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T THINKING G ACTIVE PHYSICA AL PLAY (T TAPP)
THINKING T G ACTIVE PHYSICA AL PLAY (T TAPP) A Self-Reflecti S on Inventory y for Supporrting Young C Children’s Activ ve Physical Play in Gro oup Settings Janice e Fletcher, EdD D Laurel Bran nen, PhD., R.D D., L.D. Samantha S Ram msay, Ph.D. R R.D., L.D. The TAPP iis a self‐reflecctive inventory ry for staff in eearly childhoood settings. U Use the reflection to think a about supporting g active physiccal play for ch hildren, ages 24 months thhrough five yeears old. Inttroduction dren in early childhood settings encoun nter active phhysical play en nvironments that include Young child with peers an facilities, e equipment, ro outines, and sschedules. Th hey develop rrelationships w nd staff. The quality of e environmentss and relation nships influen nce a child’s oopportunity to o develop opttimum physiccal precision, sstrength, flexxibility, and en ndurance. Achieving ggood health aand enjoying physical activvities that hellp them deveelop physical ccompetence aare among the e most importtant rights of children. What Is Active Physical Play? Active physical play includes two parrts: Childrren develop b basic techniqu ues using repetitive play too master phyysical skills. The result is precission, strength h, flexibility, aand endurance. These skil ls include ballancing, runniing, walking, jumpiing, pushing, pulling, liftingg, hopping, cllimbing, throw wing, and ped daling. Childrren initially w work to master basic physiccal skills. Thenn, they use th hat foundatio on of skills to create e play themess that helps them maintain n, strengthenn, and extend those skills. 1. 2. 3. 4. 5. 6. 7. Guiding Princiiples for Activve Physical Play Seven G Ad dults set safe, appropriately challengingg environmennts for daily acctive physicall play. Children engage e in active ph hysical play to o develop the ir bodies, and d for fun and enjoyment. Each child has o opportunity fo or frequent aand vigorous aactive physicaal play. ninterrupted,, sustained pllay. Each child has ttime for and ssupport for un Each child has aaccess to man ny and varied active physiccal play opportunities. Active physical play is suppo orted by adultt‐child relatioonships and ch hild‐to‐child interactions. Ad dults advocate e for children to have oppo ortunities andd environmen nts that supp port active physical plaay. Who Should Use the TA APP Self‐ Refllection Inven ntory? eflection is for those who w want to addre ess developm ment of competence in phyysical skills an nd This self‐re healthy we eight for youn ng children in group settinggs. Managerrs and supervisors, teacherrs, and classro oom aides are aappropriate users of the TA APP. Why Shoulld I Use the TTAPP Self‐Refflection Inven ntory? The TAPP h helps you thin nk about enviironments an nd relationshi ps that suppo ort children’s active physiccal play. Resu ults of the TAP PP confirm cu urrent practices and inform m discussions of changes o or improvemeents in active pllay environments and relationships. These results caan inform deccisions about your program m’s professional developme ent. PP Self‐Reflecction Invento ory? How Do I Use the TAP d out as a coo operative activity among sttaff rather than by an outsside reviewerr. The TAPP is best carried bout active ph hysical play foor young child dren. Note th hat a “reasonss” The TAPP includes self‐rreflections ab section follows each refflection statement and ressponse. To ennhance a meaaningful reporrt of the responses,, users should d write their rreasons for ch hoosing each response. Each statement offers ffive response choices: Already do oing; Making progress; Co onsidering; U Unable to do; and Not plannning to do. dy doing if you u consistentlyy use this pracctice. Choose alread g progress if yyou use the cconcept on soome level. (Fo or example, cchoose this raating Choose making if you have ord dered materiaals for the environment, oor some staff, but not all, u use the practice. dering if you w want to use th he practice, bbut have taken no steps toward Choose consid mplementatio on. im o follow the p ractice, but yyou believe th here are facto ors Choose unablee to do if you would like to hat prevent you from usingg the practice e. th anning to do iif you do not agree with thhe concept, o of if the conceept is not Choose not pla ap pplicable in your program. An importaant part of yo our self‐reflecction is an exp planation of yyour choice off response fo or each statem ment. Wh hat Form of tthe TAPP Sho ould I Use? There are tthree ways to o use the TAPP. You may u use the compprehensive TA APP Inventoryy to reflect on n all of the Seve en Principles, or you manyy choose to re eflect on onlyy one principlee from the TA APP, or you m may use the quick reflection