National Early Care & Education Learning Collaboratives · 2016-01-01 · Role-Playing Activity 21...

National Early Care & Education Learning Collaboratives:Taking Steps to Healthy SuccessLearning Session 4, Revised EditionImplementation GuideAugust 2015

Nemours is currently funded by the Centers for Disease Control and Prevention (CDC) under a five-year Cooperative Agreement (1U58DP004102) to support states in launching ECE learning collaboratives focused on obesity prevention. Funding for these materials and learning sessions was made possible by the CDC. The views expressed in written materials or publications, or by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services, nor does the mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

Table of ContentsWho to Call for Help 2

Overview 3

CONTENT IMPLEMENTATION

Learning Session 4: How Can We Engage Families as Partners? 5

Sample Agenda 5

Materials List 6

Check-in and Evaluation: LS3 Post-Test, LS4 Pre-Test 7

Learning Objectives LS3 Post-Test 8

Learning Objectives LS4 Pre-Test 9

Welcome Back and TA Breakout Groups 10

Learning Session 4: Morning Breakout Group Discussion Notes 11

PPT Part A – Principles of Family Support 12

Cultural Awareness Scavenger Hunt 13

Video: Bringing Families Together: Building Community 14

Creating a Family-Friendly Climate Activity 14

PPT Part B – Importance of Effective Communication 17

Hot Button Activity 18

Habits that Block or Open Communication Handout 19

Role-Playing Activity 21

PPT Part C – Facilitating Change in Your Program 22

Brag Session Activity 22

TA Breakout Groups 23

Learning Session 4: Afternoon Breakout Group Discussion Notes 24

PPT Part D – Early Learning Standards at Home 26

Home Activities and Early Learning Standards 26

PPT Part E – Bringing It All Together 27

Participant LS4 Feedback Form 29

LS4 Action Period 30

References 31

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National Early Care & Education Learning Collaboratives


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Who to Call for HelpGeneral inquiries: [email protected]. We respond within 2 business days.

Topic Primary Contact Secondary ContactChild Health and Development Technical Assistance

Katey Swanson 202-649-4422 [email protected]

Brianna Holmes 202-649-4425 [email protected]

Collaboratives – Implementation State Project Coordinator Julie Shuell 202-649-4420 [email protected]

Curriculum – Standard Katey Swanson 202-649-4422 [email protected]


Curriculum – Customized Katey Swanson 202-649-4422 [email protected]


Coaching/Mentoring Providers After On-Site Sessions

State Project Coordinator Brianna Holmes 202-649-4425 [email protected]

Go NAP SACC Daniel Schober 402-559-7388 [email protected]

Catherine Plumlee 402-559-6682 [email protected]

Monitoring & Evaluation Daniel Schober 402-559-7388 [email protected]


Invoices to Nemours Roshelle Payes 202-649-4426 [email protected]

Julie Shuell 202-649-4420 [email protected]

Let’s Move! Child Care Quiz Daniel Schober 402-559-7388 [email protected]


Monthly Progress Reports to Nemours Roshelle Payes 202-649-4426 [email protected]


Professional Development and/or Clock Hours/CEUs for Providers

State Project Coordinator Julie Shuell 202-649-4420 [email protected]

Provider Recruitment & Retention State Project Coordinator Julie Shuell 202-649-4420 [email protected]

Press Releases and/or Media Requests State Project Coordinator Roshelle Payes 202-649-4426 [email protected]

State Partnerships Julie Shuell 202-649-4420 [email protected]

Roshelle Payes 202-649-4426 [email protected]

Sub-Award Agreements with Nemours Roshelle Payes 202-649-4426 [email protected]


Technical Assistance Protocols/Forms/Submission

State Project Coordinator Marcella Miller 402-559-5506 [email protected]

Web Based Portal (located on the Change Your Community tab of www.healthykidshealthyfuture.org)

Cindy Caldwell [email protected]

Roshelle Payes 202-649-4426 [email protected]


Learning Session 4: Overview

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Learning Session 4: How Can We Engage Families as Partners?

OverviewLearning Session 4 (LS4) builds on the experiences, knowledge, and action planning of the previous three sessions in order to equip Leadership Teams, in collaboration with the staff at their programs to develop Long-term Action Plans through engaging families as partners.

