Be Active Kids® GUIDE TO EARLY Childhood Physical Activity: Motor Skills and Movement concepts for Children Birth to five Dedicated to improving the health and well-being of North Carolinians ® Registered Mark of the Blue Cross and Blue Shield Association. Blue Cross and Blue Shield of North Carolina is an independent © Copyright 2013 Blue Cross and Blue Shield licensee of the Blue Cross and Blue Shield Association. of North Carolina Foundation. All Rights Reserved. Acknowledgments BBEE AACCTTIIVVEE KKIIDDSS® Project Partners Consultants Kathy Higgins, MS Diane Craft, PhD President Consultant Blue Cross and Blue Shield of North Carolina Foundation Professor, State University of New York at Cortland, Physical Education Department Jennifer MacDougall, MS Senior Program Manager William Brown, PhD Blue Cross and Blue Shield of North Carolina Foundation Consultant Professor, University of South Carolina, College of Education, Richard Rairigh, MS Department of Educational Studies Director Be Active Kids Beth Leiro, PT Consultant Samuel Odom, PhD Pediatric Physical Therapist, University of North Director, Frank Porter Graham Child Development Institute Carolina – Chapel Hill Professor, University of North Carolina - Chapel Hill, School of Education Karen Luken, MS Investigator Susan A. Zeisel, Ed.D. North Carolina Office on Disability and Health, Frank Porter Investigator Graham Child Development Institute, University of Frank Porter Graham Child Development Institute, University North Carolina – Chapel Hill of North Carolina – Chapel Hill Chris Mackey, BS Allison De Marco, MSW PhD Healthy Communities Coordinator Investigator North Carolina Office on Disability and Health , Frank Porter Frank Porter Graham Child Development Institute, University Graham Child Development Institute, University of of North Carolina – Chapel Hill North Carolina – Chapel Hill Special Thanks To: Be Active Kids® is a signature program of the This project couldn’t have been completed without the participation of numerous experts in the child care and physical activity field including Public Endorsed by: Health faculty, child care center teachers and directors, and the children themselves. NCaeyc North Carolina Association Dedicated to improving the health for the Education of Young Children and well-being of North Carolinians © Copyright 2013 Blue Cross and Blue Shield of North Carolina Foundation  BCBSNC Foundation P.O. Box 2291 Durham, NC 27702 Tel.: (919) 765-7347 Fax.: 919-765-7288 Web site: www.bcbsncfoundation.org/ ALL RIGHTS RESERVED. The materials herein are protected under International and Federal Copyright Laws and Treaties. ® Registered Mark of the Blue Cross and Blue Shield Association. Any unauthorized reprint or use of this material is prohibited. No part of these materials may be reproduced, distributed, Blue Cross and Blue Shield of North Carolina is an independent or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by other licensee of the Blue Cross and Blue Shield Association. electronic or mechanical methods, without express written permission from the author. 2 Table of Contents BBEE AACCTTIIVVEE KKIIDDSS® Getting Your Kids Moving: Introduction .........4 Toddlers .................................................................50 Toddlers / Twos / Preschoolers.........................92 Decoder Page ....................................................12 Beginning Running Games ...............................51 Let’s Be Active ...................................................93 Catch The Bubble ..............................................52 Move Like The Animals .....................................94 Let’s Get Started ..................................................13 Kick Around ......................................................53 Music Box Party ................................................95 W arm-Up Activities 1: Head, Shoulders, Knees, Lily Pad Walk ....................................................54 Obstacle Course ................................................96 And Toes ...........................................................14 Let’s Take A Walk ...............................................55 Warm-Up Activities 2: Stretching .....................15 Twos / Preschoolers ............................................97 What Do You See? .............................................56 Heart Check ......................................................16 Bean Bag Balance .............................................98 Where Is My Heart? ..........................................17 Twos .......................................................................57 Drop And Catch .................................................99 Animal Yoga .....................................................18 In The Hoop ......................................................58 Leap’s Jumping Adventure ..............................100 Making Story Time Active .................................21 Jump For The Sky ..............................................59 Let’s Make A Healthy Pizza .............................101 Jumping In The Lily Pond ..................................60 Road Blocks ....................................................102 Meet The Be Active Kids....................................22 Kick It In ...........................................................61 Roll And Run ...................................................103 Going To The Park .............................................23 Kick It Over .......................................................62 