using the TA APP Short Form m that offerss brief items ffrom all of thee Seven Princciples. Use tthe Comprehe ensive Form o of the Thinkin ng Active Phyysical Play Reeflection Inveentory (TAPP)) The comprrehensive TAP PP includes items based on n Seven Princciples for Active Physical Play. Users maay reflect on aall Seven Prin nciples and the ratings in each area for aa comprehen nsive review o of practices. For this comprrehensive review, use the ccomplete Thinking Active Physical Play Reflection In nventory Use the Indivi U idual TAPP PPrinciples Users can cchoose to refflect on just o one Active Phyysical Play Priinciple and th he items in th hat Principle. Click on a principle below to go directly to o the TAPP ite ems for that pprinciple. 1. Ad dults set safe, appropriately challengingg environmennts for daily acctive physicall play. 2. Children engage e in active ph hysical play to o develop the ir bodies, and d for fun and enjoyment. 3. Each child has o opportunity fo or frequent aand vigorous aactive physicaal play. 4. Each child has ttime for and ssupport for un ninterrupted,, sustained pllay. 5. Each child has aaccess to man ny and varied active physiccal play optio ons. 6. Active physical play is suppo orted by adultt‐child relatioonships and ch hild‐to‐child interactions. 7. Ad dults advocate e for children to have oppo ortunities andd environmen nts that supp port active physical plaay. Use the TTAPP Short Foorm Users may want to use the TAPP Sho ort Form for aa brief reflect ion on the Seeven Principlees and self‐ reflection iitems. Click h here for the TThinking Activve Physical Plaay Reflection Inventory: SShort Form. THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guidin ng Principle eI Adults s set safe and a approprriately challlenging env vironments for active p physical pla ay A variety of pe ermanent play equipment is aaccessible (succh as platformss, climbers, tun nnels, or stairs). I.1 A Making progress Considerring Unable too do Not plan Already doing A nning to do Reason: R rtable play equ A uipment is accessible (such aas hoops, balls,, large cubes and blocks, baskets, I.2 A variety of po parachutes, wa p alking cups, reb bound toys, an nd pouring andd digging tools)). Already doing A Making progress Considerring Unable tto do Not plan nning to do Reason: R quipment is available that is aadaptable acro oss skill levels ffor each child iin your group. I.3 Eq ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re hildren have acccess to drinkin ng water durin ng periods of acctive physical p play. I.4 Ch ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re o insure safe play, there are w well‐defined bo oundaries betw ween high inteensity play areaas (i.e. runningg, I.5 To ju umping, and wh heel toys) and lower intensity play areas (ssidewalk chalk play, hopscotcch, climbing pllatforms). ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guidin ng Principle eI Adults s set safe and a approprriately challlenging env vironments for active p physical pla ay e social rules arre established,, and practicedd by children to o protect and ssupport play in n high I.6 Agge‐appropriate in ntensity and low wer intensity p play areas. ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re I.7 Naatural environm mental feature es (grassy hills, tunnels, smoooth tree stump ps, gardens) are available for climbing up and d over, crawlingg through, diggging and filling,, and jumping to and from heeights. ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re Age appropriate e games are avvailable (such aas aiming and tthrowing at targets, nets for soccer, low I.8 A baasketball hoop ps, simple hopsscotch, balance e beams, balannce games). ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re here is enough equipment so o that children do not wait lo nger for a turn n than is appro opriate for age and I.9 Th le evel of skill. (Note: For toddle ers, multiple se ets of popular or new equipm ment are availaable). ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re When a child is initiating or prracticing new skills, that chilld is protected from unwanteed interferencee I.10 W frrom other child dren. ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guidin ng Principle eI Adults s set safe and a approprriately challlenging env vironments for active p physical pla ay A wide variety o of props is available for children to create pplay themes (such as water aand sand toys, balls, I.11 A ch halk, blocks, caars, wagons, streamers, costu umes). ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re e storage is nearby so staff can quickly andd safely access equipment and props to sup pport I.11 Easily accessible oth emerging sskills and creattive play. bo ess Considering Unable too do Not plan nning to do Already doing Making progre eason: Re THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guidin ng Principle e II Chiildren engag ge in active e physical p play to develo op their bod dies and forr fun and en njoyment II.1 SStaff are aware e of each child’’s physical skills. Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R onments that cconsider each cchild’s level of f skill. II.2 SStaff intentionaally plan enviro Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R As staff plan acctive play sched dules and activvities, they connsider each chiild’s nourishmeent and hydrattion, II.3 A so that vigorou s us physical playy is possible an nd enjoyable. Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R dren learn or eexpand skills (FFor example, w walking on a baalance II.4 SStaff model bassic physical skills to help child beam, jumping b g to a height, b bouncing a ball.) Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R modeling and II.5 EEach child has sstaff support to play in small groups and inn larger groups where peer m imitation of basic physical skills occur. Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guidin ng Principle e II Children engage e in active p physical pla ay to develop their bodie es and for fu un and enjo oyment II.6 A As a child workks on a physical skill, the proccess the child uuses is describeed and reinforcced by staff. Making progress Considerring Unable tto do Not planning to do Already doing A Reason: R eives frequent e encouragemen nt for effort as she/he works toward a new w skill. II.7 EEach child rece Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R When children master physiccal skills, their aachievements are described and reinforced d. II.8 W Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R When children use physical skills to create d dramatic play, staff reinforcee their accomp plishments by II.9 W describing the d child’s skill. Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guidin ng Principle III Children C ha ave opportu unity for freq quent and v vigorous ac ctive physic cal play III.1 Staff regularly S observe and evaluate each cchild’s frequenccy, endurance,, and intensityy of active physsical play. p Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R W does not participate in vigoro ous active physsical play over ttime, staff doccument and III.2 When a child d intervene with lesson plans aand strategies tto encourage tthat child’s acttive play. Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R dinated with arrrival, departure, snack timess and mealtimes. III.3 SSchedules for aactive physical play are coord Making progress Considerring Unable tto do Not planning to do Already doing A Reason: R es for active ph hysical play inc lude sustained d periods for hiigh intensity acctivity. III.4 Indoor and outtdoor schedule (For example, r ( running, dancing, leaping, ch hasing games, tthat require lots of energy) Making progress Considerring Unable tto do Not planning to do Already doing A Reason: R dinated with oppportunities fo or rest and relaaxation. III.5 SSchedules for aactive physical play are coord Making progress Considerring Unable tto do Not planning to do Already doing A Reason: R THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guidin ng Principle III Children C ha ave opportu unity for freq quent and v vigorous ac ctive physic cal play efined goals an nd objectives foor daily active physical play. III.6 Lesson plans iinclude well‐de Already doingg Making progress Conside ering Unable to do Not planning to do Reason: ble for each child to play com mfortably outside MOST dayss. III.7 Appropriate aattire is availab Already doingg Making progress Conside ering Unable to do Not planning to do Reason: wn) III.8 The program closet includes extra gloves, mittens, and ccoats for children who forget (or do not ow mfortable outd door play. appropriate clothing for com ering Unable to do Not planning to do Already doingg Making progress Conside Reason: hing so they caan supervise ouutdoor play comfortably MO OST days. III.9 Staff have appropriate cloth ering Unable to do Not planning to do Already doingg Making progress Conside Reason: ned for active p physical play M MOST days of the year. (For eexample, shady III.10 Outdoor faciliities are design spots, roof de esign to keep snow from bein ng a falling haz ard, access to drinking waterr, covered playy areas for rainyy or very hot w weather, equipment that doees not retain heeat.) Already doingg Making progress Conside ering Unable to do Not planning to do Reason: THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guidin ng Principle III Children C ha ave opportu unity for freq quent and v vigorous ac ctive physic cal play es are designed for active ph hysical play MO OST days of thee year. III.12 Indoor