During this session, Leadership Teams will identify ways to engage families as partners by:

• Identifying strategies to build lasting relationships with families through effective communication, and knowledge of Early Learning Standards;

• Watching the video, Bringing Families Together: Building Community, to provide opportunities for participants to identify methods that have increased family support in an early care and education program;

• Participating in a variety of activities that challenge participants to explore key issues in more depth;

• Working in small groups to practice effective communication skills through a role-playing activity; and

• Identifying common Early Learning Standards and ways to encourage parent participation to support the developmental domains.

During the large group and TA Breakout Group sessions, Trainers introduce tools that the Leadership Teams will use to engage their program staff in making change: Leadership Team Guide, Learning Session 4 Group Discussion Worksheet, Go NAP SACC instruments, and continuing to work on their storyboards to display progress and changes made in their program.

Key content includes:

• Assessment of strengths, successes, and challenges encountered during the initial implementation of the Long-Term Action Plan;

• Identifying the Strengthening Families Framework key protective factors to build relationships with families;

• Strategies and skills for effective communication with families and staff: and

• Early Learning Standards as a basis for action planning; understanding the developmental domains and ways to engage families to support Early Learning Standards at home.

Overview – Learning Session 4

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Post-session (Action Period)Program Leadership Teams utilize the Leadership Team Guide to engage their program staff to:

• Complete the Learning Session 4 Group Discussion Worksheet;

• Continue to work on their Long-Term Action Plan;

• Complete the Go NAP SACC instruments; and

• Continue to document their process of change through a storyboard.

Objectives At the end of the Learning Session, participants will:

1. Use the Strengthening Families Framework to identify two key protective factors to promote family support in their program;

2. Identify best practices for creating a family-friendly environment and list three ways they are currently being implemented in their programs;

3. Define active listening, verbal feedback, and “I” messaging and effectively implement one skill during a role-playing activity;

4. Be able to identify the five commonly used domains of early learning standards and be able to provide one example for each domain to engage families; and

5. Be prepared to continue their Long-Term Action Plan and establish family engagement strategies to support implementation of best practices for healthy eating, physical activity, screen time and breastfeeding support in their program.


Learning Session 4: Content Implementation

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Learning Session 4: How Can We Engage Families as Partners?Sample Agenda

Learning Session 4: How Can We Engage Families as Partners?Time Topic

8:30 – 9:00 am Check-In and Evaluation: LS3 Post-Test, LS4 Pre-Test

9:00 – 9:45 am Welcome Back PPT: Introductory Slides

• Breakout Groups: Trainers meet with their program (LS3 Action Period)

9:45 – 10:00 am Break

10:00 – 11:00 am PPT Part A: Principles of Family Support • Activity: Cultural Awareness Scavenger Hunt • Physical Activity Break: Trainers refer to the Nutrition and Movement Activity Book• Video: Bringing Families Together: Building Community • Activity: Creating a Family-Friendly Environment

11:00 – 11:45 am PPT Part B: Importance of Effective Communication • Activity: Hot Button• Discussion: Habits that Block and Open Communication• Physical Activity Break: Trainers refer to the Nutrition and Movement Activity Book

11:45 am – 12:30 pm Networking Lunch

12:30 – 1:15pm Role-Playing Activity

1:15 – 1:45 pm PPT Part C: Facilitating Change in Your Program • TA Breakout Groups: Trainers meet with their programs• Physical Activity Break: Trainers refer to the Nutrition and Movement Activity Book

1:45 – 2:00 pm Break

2:00 – 2:30 pm PPT Part D: Early Learning Standards at Home• Activity: Home Activities and Early Learning Standards

2:30 – 2:45 pm PPT Part E: Bringing It All Together

2:45 – 3:00 pm Evaluation: LS4 Feedback Forms

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LS4: Materials ListCheck-In and Evaluation: LS3 Post-Test, LS4 Pre-Test

• Check-in signs (for example A-I, J-R, S-Z)• Pre-filled participant sign-in sheets (name and enrollment ID)• Pens• Nametags• LS4 Handbooks (one per person)• LS3 Post-Tests• LS4 Pre-Tests

Welcome Back TA Breakout Groups (LS3 Action Period)

• Learning Session 4 Participant Handbook• Learning Session 4 Implementation Guide: Trainers refer to the Morning Breakout Group