Strike It! ..........................................................104 A Trip To The Farm .............................................24 Move To The Music ............................................63 Tip Toe Through Puddles .................................106 Infants ...................................................................25 Track Meet ......................................................107 Preschoolers .........................................................64 Going On A Bike Ride ........................................26 Walk The Line ................................................108 Balance Challenge: Balancing On One Foot ......65 Tummy Time .....................................................27 Bridges And Tunnels .........................................66 Glossary ...............................................................109 Sledding Adventure ..........................................28 Loose Feathers ..................................................68 Kick Like Leap The Rabbit .................................29 Appendix A: Physical Activity Guidelines A Rainbow Of Fun .............................................69 Dart’s Flip Flop ..................................................30 And Best Practices ..................................................111 Freeze Game .....................................................70 Trunk Lift ..........................................................31 Appendix B: Classroom Management And Tips Hoop Bounce ....................................................71 Swat Team ........................................................32 For Modifying Activities .........................................112 Hop-A-Thon ......................................................72 Rock And Roll ...................................................33 Inchworm Wiggle .............................................73 Appendix C: Equipment And Loose Parts List .....113 Having A Ball ....................................................34 Jump Like A Frog ..............................................74 Dart’s Water Kicks .............................................35 Appendix D: Alternative Equipment Solutions....114 Lean On Me ......................................................76 Sensory Bottle ..................................................36 Appendix E: Child Care Weather Chart ................115 O ver The River: Sideways Jumping Give Blue A Hand ..............................................37 Flying Like Glide ...............................................38 (Two-Footed Jump) ..........................................77 Appendix F: Motor Skills And Beginning Soccer ..............................................78 Movement Concepts ..............................................116 Row, Row, Row Your Boat .................................39 Pat-A-Cake ........................................................40 Toddlers / Twos ....................................................80 Appendix G: North Carolina Child Care Swing’s Sway ....................................................41 Ball Buddies ......................................................81 Rules Related to Physical Activity...........................118 Arts And Crafts .................................................42 Roll Through The Goal .......................................82 Appendix H: Environment Rating Scales Crawl Like Blue The Caring Cub .........................43 Bean Bag Target Toss .......................................83 Related to Physical Activity ....................................119 Cruise-In ...........................................................44 Catch It! ............................................................84 Appendix I: Be Active Kids Characters .................121 Tunnel Crawl .....................................................45 Homerun Derby ...............................................85 Doing The Bounce .............................................46 Blue’s Toss And Catch .......................................86 Appendix J: References and Resources ...............124 Mountain Climbing ...........................................47 Pop The Bubble ................................................87 Stepping Out ....................................................48 The Duck Walk: Marching And Walking ............88 I’m Right Behind You ........................................49 Dot-To-Dot Side Steps ......................................89 Walk This Way ..................................................90 Worm Crawl .....................................................91 3 © 2013 Blue Cross and Blue Shield of North Carolina Foundation. All Rights Reserved Getting Your Kids Moving: BBEE AACCTTIIVVEE KKIIDDSS® Introduction Play – the work of childhood • P reschoolers were inactive for much of their preschool day: 89% It is through play that children learn competence in all areas – social and of activity was characterized as sedentary. emotional competence, cognitive skills, language, and motor skills. With • E ven when outside, a time when children are expected to move your help and support, all children can learn and grow. By providing and be physically active, 56% of children were engaged in children a strong foundation in fundamental motor skills and movement sedentary activities. concepts, they are more likely to enjoy participating in physical activities, • Teachers very rarely encouraged children to be physically active. and are more willing to attempt new skills and activities! Moreover, we