Go NAP SACC Outdoor Play & Learning

ECWP End of Year Forms
End of Year Program Application (FCC) 14-15
End of Year Program Application (Center) 14-15

ECWP Enrollment Forms
W-9
Program Application (FCC) 14-15
Program Application (Center) 14-15
Participant Expectations 14-15
KDHE Licensing Verification 14-15
Application of INTEREST 14-15
Agreement to Participate 14-15

ECWP ERS Forms
ERS Overall Scores 14-15

ECWP Grant Forms & Resources
W-9
Grant ERS Page (ITERS-R)
Grant Information & Instructions 14-15
Grant Budget Summary Report 14-15
Grant Budget Addendum 14-15
Grant Application 14-15

ECWP NAP SACC Forms & Resources
Go NAP SACC Screen Time
Go NAP SACC Outdoor Play & Learning
Go NAP SACC Infant & Child Physical Activity
Go NAP SACC Child Nutrition
Go NAP SACC Breastfeeding & Infant Feeding

ECWP Orientation Forms & Resources
Orientation Report & Sign-In 14-15
Individual Orientation Documentation 14-15
Orientation PDE
Orientation
Orientation - Trainer Instructions
Orientation Certificate 14-15
Orientation Approval Letter

Go NAP SACC is based on a set of best practices that stem from the latest research and guidelines in the field. After completing this assessment, you will be able to see your program’s strengths and areas for improvement, and use this information to plan healthy changes.

For this self-assessment, the outdoor play space includes anywhere you regularly take children for outdoor playtime. This can include parks or playgrounds off-site if no play space is available right outside your home. These questions relate to opportunities for both children with special needs and typically developing children.

Before you begin:

  • Gather parent handbooks, daily schedules, and other documents that state your policies and guidelines about screen time.

As you assess:

  • Answer choices in parentheses ( ) are for half-day programs. Full-day programs should use the answer choices without parentheses.
  • Definitions of key words are marked by asterisks (*).
  • Answer each question as best you can, thinking about your general practices. If none of the answer choices seem quite right, just pick the closest fit. If a question does not apply to your program, move to the next question.

Understanding your results:

  • The last choices represent the best practice recommendations in this area. To interpret your results, compare your responses to these best practice recommendations. This will show you your strengths and the areas in which your program can improve.

Outdoor Playtime

* Outdoor playtime includes any time that children are outdoors playing and learning. Children may be very physically active or do less energetic activities during this time.
See list and mark response above.
  • Free play: Playtime that can be more or less energetic, depending on what activities children decide to do.
  • Structured learning opportunities: Planned lessons and activities including circle time, art, and reading time.
  • Seasonal outdoor activities: Activities that are unique to the season or the weather, including gardening, water play, collecting fallen leaves, and playing in the snow.
  • Walking trips or field trips: On walking trips, children explore the outdoors nearby your home, but beyond the regular play space. On field trips, children can enjoy various outdoor activities around the community.

Outdoor Play Environment

* The outdoor play space includes anywhere you regularly take children for outdoor playtime. This can include parks or playgrounds off-site if no play space is available right outside your home. * Structures that provide shade include umbrellas, gazebos, arbors, and covered porches.
* Each play area offers different play opportunities. An area might include a swing set, sandbox, climbing structure, pathway, garden, house or tent, small inflatable pool, easel, or outdoor musical instruments like pots and pans for drumming. A play area does not need to be permanent; it can be created by bringing equipment outside.
* A garden can be planted in the ground or in containers like window boxes or pots. A garden can include vines growing on fences or arbors, or fruit trees planted in the outdoor play space.
See list and mark response above.
  • Jumping toys: jump ropes, jumping balls
  • Push-pull toys: wagons, wheelbarrows, big dump trucks
  • Ride-on toys: tricycles, scooters
  • Twirling toys: ribbons, scarves, batons, hula hoops, parachute
  • Throwing, catching, and striking toys: balls, bean bags, noodles, rackets
  • Crawling or tumbling equipment: mats, portable tunnels
  • Other “loose parts”: sticks, shovels, pales
* Portable play equipment includes any toys that children can carry, throw, push, pull, or kick, as well as “loose parts” that help children explore and learn about the natural world. This equipment can be homemade or store bought. Portable play equipment does not include equipment fixed into the ground like swing sets and jungle gyms, but does include fabric tunnels, mats, and other larger items that can easily be moved around by adults.

Education & Professional Development

* Professional development can include taking in-person or online training for contact hours or continuing education credits. It can also include reading brochures, books, or online articles from trusted organizations.
See list and mark response above.
  • Recommended amounts of outdoor playtime for young children
  • Using the outdoor play space to encourage children’s physically active play
  • Talking with families about outdoor play and learning
* Information can be offered through brochures, tip sheets, or your program’s newsletters, website, or bulletin board. Information can be offered informally or during meetings or educational sessions with families.
See list and mark response above.
  • Recommended amounts of outdoor playtime for young children
  • Using the outdoors to encourage children’s physically active play
  • My program’s policies on outdoor play and learning

Policy

See list and mark response above.
  • Amount of outdoor playtime provided each day
  • Ensuring adequate total playtime on inclement weather† days
  • Shoes and clothes that allow children to play outdoors in all seasons
  • Safe sun exposure for children
  • Not taking away outdoor playtime in order to manage challenging behaviors
  • My participation in professional development on outdoor play and learning
  • Education for families on outdoor play and learning
A written policy can include any written guidelines about your program’s operations or expectations for assistants, children, and families. Policies can be included in parent handbooks and other documents. Inclement weather includes very high and very low temperatures, hazardous air quality, storms, and any other factors that make the outdoors unsafe for children.

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