facilitie Already doingg Making progress Conside ering Unable to do Not planning to do Reason: Outdoor facilities are maintained for active e physical play MOST days of the year. (Forr example, sno ow III.13 O removal is effe r ective, landscap ping is maintained all seasonns, and standing water is mon nitored and evaluated.) e Already doing A Making progress Considerring Unable tto do Not planning to do Reason: R es are maintained for active physical play M MOST days of tthe year. III.14 Indoor facilitie Already doingg Making progress Conside ering Unable to do Not planning to do Reason: d activities to pprotect and support all levelss of physical play. III.15 Staff are vigilaant in supervising playground (Fast movers, beginning mo overs, fast tricycle riders, singgle‐hop hopperrs, multiple‐ho op hoppers) Already doingg Making progress Conside ering Unable to do Not planning to do Reason: ments. III.16 Staff provide interventions aas needed to ssupport each chhild’s physical play activities and environm ering Unable to do Not planning to do Already doingg Making progress Conside Reason: THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guiding Principle IV Children have time e and suppo ort for unintterrupted, s sustained p play IV.1 Daily schedulles offer sched duled time for b both active andd quiet play. Already doingg Making progress Conside ering Unable to do Not planning to do Reason: play (Examplees: adding urally occurring opportunitie es to support a ctive physical p IV.2 Staff use natu movements to o songs and po oems; encouraaging active moovement such as marching or tiptoeing to m music during work time; marchingg with gusto to and from activvities; kicking ssmall pine cones that fall afteer a orporating stretching and relaaxation activitiies after activee play). big wind; inco Already doingg Making progress Conside ering Unable to do Not planning to do Reason: portunity to plaay in structure d outdoor phyysical activity (tteacher‐directeed). IV.3 Each day, children have opp ering Unable to do Not planning to do Already doingg Making progress Conside Reason: portunity to plaay in unstructuured physical activities (child‐‐directed). IV.4 Each day, children have opp ering Unable to do Not planning to do Already doingg Making progress Conside Reason: portunity to plaay in structure d indoor physiical activity (teacher‐directed d). IV.5 Each day, children have opp ering Unable to do Not planning to do Already doingg Making progress Conside Reason: portunity to plaay in un‐struct ured indoor ph hysical activityy. (child‐chosen n) IV.6 Each day, children have opp ering Unable to do Not planning to do Already doingg Making progress Conside Reason: THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guiding Principle IV Children have time e and suppo ort for unintterrupted, s sustained p play ng opportunitiees for active ph hysical play throughout the d day. IV.7 Staff support children in natturally occurrin on of a theme tthat uses a new wly (Offer props, suggest other children as plaaymates, or sugggest expansio mastered phyysical skill.) Already doingg Making progress Conside ering Unable to do Not planning to do Reason: decide they aree finished with h that IV.8 Children are aallowed to playy with an item or on equipmeent until they d item. (For exaample, staff he elp children leaarn to wait whiile assuring thaat each child gets a turn. Staaff keep a runnin ng wait list for p popular activitties or equipmeent. Staff help p children deveelop skills for fiirst taking turns, aand later sharing items for acctive physical pplay.) Already doingg Making progress Conside ering Unable to do Not planning to do Reason: e for play, prom mpting childre n with time co oncepts that arre age approprriate. IV.9 Staff help children plan time (The staff say,, “You have lotts of time, som me time, just a llittle time left, or now is the time to clean u up.”) Already doingg Making progress Conside ering Unable to do Not planning to do Reason: IV.10 Time to recover and a place to rest from high intensity pplay are freely aavailable. ering Unable to do Not planning to do Already doingg Making progress Conside Reason: THINKING ACTIVE PHYSICAL PLAY SELF-REFLECTION INVENTORY Guiding Principle V Children have access to many and varied active physical play options V.1 The daily curriculum includes scheduled active physical play indoors. Already doing Making progress Considering Unable to do Not planning to do Reason: V.2 The daily curriculum includes scheduled active physical play outdoors. Already doing Making progress Considering Unable to do Not planning to do Reason: V.3 The curriculum includes opportunities for spontaneous, child-initiated active physical play indoors. Already doing Making progress Considering Unable to do Not planning to do Reason: V.4 The curriculum has opportunities for spontaneous, child-initiated active physical play outdoors. Already doing Making progress Considering Unable to do Not planning to do Reason: V.5 Materials and equipment for active physical play are rotated frequently in response to children’s developmental progress and needs. Already doing Making progress Considering Unable to do Not planning to do Reason: THINKING ACTIVE PHYSICAL PLAY SELF-REFLECTION INVENTORY Guiding Principle V Children have access to many and varied active physical play options V.6 Storage for physical play equipment and materials is easily accessible to staff. Already doing Making progress Considering Unable to do Not planning to do Reason: V.7 Equipment is available for vigorous play, including pedaling; climbing; running; lifting; carrying; pushing and pulling; digging; crawling; hanging using upper body; jumping to a distance, from a height, to a height ; balancing; projectile play (aiming, throwing, kicking, bouncing, striking, pitching); rolling; hopping; and sliding. Already doing Making progress Considering Unable to do Not planning to do Reason: V.8 Activities include dancing, marching, chanting, and active singing games. Already doing Making progress Considering Unable to do Not planning to do Reason: V.9 Active play environments include space for children to engage in active play without interrupting or interfering with play of others. Already doing Making progress Considering Unable to do Not planning to do Reason: THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guid ding Princip ple VI Acttive physica al play is su upported by y adult-child d relationsh hips and pee er interactio ons VI.1 Adults are witthin sight and ssound of each child’s physicaal play. Already doingg Making progress Conside ering Unable to do Not planning to do Reason: n’s from unsafee physical play situations. VI.2 Adults quicklyy respond to prrotect children Already doingg Making progress Conside ering Unable to do Not planning to do Reason: VI.3 Routines for ttaking turns with equipment are establisheed and supportted by adult supervision. Already doingg Making progress Conside ering Unable to do Not planning to do Reason: 36 months, envvironments forr physical activity have multip ples of popularr or VI.4 For children yyounger than 3 new materialss and structure es. Already doingg Making progress Conside ering Unable to do Not planning to do Reason: e children’s phyysical skills, annd then offer su upport for a ch hild’s attemptss at VI.5 Adults intentionally observe evel. advancing to tthe next skill le Already doingg Making progress Conside ering Unable to do Not planning to do Reason: THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guid ding Princip ple VI Acttive physica al play is su upported by y adult-child d relationsh hips and pee er interactio ons VI.6 Adults are aw ware of when to o offer supporttive assists as aa child learns aa new skill. (Assists might include a full physical assist, or a partial physical asssist, then on too just a verbal aassist, and finaally just a gestu ural assist.) ering Unable to do Not planning to do Already doingg Making progress Conside Reason: e least intrusivve support whe en they help a child learn a new skill, or exp pand an old skiill. VI.7 Adults use the (Staff give gesstural or verbal support before offering parrtial physical or full physical ssupport.) ering Unable to do Not planning to do Already doingg Making progress Conside Reason: when to assist a child to movve from being aan observer to participating iin physical playy. VI.8 Adults know w Already doingg Making progress Conside ering Unable to do Not planning to do Reason: ncourage a child to extend ann active dramatic play. (For eexample, teacher VI.9 Adults offer sttrategies to en offers props o or helps the child engage other children forr active play.) Already doingg Making progress Conside ering Unable to do Not planning to do Reason: quick access to equipment so o they can resp ond to children’s displays of readiness eith her to VI.10 Adults have q try a new skilll, or to expand a previously le earned skill. Already doingg Making progress Conside ering Unable to do Not planning to do Reason: THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guid ding Princip ple VI Acttive physica al play is su upported by y adult-child d relationsh hips and pee er interactio ons VI.11 Environmentss offer a variety of activities aand equipmen t where two o or more childreen can work together in vigorous play (i.e., parachute p play; balls for tthrowing and ccatching; wheeel toy paths witth ed tricycles; wagons) direction signs; double seate ering Unable to do Not planning to do Already doingg Making progress Conside Reason: wait for a turn. VI.12 Adults supporrt children as tthey