safe to be outside:

wind chill above -15F and heat index below 90F

http://www.nws.noaa.gov/

Factors that help: Bigger space Portable play equipment Less fixed equipment Natural playscape

Outdoor Play Benefits Improved fitnessReduced stressBetter concentrationReduced nearsightednessMore creativity Stronger immune systemsBetter behavior

Types of Educational Walks

Search for LifeClean-the-EnvironmentSensoryThemeWeather

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

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

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.

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…)

Using Activity Across the Curriculum

MOVEMENT BREAK! Finding Fun in Physical

Activity

“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)

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.

Play EnvironmentSpice 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

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.

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

Screen TimeContributes little to a child’s well-

beingNo benefit for children under age 2Children 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

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

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?

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.

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!

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

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!

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.

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

How Can Child Care Providers Help?

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!

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 Children by Stephen Sanders (2008)

Write down 3 things you can do to help your children be more physically active each day.

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.

PRACTICAL ~ REALISTIC ~ READY TO CHANGE

Physical Activity Excellence!

HEALTHY KIDS MOVE!!!!