know that obesity is a growing problem in the United Physical activity, or movement that results in energy expenditure States. North Carolina ranks 17th in adult obesity, 18th in childhood (Ganley et al., 2011), is an important component in preventing obesity obesity (ages 10-17), and 7th in childhood obesity (low-income 2-4 year and obesity-related illnesses. Children do not typically engage in olds) among all states (Trust for America’s Health, 2013). According to physical activities to develop physical fitness. Instead they develop statistics reported by the NC Legislative Task Force, (2010): physical fitness through engaging in a variety of moderate to vigorous • O f children 2-4 years old, 15.8% of children were overweight; physical activities. Children are most likely to engage in intermittent 15.4% were obese. bursts of activity followed by rest periods. With regular exposure to physical activity opportunities, these intermittent bursts of activity will • O f children 5-11 years old, 17.1% of children were overweight; last longer and longer, leading to increased cardiovascular endurance. 25.8% were obese. • O f children 12- 18 years old, 18.1 % of children were overweight; Fundamental motor skills 28% were obese. Common movements such as running, jumping, catching, throwing, and balancing, that serve as building blocks for more advanced One strategy for preventing obesity is for children to be physically activities. These fundamental motor skills are typically categorized as active. We know that physical inactivity is a contributing factor to the either locomotor, non-locomotor (non-manipulative), and manipulative obesity epidemic. It is essential to get kids moving early and for children and definitions of these categories can be found in the glossary at the to have fun while moving. Establishing movement as part of everyday end of this resource. Most skills used in sports and physical activity are life at an early age will help children establish habits for life long refined versions of fundamental motor skills. Children normally develop fitness. Importantly, children should have fun while playing and motor skills in a sequential manner. Children’s mastery of these skills is moving so that they want to do more of these activities each day necessary if optimum development of higher-level skills is to occur. In and throughout their lives. The desired outcome of the Be Active Kids order to move confidently, children must first develop basic program is to help child care providers influence behaviors and habits fundamental motor skills. of young children in their care by providing fun and regular physical activity opportunities. See Appendix F for a complete list of motor skills and movement concepts. Children are natural movers, meaning they typically want to move all There is also a link between children’s physical activity, fitness and of the time. However, moving is not the same thing as moving for play and other areas of development such as cognition, behavior, exercise or to gain health benefits, such as increased heart rates or attention and stress. In a review of research on physical education and cardiovascular endurance. Adults assume that if children are presented other school behaviors, 11 of 14 studies found one or more positive with an opportunity to be physically active, such as unstructured free associations between physical education and indicators of cognitive play and recess, they will do so and at a high level of intensity. Research skills and attitudes, academic behavior, and/or academic tells us that for children in child care settings, this frequently is not the achievement (CDC, 2010). case. A recent study found that preschoolers don’t move around a lot, So let’s get kids to BE ACTIVE AND MOVE MORE! even when they’re playing outside (Brown et al, 2009). 4 © 2013 Blue Cross and Blue Shield of North Carolina Foundation. All Rights Reserved Getting Your Kids Moving: BBEE AACCTTIIVVEE KKIIDDSS® Introduction Be Active Kids aims to get young children Recommendations and Best Practices for moving and help: Physical Activity • D evelop mature fundamental movement skills. Several organizations have developed recommendations for the • D evelop physical fitness. amount of physical activity that should be incorporated into a child care program. Active Start is a widely accepted set of age-specific • R educe the likelihood of becoming overweight/obese. recommendations developed by the National Association for Sport and Basic Concepts of Physical Development Physical Education (NASPE). Active Start recommends that infants be encouraged and stimulated for short periods of time several times a How do children develop motor skills? Children grow and acquire day, toddlers should engage in at least 60 minutes of unstructured and new abilities as their body systems develop. They develop control of 30 minutes of structured activity daily, and preschoolers should have their large muscles before they develop control of their small muscles 60 minutes each of structured and unstructured physical activity daily. (moving arms before holding a spoon). The center of the body (torso) “These recommendations should be implemented so that all children, develops before the outer regions (arms and legs). For example, children including those with special needs or disabilities, are able to be included can roll over before they can walk. Development also occurs from the to the greatest extent possible (NASPE, 2009).” head to the toes (holding head up before crawling). Development can be divided into different periods. Position Statement: All children, birth to age 5, should engage daily in physical activity that promotes movement skillfulness Age Range Period Development and foundations of health-related fitness. (NASPE, 2009) Birth – 2 weeks Reflexive period Rely on innate reflexes and spontaneous For specific NASPE guidelines, refer to Appendix A. movements 2 weeks – 1 year Pre-adapted The onset of voluntary movements. The goal Getting Started with NAP SACC is the achievement of independent function. Develop physical skills such as reaching, The Nutrition and Physical Activity Self-Assessment for Child Care rolling over, sitting, creeping, and walking (NAP SACC) is a five-step program designed for child care centers as body grows and develops to improve their nutrition and physical activity environments. It 1 year – 7 years Fundamental The goal of this period is to develop includes self-assessment, planning, education, technical assistance, Motor Period movement patterns that are building- and evaluation and revision. “Goals of the program are to improve blocks for later motor skills. There is the development of basic skills: Locomotor skills nutritional quality of food served, amount and quality of physical (locomotor coordination patterns) such as activity, staff-child interactions, and center nutrition and physical running, jumping, skipping, and hopping; activity policy.” NAP SACC offers recommendations on best practices game-related manipulative skills such as related to nutrition and physical activity for child care centers (see NAP ball-throwing, and catching; and fine motor manipulative skills such as cutting SACC Program, Center for Health Promotion and Disease Prevention, The and writing. University of North Carolina, Chapel Hill, NC, May 2007; http://centertrt. 7 years Context-specific Refinement, elaboration and combination org/?p=intervention&id=1091.). This provides an opportunity for child motor learning of specific motor skills leading to more care centers to develop a program that will work for their center. Using advanced movement activities and NAP SACC can provide the foundation for making sustainable and long organized sports. 11 years – Skillful period Adept at specific physical activity following lasting changes in child care centers and homes. adulthood years of practice. Activities are consistently For specific NAP SACC physical activity best practices, refer to Appendix A. performed, efficient and adaptively versatile. Compensation Compensates for physiological changes due period to injury or age. (adapted from Clark, 2005; Clark & Metcalfe, 2002) 5 © 2013 Blue Cross and Blue Shield of North Carolina Foundation. All Rights Reserved Getting Your Kids Moving: BBEE AACCTTIIVVEE KKIIDDSS® Introduction Physical Activity and Child Care Here are some examples of incorporating other areas of development while promoting physical activity. Some of these suggestions are Teachers and child care providers play a key role in getting children appropriate for all children (naming body parts) and others should be active by incorporating both adult-led (structured) and child-led incorporated when developmentally appropriate (count how many times (unstructured) physical activities into the child’s day. Remember, both a child can jump). adult-led and child-led physical activity should be planned for both indoors and outdoors each and every day. Developmental Area Sample activities Early numeracy • Count how long children can balance on one leg • Unstructured physical activities are those that children do on their • Count how many times children jump own. This free play may include riding bikes, climbing, running, • Measure how high children can jump chasing. Your role as the teacher is to provide a safe, inviting setting • Count how many times children can kick the ball into the that encourages children to move. You can help by encouraging basket children to play, though the children should select the activity. Your Language/early • Follow directions and sequence actions literacy encouragement can keep them moving. • Improve listening skills • Move like different animals while naming different animals • S tructured physical activities are those that are teacher-lead and • Name body parts in the warm-up should involve planning goals for all children. These activities should • Use different relational concepts such as over, under, around also aim to provide moderate-vigorous activities and help children to • Name letters on the dots that children are jumping on • Use colored markers to sit or with jumping activities – and learn motor skills and/or movement concepts. name or have children name the colors during the activities • Have children move between activities by designating colors When planning physical activities for children, activities should: Social development • Be developmentally appropriate. • Play with partners or in groups • Cheer for friends as they run a race • Be sequenced so the simplest is first. • Pair up with a friend to roll the ball • Allow for repetition. • Learn to wait, take turns, share, and cooperate • Feeling empathy and supporting others if they get hurt or are • Keep children moving. left out • Be fun and interesting to keep children engaged. North Carolina Child Care Rules and Rating Scales • P rogress from rudimentary movement skills (basic skills such as Rules Related to Physical Activity walking) to fundamental movement skills (such as galloping). Refer to Appendix F. Individuals in North Carolina caring