learn to w ering Unable to do Not planning to do Already doingg Making progress Conside Reason: when they neeed activity and rest. VI.13 Adults trust children’s cues that indicate w ering Unable to do Not planning to do Already doingg Making progress Conside Reason: VI.14 Adults provide easy access tto drinking water, and guide children to drink throughout play. ering Unable to do Not planning to do Already doingg Making progress Conside Reason: has opportunitty to try challenging active play comfortablly. VI.15 Adults adapt environments so each child h ering Unable to do Not planning to do Already doingg Making progress Conside Reason: wledged and ccelebrated. VI.16 Each child’s skills are acknow ering Unable to do Not planning to do Already doingg Making progress Conside Reason: THINK KING ACT TIVE PHYS SICAL PLA AY SELF-REFLEC CTION INV VENTORY Y Guid ding Princip ple VI Acttive physica al play is su upported by y adult-child d relationsh hips and pee er interactio ons VI.17 When two or more children n play togetherr, staff suggest strategies where each child’’s skill levels an nd d by the other cchildren. opportunitiess are respected Already doingg Making progress Conside ering Unable to do Not planning to do Reason: nclude child‐to‐‐child competi tion in physicaal play are discouraged, and aare VI.18 Games and acctivities that in replaced by ce elebrating each child’s progress. Already doingg Making progress Conside ering Unable to do Not planning to do Reason: THINKING ACTIVE PHYSICAL PLAY SELF-REFLECTION INVENTORY Guiding Principle VII Adults advocate for children to have opportunity to engage in active physical play VII.1 Program and classroom policies for active physical play are written and available to staff and parents. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.2 Administrators take active steps for advancing policies, grants, and practices that support children’s active physical play. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.3 Staff input is given, and used by administrators for planning schedules for active physical play. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.4 Budgets include resources and funds for active physical play materials, equipment, and staff training. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.5 Staff have opportunity for input about purchasing materials and equipment for active physical play environments. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.6 Parents and staff communicate about children’s active physical play at school. Already doing Making progress Considering Unable to do Not planning to do Reason: THINKING ACTIVE PHYSICAL PLAY SELF-REFLECTION INVENTORY Guiding Principle VII Adults advocate for children to have opportunity to engage in active physical play VII.7 Parents and staff communicate about children’s outside of school active physical play. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.8 Parents and staff communicate about appropriate clothing for active physical play outdoors. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.9 Time for planning active physical play is set aside for staff, and for administrators. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.10 Staff frequently (daily) discuss curriculum needs for children’s active physical play. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.11 Lesson plans are expected to include active physical play goals and objectives. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.12 Daily plans routinely include both structured and unstructured active physical play, and both indoors and outdoors active physical play. Already doing Making progress Considering Unable to do Not planning to do Reason: THINKING ACTIVE PHYSICAL PLAY SELF-REFLECTION INVENTORY Guiding Principle VII Adults advocate for children to have opportunity to engage in active physical play VII.13 Staff orientation includes training about program policies and activities that support children’s physical development and active physical play. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.14 Staff attend trainings that include information about children’s physical development. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.15 Staff receive on-going training about strategies for supporting teacher and child-to-child relationships that influence active physical play. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.16 Staff attend trainings about setting environments that support children’s physical development. Already doing Making progress Considering Unable to do Not planning to do Reason: VII.17 Staff receive training on selecting age appropriate materials and equipment for young children’s physical development. Already doing Making progress Considering Unable to do Not planning to do Reason:
