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Let’s Move!Renee Y. Stonebraker, RS

WV Child Care Health Educator

WV Early Childhood Training Connections and Resources

River Valley Child Development Services

www.wvearlychildhood.org

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West Virginia Child Care Health Educators

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Physical Activity

• Movement of the body that uses energy– Walking

– Gardening

– Climbing the stairs

– Playing sports

– Dancing

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Moderate to Vigorous Activity

• For health benefits

• Levels of activity that are conducted at varying intensities 3.37.

Moderate Activity

• Is faster than a slow walk, but still allows you to talk easily

• Increases the heart rate and breathing rate 3.37.

Vigorous Activity

• Is rhythmic, repetitive physical movement that uses large muscle groups, causing rapid breathing, speak in short phrases

• Heart rates are substantially increased, likely to be sweating 3.37.

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Vigorous Activity• Toddlers and

preschoolers generally accumulate vigorous physical activity over the course of the day in very short bursts, usually 15 to 30 seconds 3.37.

Physical Inactivity Facts• Fourth leading risk factor for global mortality

causing an estimated 3.2 million deaths

• Globally, 1 in 4 adults is not active enough

• More than 80% of the world's adolescent population is insufficiently physically active

• Increases one’s risk for dying prematurely, dying of heart disease, developing diabetes, colon cancer, and high blood pressure

Physical Inactivity Facts• Physical inactivity and poor diet contribute to overweight and

obesity, which leads to an increased risk for:

-Diabetes

-High blood pressure

-High cholesterol

-Asthma

-Arthritis

-Heart disease

-Sleep apnea

-Social discrimination causing low self-esteem and depression

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Why is it Important?• Improves cardiorespiratory

fitness

• Strengthens bones and muscles

• Reduces the risk of falls and bone fractures

• Reduces the risk of hypertension, coronary heart disease, stroke, diabetes, breast cancer, colon cancer, and depression

• Improves ability to do daily activities

• Helps control weight

• Improves mental health and mood

• Reduces stress and anxiety

• Increases self-esteem

• Boosts energy

• Promotes better sleep

• Improves chances of living longer

• Essential for all parts of child development

Why is it Important?• May help improve students’ academic performance,

including:

– Academic achievement and grades

– Academic behavior, such as time on task

– Concentration and attentiveness in the classroom

Childhood Obesity Facts• 17% or 12.7 million children and adolescents

aged 2-19 years are obese in the United States

• Obesity among children aged 2 to 5 years decreased significantly from 13.9% in 2003-2004 to 9.4% in 2013-2014-not WV 16.4% 2014

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Childhood Obesity in the United States

8.9% 2 to 5 year olds

17.5% 6 to 11 year olds

20.5% 12 to 19 year olds

Childhood Obesity in the United States

Hispanics 21.9%

Non-Hispanic blacks 19.5%

Non-Hispanic whites 14.7%

Non-Hispanic Asian youth 8.6%

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Body Mass Index

• Body mass index is a measure used to determine childhood overweight and obesity

• Based on your weight in relation to your height

Overweight or Obese

• Overweight-BMI at or above the 85th

percentile and below the 95th percentile for children of the same age and gender

• Obesity-BMI at or above the 95th percentile for children of the same age and gender

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Causes• Poor diet

• Lack of exercise

• Medication use/certain diseases

• Lack of information about healthy food choices

• Poor availability and affordability of healthy foods

• Increased portion sizes

• Environment in which children are conceived, born and raised

• Coping method to deal with problems, stress, or boredom

• Availability of high-calorie, high-fat, high-sugar, and high-salt foods

– On a typical day, 80% of youth drink sugar sweetened beverages

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Causes• Urban areas offer fewer opportunities for physical activity

• Technology/computers

• Lack of breastfeeding support

• Advertising less healthy foods

• No safe and appealing place to play or be active

• Variations in licensure regulations among child care centers

– 61 percent of children under 5 years of age were in some type of regular child care arrangement 2011

Prevention• Early initiation of breastfeeding within one hour of birth

• Exclusive breastfeeding for the first 6 months of life

• Introduction of complementary (solid) foods at 6 months together with continued breastfeeding up to two years of age or beyond

• Healthy diet/follow MyPlate/portion sizes

• Be a good Role Model

• Limit screen time/sedentary time

• Limit energy intake from total fats and sugars

• Engage in regular physical activity

Preventing Childhood Obesity in Early Care and Education Programshttp://cfoc.nrckids.org/StandardView/SpcCol/

Preventing_Childhood_Obesity

Selected Standards from

Caring for Our Children: National Health and Safety Performance Standards, 3rd

edition

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Prevention

• Reducing the fat, sugar and salt content of complementary foods and other processed foods

• Ensuring that healthy and nutritious choices are available and affordable to all consumers

• Practicing responsible marketing especially those aimed at children and teenagers

The food industry can play a significant role in reducing childhood obesity by:

Break Time!!!

How Much Physical Activity?

• Infants not yet able to crawl, supervised time on their stomachs every day while they are awake 14.3.c.6.

• A minimum of 60 minutes of moderate to vigorous activity per 8 hour day for toddlers and children up to 3 years 14.3.c.3.

• A minimum of 90 minutes of moderate to vigorous activity per 8 hour day for children 3 years to school age 14.3.c.4.

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Regulations• 14.3.c. Active Play and Movement. The

center shall promote children’s active play every day by providing the opportunity to engage in moderate to vigorous activities. There shall be a weekly written plan for each group of children, which may be incorporated into the group’s lesson or activity plan, that provides:

Regulations• 14.3.c.1. For children, 6 weeks to 6 years, at least 2 structured or staff led

activities daily that promote gross motor movement skills

• 14.3.c.2. No less than one hour of planned outdoor activity daily with opportunities to develop and practice age-appropriate gross motor movement skills, provided:

• 14.3.c.2.a. Weather and circumstances permit and there are no weather or condition advisories indicating the need to remain indoors

• 14.3.c.2.b. Children less than 1 year of age are taken outside 2 to 3 times per day

• 14.3.c.2.c. Children older than 12 months are allowed 60 to 90 total minutes of outdoor play daily; and

• 14.3.c.2.d. When weather or adverse conditions curtail outdoor activity time, the amount of indoor active play is increased so that the total amount of time spent in active play remains the same

Summary• 2 staff led activities per day

• 1 hour outdoor play per day

• Less than 1 year old-outside 2-3 times per day

• Bad weather-still meet time limit inside

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Regulations• 14.3.d. Infant equipment

that restricts movement shall only be used for short periods of time not to exceed 15 minutes in a 4 hour period

-Swings, play pens, play yards, stationary activity centers, infant seats

Playing Outside3.1.3.2 Weather that poses a significant health risk includes:

-Wind chill factor at or below minus 15°F

-Heat index at or above 90°F

-Check with the National Weather Service

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Website for Weather Chart

http://content.ccafsgmembers.net/Weather_Watch_Poster_pdf/

Sunny Weather• Utilize shade

• Sunscreen with UVB-ray and UVA-ray protection of SPF 15 or higher, with permission from parents/guardians

• Wear sun-protective clothing, such as hats

• Have water available at all times 16.8.g.

• Encourage parents/guardians to have children dress in clothing that is light-colored, lightweight, and limited to one layer 3.1.3.2

Cold Weather• Wear layers of loose-fitting, lightweight clothing

• Outer garments should be water resistant in rain or snow

• Wear a hat, coat, and gloves/mittens kept snug at the wrist

• Check children’s extremities for maintenance of normal color and warmth at least every fifteen minutes 3.1.3.2

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Staff Participation• Qualified staff shall promote children’s active play, and participate

in children’s active games at times when they can safely do so 14.3.e.

• Wear clothing and footwear that permits easy and safe movement

• Not sitting during active play

• Provide prompts for children to be active-example “good throw”

• Encourage children’s physical activities that are appropriate and safe in the setting-example do not prohibit running on the playground when it is safe to run

• Have orientation and annual training opportunities to learn about age-appropriate gross motor activities and games that promote children’s physical activity 3.1.3.4

Screen Time• When a center plans to use screen media,

its use must either be included on the posted daily schedule or incorporated into the group’s written lesson or activity plan 14.7

• Screen Media-forms of communication or entertainment viewed on a screen such as televisions, computer monitors, digital gaming equipment, etc. 3.55.

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Screen Time

• Not more than 75 minutes per week for each school age child and for educational or physical activity use; provided the use of computers and screen media for school assigned homework is not included in the 75 minute time limit 14.7.g.

• Prohibited with children under the age of 2 years 14.7.h.

• Not more than 75 minutes per week for each child between the ages of 2 years and school age, and for educational or physical activity use only 14.7.f.

AAP Recommendations 2016• For children younger than 18 months,

avoid use of screen media other than video-chatting. Parents of children 18 to 24 months of age who want to introduce digital media should choose high-quality programming, and watch it with their children to help them understand what they're seeing.

AAP Recommendations 2016• For children ages 2 to 5 years, limit screen use to 1

hour per day of high-quality programs. Parents should co-view media with children to help them understand what they are seeing and apply it to the world around them.

• For children ages 6 and older, place consistent limits on the time spent using media, and the types of media, and make sure media does not take the place of adequate sleep, physical activity and other behaviors essential to health.

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AAP Recommendations 2016• Designate media-free

times together, such as dinner or driving, as well as media-free locations at home, such as bedrooms.

• Have ongoing communication about online citizenship and safety, including treating others with respect online and offline.

Gross Motor Development

0-1 Year Olds• Start moving their head, trunk, arms, and legs

• Controlled movements of head, trunk, arms, and legs

• While on stomach, they will be able to lift their head and shoulders

• Pull themselves up to sitting while lying on their backs

• Roll over

• Reach for objects and grasps them

• Start crawling

• Stand alone

• Begin to walk

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1-2 Year Olds• Walk alone

• Stand and walk on tip toes

• Able to pull toys behind while walking

• Carry large toys or several toys while walking

• Walk up and down stairs holding onto support

• Climb onto and down from furniture unassisted

• Able to kick a ball

• Begins to run

• Learns to jump, throw, and catch

3 Year Olds• Walk without watching feet

• Walk backward

• Run at an uneven pace

• Turn and stop well

• Climb stairs with alternating feet, using hand rail for balance

• Jump off low steps or objects; does not judge well in jumping over objects

3 Year Olds• Shows improved coordination, begins to move legs or

arms to pump a swing or ride a tricycle

• Forget to watch the direction of their actions and bump into objects

• Stand 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

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4 Year Olds• Walk heel-to-toe, skip unevenly, run well

• Stand on one foot for five seconds or more, master the low balance beam, but has difficulty on the two inch wide beam without watching feet

• Walk down steps, alternating feet, judges well in placing feet on climbing structures

• Develop sufficient timing to jump rope or play games requiring quick reactions

4 Year Olds• Begins to coordinate movements to climb or jump

• Shows greater perceptual judgement and awareness of own limitations and/or the consequence 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

5 Year Olds

• Walk backward quickly, skip and run with agility and speed, can incorporate motor skills into a game

• Walk a two-inch balance beam well, jump over objects

• Hop well, maintain an even gait in stepping

• Jump down several steps, jump a rope

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Age Appropriate Physical Activity Ideas

Infants 0-1 Year Olds• Hold, rock, or carry the infant to new environments

• Play baby games-"peek-a-boo" and "patty-cake"

• Provide a variety of safe play objects that cannot be swallowed, are lightweight for handling and grasping, have no sharp edges or points, are brightly colored, vary in texture, and are non-toxic

• Daily outdoor time in a safe setting supervised by an adult

• Interact with the infant as long as he is attentive to playful activity-use facial, verbal, and nonverbal expressions to motivate the infant's physical participation

Infants 0-1 Year Olds• Supervised free play in

open, clean, and safe places

• Tummy time at least 2 - 3 times per day for short periods of time or as tolerated

– Place a rattle or favorite toy just out of reach

– Change the position of the object to increase mobility and range of motion

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Infants 0-1 Year Olds• Dance while being held under the arms

• Daily planned physical activities that safely support developmental milestones-head and neck support, rolling over, sitting up, kicking, crawling, standing, reaching and grasping for objects

• Rattles, mobiles, balls, unbreakable mirrors, solid furniture to use for pulling-up, standing, and cruising

Toddlers 1-2 Year Olds• Practice skills like throwing, catching, and kicking when

developmentally-appropriate: bean bags, and large, soft balls

• Activities that encourage the toddler to support body weight with hands as they begin to develop upper body strength

• Provide objects for structured activity to enhance movement and social skills

– Child-size equipment, musical instruments, active follow-along songs or follow the leader, chase games, dancing, obstacle courses, and nature walks

Toddlers 1-2 Year Olds• Create opportunities to

experiment with unstructured activity experiences

– Places to crawl under and around, grasping large balls and inflatable toys, digging, and building in sandboxes

• Go to the park

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Toddlers 1-2 Year Olds• Provide objects that promote strength, balance,

flexibility, and endurance

– Riding toys, push and pull toys (shopping carts, lawn mowers, or doll carriages), toys to balance on, climb up on, jump safely down from to ground level

• Designate a safe space indoors and outdoors for active play

• Change toys and equipment to maintain interest and help them learn new movement skills (ALL AGES)

• Rearrange the room furniture (ALL AGES)

Preschoolers 3-5 Year Olds• Offer a wide range of opportunities for physical activity as well

as some basic equipment:

– Different kinds of balls, bean bags, hoops, and jump ropes

– Tunnels to crawl through

– Tricycle or other riding toys

– Access to climbing equipment at a playground and slides

– Push-pull toys like wagons, doll buggies, or lawn mower

• Have a "Movement Parade" - march around the room or outside and call out different things that kids can do like twirl, leap, hop, jump, etc.

• Parachute games, nature walks, and go to the park

Preschoolers 3-5 Year Olds• Singing games that involve

movement-"Hokey-Pokey," "Head, Shoulders, Knees and Toes" or "If You're Happy and You Know It!"

• Running games such as "Tag", "Red Light-Green Light" or "Freeze Tag"

• Hopscotch

• Dancing

• Obstacle courses

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Incorporate Activity into Curriculum

• Art-Ask children to show pictures they have created to the class and ‘act out’ their picture

• Language Arts-‘Act out’ stories, poems, words-slither, crawl, under, over

• Math-Use different heights, shapes, and pictures that demonstrate big and little, long and short, high and low, wide and narrow. Count when balancing and count steps to get somewhere or count people

• 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

Renee Y. Stonebraker, RS

15599 North Preston HighwayBruceton Mills, WV 26525Cell Phone: 304-710-9695E-mail: rstonebraker@rvcds.org

Serving the Child Care Resource and Referral Agencies in the northern part of the state including Choices, Child Care Resource Center and MountainHeart North

“This program is being presented with financial assistance as a grant from West Virginia Department of Health and Human Resources.”