for more than two children who • D evelop health-related physical fitness (e.g. cardiovascular endurance aren’t related and provide care for more than four hours a day, should and muscular strength). be licensed. All child care programs are required to meet child care requirements. Child care requirements ensure that programs are meeting • B e adapted as needed using Universal Design for Learning (UDL) and the minimum standards for care in North Carolina. Some of the child recognize the abilities of all students. care licensing requirements that are checked in a program’s compliance Physical Activity and Other Areas of Development history are: supervision of children, condition of equipment and materials, discipline practices, child/staff ratios, sanitation practices, and Children do not develop personal health, motor skills or cognitive skills staff education and training development. These rules and regulations in isolation – they grow simultaneously in all areas. Physical activity help to make practices known, understood and supported by staff and helps children develop in other areas, such as cognitively and socially. families. Think about developing your own policy statements for your Physical activities can reinforce other learning: motor development can handbooks and orientation materials that will help ensure that your be linked to verbal fluency, pre-writing, pre-math, pre-reading, working physical activity efforts become permanent and lasting, even with memory, and kindergarten readiness. changes in your center or staff. Refer to Appendix G for specific child care rules related to physical activity. 6 © 2013 Blue Cross and Blue Shield of North Carolina Foundation. All Rights Reserved Getting Your Kids Moving: BBEE AACCTTIIVVEE KKIIDDSS® Introduction The Environment Rating Scales (ERS) are observation-based • D on’t be too worried about getting sweaty or dirty. Just have fun! measurement tools that assess the quality of group care provided for • A little risk can lead to challenge, confidence, and learning! Don’t children of various ages, in various child care settings. The rating scales bubble wrap all the fun, learning and exploration away! consider many characteristics of children’s learning environments • I nclude colorful or noisy props in physical activities. Remember, including the physical characteristics of the environments indoors and children 0-5 years old are still developing their body systems and outdoors, health and safety practices, as well as children’s exposure use auditory, kinesthetic, and visual senses to be successful and gain to language, positive interactions with staff and other children, important feedback (reinforcement). and the variety of learning opportunities that are provided. Higher • Let children create some of their own rules when playing games. scores on the environment rating scales have been linked to positive • I nclude activities that teach skills, build muscular strength, muscle educational outcomes for children. In each of the rating scales certain endurance (stamina), and flexibility. constructs are considered to be very important for positive child outcomes and therefore these issues are weighted across multiple Prior to choosing and setting up an activity know what you want items. The frequency and facilitation of active, physical play is one of to achieve. For example, are you looking for an activity to promote these constructs, as is children’s safety, indoors and outdoors and other cardiovascular endurance? If so, choose an activity that uses lots of open physical characteristics of the outdoor spaces used by the group of space. If you want to work on motor skills, play with loose parts in lots children. In North Carolina, the rating scales are completed during an of different ways. Knowing this will help you choose what to do on a observation that lasts for at least 3 hours which is then followed by particular day. an interview with the classroom teacher or home provider. Classroom Management Tips/Tips Refer to Appendix H for specific rating scale indicators related to physical activity, play, and motor skill. for Adapting Activities Tips for Including Daily Physical Activity Being prepared and knowing how to manage potentially in Child Care chaotic play and movement environments is essential to success; Not only the success of the teacher but also the success Here are some strategies to promote physical activity in your classroom. the child. Providing an appropriate play and movement environment • P rovide praise and encouragement. Every child will be at a different for young children should be fun while also being developmentally point – lead them from where they are. appropriate. If we cause too much frustration, embarrassment or lack of • M ake activity fun! Sing songs, play music. success with the opportunities we provided, there is a good chance that • D emonstrate the activities. This means you should be participating the children will lose interest in physical activity. This loss of interest can and moving, too! then lead to future and long lasting habits that may discourage them from participating in similar types of activities. • K eep the information and directions clear and simple. • P lan your indoor space to encourage physical activity. When planning for or thinking about managing an active environment, • K eep kids moving during inactive parts of activity – have waiting think about who and what can be managed. A few things that you children be cheerleaders or have them jump in place. can manage include people, space, time, equipment/materials, and behavior. While thinking about these management things, also think • G ive children plenty of time outside in both free and structured play. about the child’s movement exploration, practice opportunities, success • O ffer physical activity opportunities in more realistic time spans for and/or failure, risk and challenge, clothing, and potential safety issues. children - If you have 40 minutes, make it two 20 minute periods. By managing these things, you can help provide an enriching, enjoyable • H ave lots of portable rather than fixed equipment so children can and appropriate play movement experience for ALL young children. explore and use their imaginations. For more detailed information on managing an active play • Talk to children about physical activity and their health (our hearts environment, refer to Appendix B. are a muscle, sweating is good to keep our bodies cool while we are active). 7 © 2013 Blue Cross and Blue Shield of North Carolina Foundation. All Rights Reserved Getting Your Kids Moving: BBEE AACCTTIIVVEE KKIIDDSS® Introduction How Else Can I Make Moving Fun For Children? 3. When playing games like Duck Duck Goose, try to find a way for the sitting children to stay active such as clapping hands, stomping feet, There is no limit to how these activities can be adapted and changed. or walking in place instead of sitting. The desired outcome is to get kids moving while having fun. Be creative and adapt any of the Be Active Kids activities to fit the theme 4. Turn any concept for teaching into active engagement! For example, your class is currently working on. For example are you studying instruct children to jump up in the air on each count when working dinosaurs? Instead of playing Dragon Tail Tag play Dinosaur Tail Tag. Is it with numbers. Or, to review colors, turn on the music and instruct winter? Skate on a paper plate to ice skating music. Is it fall and you’re children to run across the room to touch an object of a specific color by talking about trees losing their leaves? Instead of Jumping for Sky, have the time you stop the music. Be creative! leaves on a tree that children jump up to get and make fall down. Weather Considerations Another great way to get kids involved is to tie the activity to a story or The weather conditions across the state vary greatly throughout the year a book. Read about frogs when introducing Jumping in the Lily Pond and it is important to think about this when planning for and providing or read a book about dogs or seals catching balls when you introduce physical activity and play opportunities for children. To be prepared Catching. Make up a story – have the children make up parts and for getting kids active in all types of weather, think about the act them out. following things: A wonderful way to get kids excited and moving is through the use of • What is your backup plan for weather that doesn’t allow you to take music. Children will naturally move to music and adding to activities your children outdoors? as start/stop cues or background is fun for everyone. There are many • C an our children go outdoors even in “bad” weather? What exactly is recordings of activity songs such as Head Shoulders, Knees and Toes bad weather and why is it so bad? (one of the warm-up activities). Other recordings include musical • D o our children have the appropriate clothing? games, incorporate a parade with instruments, and other prompts • What are the benefits and liabilities for being physically active indoors that encourage children to be active. and outdoors? Jazzing It Up: • D o you have enough information about outdoor related condition? Making what you already do more active. Visit the North Carolina Rated License Assessment Project (NCRLAP) Think about things you are already doing in the classroom. Are there at www.ncrlap.or for more helpful information on weather conditions. ways that you can jazz them up and encourage kids to increase their intensity level and length of physical activity? Many of the songs and activities that you already do in in your classroom can be modified to be more active. Here are some examples: 1. When singing Wheels on the Bus have children jump up and down or have children move around the room; have the children act out the words they hear in the song, while you demonstrate 2. When reading a book such as Going on a Bear Hunt, have the children act out all the action words throughout the story while moving around the room and in their personal space. 8 © 2013 Blue Cross and Blue Shield of North Carolina Foundation. All Rights Reserved Getting Your Kids Moving: BBEE AACCTTIIVVEE KKIIDDSS® Introduction Get Them Outdoors Adaptations for Making Physical Activity Available to All Children Think outside the box (or classroom) and get children outside in different types of weather conditions. This may take a little more planning and Every child has different strengths and needs. Children grow and develop preparation but here are a few things to think about: at different paces. To meet the needs of all children, the curriculum should be adaptable. This will allow for maximum participation by • C reate a policy for your center or home that lets parents know their all children. Benefits for children include full access to all parts of the children will being going outside to play and learn in all weather activity, the ability to grow and develop, active participation, and conditions that are safe (i.e. – rain, snow, etc). Include things like interaction with other children. Providing adaptations or modifications suggested clothing to keep at school or to bring in during these to physical activities will promote motor skill development for both the weather condition. child who finds the activity too easy and the child who finds it too hard. • S end home a letter ahead of time letting parents know of plans to go These activities are not designed for competition. They are designed for outside during these weather conditions and let them know they will all children to reach their potential. By learning basic skills, they will likely get wet and dirty. have more confidence, engage in more activities, and be more active. • A cquire a variety of weather appropriate clothing through donation, thrift stores, sales, etc and keep them stored in your classroom for Universal Design for Learning (UDL) (Center for Applied Special those who need appropriate clothing (rain coats, rain ponchos, boots, Technology, 2011) – Eliminating barriers for learning galoshes, snow pants, snow jackets, gloves, hats, scarves, etc) Principle I: Provide Multiple Means of Representation • B e prepared and plan for getting ready to go outside and cleaning up Present ideas in multiple ways – explain, demonstrate, use pictures, when they come back inside. have children touch and feel things, (e.g. when explaining about • U tilize appropriate weather charts and indices to determine hopping, talk about animals that hop, demonstrate hopping, read a book “weather permitting” opportunities. about an animal that hops). Refer to Appendix E for more information. Principle II: Provide Multiple Means of Action and Expression Rainy Day Ideas Introduce words that children need to know to understand what to do, A rainy day does not mean that children are not active, even when space (e.g. do children know what “balance” means? Talk about it before asking is limited. If you have to stay indoors when the weather is not so good, them to walk on a balance beam or balance on one foot). Use physical here are a few ideas from the Be Active Kids activities to get you started: activities to reinforce and teach other concepts – spatial relationships • C reate an obstacle course or obstructed pathway in the hall. (e.g. over, under, around), colors, shapes, and numbers. • M ake stilts and walk around on them. Principle III: Provide Multiple Means of Engagement • J ump over hurdles. Provide activities that interest children and spark their imagination. • P ut on a circus. Encourage them to advance their skills and work towards independence • Talk about healthy foods and do the activity Let’s Make (e.g. be sure children can stand on one foot before they try to hop). If a Healthy Pizza. any activity is too advanced for children, allow them to do the best they can and alter the situation and expectations. • S kate on a Plate • Walk like the Animals • H ave a Lily Pad Walk. • D o an action story. See the Action Story section for ideas. 9 © 2013 Blue Cross and Blue Shield of North Carolina Foundation. All Rights Reserved Getting Your Kids Moving: BBEE AACCTTIIVVEE KKIIDDSS® Introduction Accommodate All Abilities: A list of materials for use in the Be Active Kids activities can be found in Appendix C and Appendix D along with an age appropriate list found Can everyone do the activity? If not, what do you need to change at the start of each section. Many other things can be used in a variety – instructions, materials, setting, time? If you have children in of ways to get kids interested and moving. wheelchairs, can they throw the ball sitting instead of standing? Do you need to move the basket or hoop closer or put it at a different height? Missing some materials? Think outside the box (or even inside the box) Can they roll a ball across a table instead of on the floor? Keep a record and use common loose parts or modify what you have to provide your of the adaptations as they may be useful in other activities. children with multiple fun opportunities to move. Equipment does not have to cost a lot to be effective. Don’t let missing material stop you Equipment and Methods: How do I use from doing an activity; Be creative! Be Active Kids activities? Be Active Kids activities are intended to help get children more active and to learn skills while having fun. These activities are listed by age (infants, toddlers, twos, and preschoolers). Some activities overlap ages or can be adapted to fit children’s different developmental levels since children develop at different rates and are able to perform activities at different ages. Remember, these activities are not specific to a certain age but are related to what children may be able to do and learn at a certain time. All of the materials you need for Be Active Kids are inexpensive and easily replaced if damaged. A couple of things to remember: 1. Be aware that latex allergy in children seems to be on the rise and that many everyday products and toys are made with latex rubber. 2. Young children will require adult supervision that will assure their safety while also encouraging their development. 3. There are intended and unintended uses for play equipment and loose parts. Be sure to monitor the use of the equipment to ensure motor skills practice, physical activity, or creative exploration. 4. Adult sized equipment will most likely not be appropriate for young children due to their development and readiness. Consider weights and sizes of objects when providing them to children. 10 © 2013 Blue Cross and Blue Shield of North Carolina Foundation. All Rights Reserved