Discussion Notes

PPT Part A: Principles of Family Support

• PPT Part A: Principles of Family Support – Activity: Cultural Awareness Scavenger Hunt ° Learning Session 4 Handbook: Participants refer to the Cultural Awareness

Scavenger Hunt – Physical Activity Break: Nutrition and Movement Activity Book ° Materials needed for chosen activity – Video: Bringing Families Together: Building Community or on Companion USB/

Electronic Materials – Activity: Creating a Family-Friendly Environment ° Learning Session 4 Handbook: Participants refer to the Creating a Family-

Friendly Environment Activity

PPT Part B: Importance of Effective Communication

• PPT Part B: Importance of Effective Communication – Activity: Hot Button – Discussion: What Are Some Habits that Block and Open Communication

° Learning Session 4 Handbook: Participants refer to the Habits that Block and Open Communication handout

° Learning Session 4 Handbook: Participants refer to the Hot Button activity – Physical Activity Break: Nutrition and Movement Activity Book

° Materials needed for chosen activity

Role-Playing Activity • Learning Session 4 Handbook: Participants refer to the answers they provided in the Hot Button activity OR

• Learning Session 4 Implementation Guide: Trainers refer to the scenarios in the Role-Playing Activity segment

PPT Part C: Facilitating Change in Your Program

• PPT Part C: Facilitating Change in Your Program – Physical Activity Break: Nutrition and Movement Activity Book

° Materials needed for chosen activity – Learning Session 4 Handbook: Trainers refer to the Leadership Team Guide – Learning Session 4 Implementation Guide: Trainer refer to the Afternoon Breakout

Group Discussion Notes

PPT Part D: Early Learning Standards at Home

• PPT Part D: Early Learning Standards at Home – Activity: Home Activities and Early Learning Standards

PPT Part E: Bringing It All Together

• PPT Part E: Bringing It All Together – Best Practices for Healthy Eating guide (1 copy) – Best Practices for Physical Activity guide (1 copy) – Sesame Street Healthy Habits for Life toolkit (1 copy) – Dr. Craft’s Active Play! book (1 copy)

Evaluation: LS4 Feedback Forms • LS4 Feedback Forms

Part 2: Content Implementation – Learning Session 4

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Check-In and Evaluation: LS3 Post-Test, LS4 Pre-Test

SET UP: Set up the night before if possible. If not, plan on setting up early the day of the training. Refer to the Materials List on page 6 for a complete list of what to set out or store for later. Set out sign-in sheets, nametags, and pens on tables near the main room entrance. In addition,

• Have LS4 Participant Handbooks ready for distribution;

• Set out materials on tables:

– Breakout group lists with trainers and programs assigned to that group; and

– Program name signs.

• Gather materials for physical activity breaks;

• Set up and test all technology: laptop, LCD projector, CD/DVD player (laptop may have this capability), and wireless microphone;

• Set up Show and Tell area (optional) to showcase important resources;

• Set up KWL Chart on large chart paper (optional); and

• Display raffle prizes (optional).

CHECK-IN and EVALUATION:It is recommended to begin check-in at least 30 minutes prior to LS4. As participants sign-in, do the following:

• Collect LS3 Action Period materials in envelopes labeled with program name;

• Distribute and instruct participants to complete the Learning Session 3 Post-Test before the beginning of the Learning Session;

• Distribute and instruct participants to complete the Learning Session 4 Pre-Test before the beginning of the Learning Session; and

• Distribute LS4 Participant Handbooks (one per person).

NETWORKING:If time permits, encourage participants to discuss how their Long-Term Action Plans are progressing.

TIPS:• 5 min before start time, begin asking participants to find their seats; and

• Collect LS3 Post-Tests and LS4 Pre-Tests before the beginning of the Learning Session.


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Learning Objectives Post-test

Learning Session 3: How Can We Continue to Make Healthy Changes?

Date: ________________________ Learning Session Location: ______________________________________

Now that the Learning Session 3 Action Period is complete, please answer the following questions. The responses to all questions on this page will be kept confidential. There is no right or wrong answer to any of these questions.

1.) I feel that I had the knowledge and ability to

Strongly Disagree Disagree Neutral Agree Strongly

Agree

…identify early learning standards for fine and gross motor development for children ages birth-five.

1 2 3 4 5

…develop two classroom activities based on early learning standards for fine and gross motor development for children ages birth-five.

1 2 3 4 5

…identify three physical activities from the Sesame Street Healthy Habits for Life toolkit to implement with preschoolers, with emphasis on moderate to vigorous physical activity (MVPA).

1 2 3 4 5

…list and define five different examples of screen time. 1 2 3 4 5

…use a storyboard presentation to show at least one change within my program that supports the best practices for healthy eating, physical activity, screen time, and/or breastfeeding support.

1 2 3 4 5

…identify goals and steps to improve my program’s best practices for healthy eating, physical activity, screen time, and breastfeeding support through drafting a Long-Term Action Plan.

1 2 3 4 5

…implement goals and steps to improve my program’s best practices for healthy eating, physical activity, screen time, and breastfeeding support through drafting a Long-Term Action Plan.

1 2 3 4 5

2.) Did you attend Learning Session 3? (check one):

w Yes w No

3.) Please provide your position (check one):

w Lead teacher

w Food service director

w Program director

w Other: ________________________________

4.) Program Site Name: _________________________

5.) Program City: ______________________________

6.) Program State: ______________________________

7.) Enrollment ID: ______________________________

8.) Your Birth MONTH: ___________________________

9.) Your Birth DAY: ______________________________


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Learning Objectives Pre-test

Learning Session 4: How Can We Engage Families as Partners?


Please answer the following questions – the responses to all questions on this page will be kept confidential. There is no right or wrong answer to any of these questions.

1.) I feel that I have the knowledge and ability to…

Strongly Disagree

Disagree Neutral Agree Strongly Agree

…use the Strengthening Families Framework to identify two key protective factors to promote family support in my program.

1 2 3 4 5

…identify best practices for creating a family-friendly environment and list three ways that they are currently being implemented in my program.

1 2 3 4 5

…define active listening. 1 2 3 4 5

…define verbal feedback. 1 2 3 4 5

…define “I” messaging. 1 2 3 4 5

…implement one of the following communication skills during a role-play activity: active listening, verbal feedback, or “I” messaging.

1 2 3 4 5

…identify the five commonly used domains of early learning standards.

1 2 3 4 5

…provide one way I can engage families for each of the five commonly used domains of early learning standards.

1 2 3 4 5

…continue my Long-Term Action Plan and establish family engagement strategies to support implementation of best practices for healthy eating, physical activity, screen time, and/or breastfeeding support in my program.

1 2 3 4 5

2.) Please provide your position (check one):

w Lead teachear

w Food service director

w Program director

w Other: ________________________________

3.) Program Site Name: _________________________

4.) Program City: ______________________________

5.) Program State: ______________________________

6.) Enrollment ID: ______________________________

7.) Your Birth MONTH: ___________________________

8.) Your Birth DAY: ______________________________


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Welcome Back and TA Breakout Groups (45 min.)

SET UP: Prepare PPT: How Can We Engage Families as Partners? Early Childhood Health Promotion and Obesity Prevention.

ACTION:

• Welcome participants back;

• Congratulate them on completing the LS3 Action Period Tasks;

• Mention housekeeping items:

– Bathroom location; and

– Silencing cell phones.

• Provide an overview of the LS4 Participant Handbook and the agenda.

TA Breakout Groups – LS3 Action Period

SET UP:

• Split participants in to their breakout groups with their respective Trainer.

PRESENT:

• Facilitate a group discussion around the LS3 Action Period Tasks participants completed;

• Use the Learning Session 4: Morning Breakout Discussion Notes on the following page to facilitate the discussion; and

• Remind participants that they will continue to develop their Long-Term Action Plan, and encourage them to think of ways to incorporate families into their existing plans.


Learning Session 4: Morning Breakout Group Discussion NotesHow did it go? Facilitating Change in Your Program

1. How have things been going since our last Learning Session?

2. How are you feeling about facilitating the Action Period training?

a. What went well?

b. What was challenging?

c. Was this a different way of working with your staff? If so, how did it go?

d. How did your staff respond to the training? What made an impression on them?

e. Is there anything you need help with? We are all here to help each other, to brainstorm and to try to share solutions.

3. Let’s talk about the Long-Term Action Plan:

a. What did you think about using the worksheet to develop your Long-Term Action Plan?

b. How did it work as a tool to map out the steps to healthy change(s)?

c. Was program staff engaged in the development of the Long-Term Action Plan?

d. Have you faced any barriers so far while implementing the “action steps” from the Long-Term Action Plan?

NOTE: Please collect the Action Period Tasks for LS3 if you did not turn them in at check-in.

Enjoy the day!

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PPT Part A – Principles of Family Support (1 hour)

PRESENT:

• PPT Part A: Principles of Family Support; and

• Transition to the Cultural Awareness Scavenger Hunt activity. The activity can be found on the following page in this guide.

Cultural Awareness Scavenger Hunt

ACTION:

• Have participants turn to the Cultural Awareness Scavenger Hunt activity in their Participant Handbook;

• Inform participants they have 10 minutes to go around the room and find participants who match the statements provided; and

• After the 10 minutes is up, bring the participants back together and facilitate a discussion around their thoughts of the activity.

Physical Activity Break

SET UP:

• Set up the physical activity of your choosing from the Nutrition and Movement Activity Book; and

• Gather materials needed for the activity.

ACTION:

• Make sure everyone has enough space, and conduct the physical activity you chose from the Nutrition and Movement Activity Book.


13Cultural and Linguistic Competence Community of Practice (2012). Cultural and Linguistic Competence Icebreakers, Exercises, Videos and Movies: Cultural Awareness Scavenger Hunt. Technical Assistance Partnership

Appendix A

Cultural Scavenger Hunt

DIRECTIONS: Circulate around the room and find people who fit the description on your list. when a person fits a particular description, ask them to initial your sheet. Any individual can initial another person’s sheet only once. You can add your own items.

______________1. Knows a folk dance or line dance.

______________2. Has American Indian/Alaskan Native ancestry.

______________3. Has cooked or eaten ethnic food in the last week.

______________4. Can say “hello” (or similar greeting) in four different languages.

______________5. Has sat under a palm tree.

______________6. Has attended a religious service of a religion other than their own.

______________7. Has attended a Kwanzaa celebration, or knows what Kwanzaa is.

______________8. Has visited another continent.

______________9. Plays a musical instrument or a vocalist.

______________10. Has had to utilize crutches, a wheelchair, a cane, or has worn a cast on a limb.

______________11. Can name four different kinds of breads from other cultures.

______________12. Has seen a Spike Lee movie.

______________13. Is bilingual, or has relatives who speak a language other than English.

______________14. Knows some American sign language.

______________15. Likes do to crossword puzzles.

______________16. Has studied a foreign language.

______________17. Has had a pen pal.

______________18. Has attended a Las Posadas celebration or knows what it is.

______________19. Lived in another country part of his/her life.

______________20. Has been told that he/she is a good cook.

______________21. Has a teenage daughter or son.

______________22. Owns a home.

______________23. Has visited a South America country.

______________24. Is of mixed race or ethnicity.

______________25. Is an animal lover and has had more than one pet.

______________26. Grew up in a poor or low-income community.

______________27. Has a member of their family who is suffering from a mental health condition.

______________28. Has served in the Armed Forces.

______________29. Was a high school or college athlete.

______________30. Is an advocate for social justice.


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Video: Bringing Families Together: Building Community

PRESENT:

• PPT Part A: Principles of Family Support.

ACTION:

• Inform participants that the Bringing Families Together: Building Community video they will watch is from Sheltering Arms Educare in Atlanta, Georgia; and

• Encourage participants to share the video with their program staff during the Action Period.

PLAY:

• Video: Bringing Families Together: Building Community.

Note: The PPT contains a prompt to play the Bringing Families Together: Building Community video. Click on the picture (hyperlink) to start the video. If you do not have internet access the video can be found on the Companion USB.

Creating a Family-Friendly Environment Activity

ACTION:

• Have participants turn to the Creating a Family-Friendly Environment activity in their Participant Handbook;

• Have participants take 10 minutes to review the Creating a Family Friendly Climate worksheet, noting the ones that they already do and the ones they would like to do;

• Once the participants have completed the worksheet, ask them to take the next 10-15 minutes to discuss their thoughts with the participants at their table; and

• After the allotted time, ask for volunteers to share with the large group.

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Creating a Family-Friendly Climate

“I feel welcome here… Everything says that we belong, that we are part of the family.” ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Use this assessment tool to learn whether program staff is employing best practices to welcome families in your program. Are the practices consistent throughout the program? What practices do you use that are not listed here? Best Practices for Creating a Welcoming Climate for Families

How do you put this into practice?

Photographs of the families of children and program staff are displayed regularly in the facility.

Adult family members have a comfortable place to sit and be involved with their child and others.

Magazines and other kinds of parenting information are available to families.

A welcome sign, in languages spoken by all the families, greets families and visitors.

The spaces for adults and children are orderly, comfortable, attractive and interesting.

Program staff greet the adults as well as the children.

A sense of joy and caring is nurtured in the program and exists among the people in the program.

The program celebrates small and big accomplishments of adults and children.

Healthy refreshments (milk, coffee, water) are offered to family members who are visiting, volunteering or filling out forms.

Adults have safe places to store their coats and personal belongings when they participate at the program.

Family members (including extended family members) are invited to participate in the program.

Healthy refreshments and dinner (when appropriate) are provided at events that families attend.

Younger and older siblings are welcome to come with parents when they are involved in program activities.

Parents are invited to visit the program at any time that is


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convenient for them. Staff are understanding and help with separation issues as parents develop routines for leaving their child in care.

The program regularly schedules informal times for families to get to know one another.

The operating hours of the program reflect the needs of families served.

Staffing schedules and routines support conversations between care givers and family members.

Staff introduce themselves and nurture their relationships with families.

Parent contributions of books and materials that reflect all families are solicited and welcomed.

Staff reach out to parents who are isolated or have low self-esteem and connect them with other families.

Other:

Adapted with permission from Participants’ Manual: Stronger Together. Family Support and Early Childhood Education (San Rafael, California: Parent Services Project, Inc.), 2006.


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PPT Part B – Importance of Effective Communication (45 min.)

PRESENT:

• PPT Part B: Importance of Effective Communication.

Hot Button Activity

ACTION:

• Have participants turn to the Hot Button activity in their Participant Handbook;

• Ask participants to write down behaviors that push their buttons on the first row of circles;

• In the second row, participants should write down the feelings they had during the times of the behaviors listed in the previous row;

• On the last line, have participants write down the impact that their feelings during the time of the behavior had on the relationship with the children who exhibit the same behaviors; and

• Remind participants that this activity will be used for scenarios in the role-playing activity after lunch

ACTION:

• Facilitate a large group discussion around “What are some habits that block or open communication?”

• Have participants turn to the Habits that Block and Open Communications handout in their Participant Handbook and review the handout. The handout can also be found on the following page in this guide; and

• Inform participants to keep these habits in mind for the role-playing activity after lunch.

Networking Lunch (45 min.)

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Handout 1.2: Building Relationships and Creating Supportive Environments Module 1

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel H 1.2Rev. 2/10

Hot Button Activity

On eachcircle goingacross, writedown thebehaviorsthat pushyour buttons.

On eachcircle goingacross, writedown yourfeelings whenfaced withthesebehaviors.

On eachcircle goingacross, writedown theimpact yourfeelings haveon yourrelationshipwith thechildren whoexhibit thesebehaviors.

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Habits That Block Communication Labeling -- calling people names –in the midst of a conversation, is an obvious communication blocker and encourages others to follow suit. “Mr. John is one of the no-shows.” “Don’t be a worrywart. Go to work. She’ll be fine.” Moralizing tells people that you care more about what you think is right than who they are or what concerns them. No one likes to be judged. Moralizing puts the other person on the defensive.

“It’s disgraceful that so many mothers choose to go to work when they don’t have to. Our society is so selfish.” “Some parents should be required to take a class before having children.”

Placating is a habit often used by people who prefer to avoid conflict. The attempt is to make someone feel less angry with us by agreeing with them, regardless of how we truly feel. Placating habits tend to postpone disagreements and foster misunderstanding between people.

“She had an accident at nap time. Don’t be mad. I should have made sure that she went to the bathroom after lunch. I’ll make sure tomorrow.”

Habits That Open Communication Door-openers invite others to talk, letting another person decide to proceed. “I noticed that you seemed concerned. Would you like to talk about it? Enhancers create a welcoming space for others to continue. They communicate that you are listening and that the person and the topic matter to you. Give the person permission to express feelings. Let a person vent --- there’s no

need to jump in!

“How do you feel about this?” “What were you feeling at the time?”

Reflect the message and/or feelings.

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“It’s difficult for you to …“(hear him cry) “It embarrasses you to …” (hear your child use profanity at the store).

Open Questions encourage others to think and share more of their concerns. Help the person explore the situation.

“What do you usually do?” “Is it helpful?” “What do you like about what you did?” “Why do you think this happened?”

Help the person generate possibilities and make changes.

“How do you want to handle this together?” “What are you already doing at home that helps?”

Adapted with permission from Participants’ Manual: Stronger Together: Family Support and Early Childhood Education (San Rafael, California: Parent Services Project, Inc.), 2006.

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Role-Playing Activity (45 min.)

ACTION:

• Split participants into groups of three, preferably with participants they have not worked with in other activities;

• Participants should choose a role as either the parent, the ECE Provider, or the observer and trade off roles for each scenario:

– Parent: present the difficult situation they have experienced;

– ECE Provider: act out the example and use their knowledge of effective communication skills to assist in resolving the issue; and

– Observer: identify the key skills that are used during the activity and share with the group.

• Using the participants’ responses to the Hot Button activity completed before lunch and/or the scenarios listed below, have participants choose at least 3 difficult situations and role-play how they can resolve the issue. Participants should trade off roles for each scenario to practice being the parent, ECE provider, and observer.

– Scenario #1: ECE provider needs to talk with a parent, who takes pride in her child’s clothing, and is angry at seeing mud spattered on their daughter’s dress. Today, the parent is angry and yells at you.

– Scenario #2: ECE provider needs to talk with a parent who sends donut-holes or cupcakes for her child’s birthday celebrations, despite the center having a policy to avoid high sugar items for celebrations.

– Scenario #3: ECE provider needs to talk with a parent who does not provide cold weather gear like a hat and gloves in the winter and tells you that she doesn’t want her child to go outside if the temperature is less than 40 degrees.

• Remind participants of the key skills to practice during this exercise including:

– Active listening – facial expressions and appropriate body language;

– Verbal and nonverbal feedback; and

– “I” messages.

• After the activity is complete, facilitate a large group discussion around how the participants felt during this exercise and strategies they found useful for future interactions with parents and families.

Note: Remind participants that the goal of each conversation is to have a win/win outcome, keeping in mind what is best for the child that they both care about.


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PPT Part C – Facilitating Change in Your Program (30 min.)

PRESENT:

• PPT Part E: Facilitating Change in Your Program. Use the notes view of the PPT to guide your discussion.

• Discuss the Action Period and explain that participants will facilitate a mini-version of today’s Learning Session with their program staff to:

• Complete the Learning Session 4 Group Discussion Worksheet;

• Collaborate with program staff to enhance the Long-Term Action Plan goals to include family/parent engagement;

• Continue to work on a storyboard demonstrating the change(s) the program has made in between LS3 and LS5;

• Complete the Post Go NAP SACC instruments; and

• Bring back to Learning Session 5:

¡ Learning Session 4 Group Discussion Worksheet;

¡ Storyboard; and

¡ One completed copy of each Go NAP SACC instrument.

ACTION:

• Conduct the Brag Session activity with the large group or within the TA Breakout Groups (see the instructions below or in the notes section of the PPT):

– The Brag Session activity is one of the “protocols” developed by the University of Florida and the Early Learning Coalition of Miami-Dade/Monroe to help create an environment for collaboration and effective adult learning; and

– The Brag Session activity is not mandatory for the program’s LS4 Action Period, but may be used to encourage staff engagement and provide program staff an opportunity to get to know each other.

ACTION:

To conduct the Brag Session activity:

• Split participants up into small groups (3-5 people);

• Distribute small pieces of paper to the participants;

• Ask them to write down a success they have had in implementing healthy changes in their program and place it in the center of the table or group;

• Once everyone has written down their success, have participants pick one of the pieces of paper and read it aloud to the small group; and

• Encourage participants to ask each other questions and discuss their success in their small groups.



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TA Breakout Groups

ACTION:

• Divide participants in to their breakout groups based on their assigned Trainer. If space is available, move a group to another room to provide a more intimate sharing space;

• Use the Learning Session 4: Afternoon Breakout Group Discussion Notes located in this guide and on the website(www.healthykidshealthyfuture.org) to facilitate discussion; and

• Instruct participants to follow along with the discussion using the Leadership Team Guide in the back of the LS4 Participant Handbook.

ACTION:

• Welcome participants to the breakout group;

• Using the Learning Session 4: Afternoon Breakout Group Discussion Notes on the following page, discuss:

– How to complete the Action Period Tasks for LS4;

– What materials participants should bring back to LS5; and

– Any questions participants may have.

• Remind participants to continue to work on their storyboards.

End in time for everyone to be back in the main training room by 1:45 pm.

Physical Activity Break

SET UP:

• Set up the physical activity of your choosing from the Nutrition and Movement Activity Book; and

• Gather materials needed for the activity.

ACTION:

• Make sure everyone has enough space, and conduct the physical activity you chose from the Nutrition and Movement Activity Book.

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Learning Session 4: Afternoon Breakout Group Discussion NotesFacilitating Change In Your Program1. How are you feeling about today’s Learning Session?

a. What did you learn that was surprising or helpful or exciting?

b. What do you still want to learn more about?

2. Let’s discuss the “Action Period.” All of the materials that you will need are in your Participant Handbook. Please turn to your Leadership Team Guide in the back of the Participant Handbook and follow along with the Action Period Tasks.

• Task 1: Review the best practices listed on the Building Relationships with Families handout. Facilitate a group discussion with your program staff to complete the Learning Session 4 Discussion Worksheet. Designate one person from the Leadership Team to write down the answers to each question.

• Task 2: Nutrition and Physical Activity Self-Assessment for Child Care (Go NAP SACC): Following the instructions in the Leadership Team Guide, the program director and/or Leadership Team will complete the Go NAP SACC instruments:

1. Breastfeeding & Infant Feeding;

2. Child Nutrition;

3. Infant & Child Physical Activity;

4. Outdoor Play & Learning; and

5. Screen Time.

The instruments will allow programs to reflect on the progress made with implementing the best practices.

Who should complete the Go NAP SACC instruments? The program director and/or Leadership Team will complete the instruments. Program staff can provide input if

desired, but only one copy of each instrument should be turned in at Learning Session 5.

Which instruments should be completed?

• If a program accepts infants, toddlers, and preschoolers, complete all five instruments.

• If a program does not accept infants, they do not need to complete the Breastfeeding & Infant Feeding instrument.

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What should programs do upon completion of the instruments?

• Each program should bring one copy of each completed instrument to Learning Session 5.

• Task 3: Using the information from today’s Learning Session, programs should enhance their Long-Term Action Plans to further engage families. How can programs include parents and families in the healthy changes they have been making in their programs?

• Task 4: Programs should continue to document their stories of change on the storyboard. Displaying the storyboard in the ECE program may also provide an opportunity and visual to let families know what healthy changes are being made to the program.

3. Here is a list of what to bring back to Learning Session 5:

• Learning Session 4 Group Discussion Worksheet in a sealed envelope, labeled with your ECE program name, enrollment ID number, and contact information;

• Go NAP SACC instruments completed by the program director and/or Leadership Team, with input from program staff if desired; and

• Storyboards.

Note: Participants should make copies of the Action Period Tasks if they would like to keep a copy at their program. The Action Period Tasks are collected at each Learning Session and may not be returned.

4. What questions do you still have?

End in time for everyone to be back in the main training room by 1:45 pm.


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PPT Part D – Early Learning Standards at Home (ELS) (30 min.)

PRESENT:

• PPT Part D: Early Learning Standards at Home.

Home Activities and Early Learning Standards • Divide the participants into 5 groups;

• Assign each group one of the ELS developmental domains;

• Give the groups 5-7 minutes to create an activity that families can do at home to support one of the ELS domains;

• Have each group present their activity and explain how it supports the domain they were assigned; and

• As the participants are developing their activity, encourage them to think of activities that are quick and easy to implement.


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PPT Part E – Bringing It All Together (15 min.)

SET UP:

• Have all of the resources that were distributed to participants in LS2 and LS3 on hand:

– Best Practices for Healthy Eating guide;

– Best Practices for Physical Activity guide; and

– Sesame Street Healthy Habits for Life toolkit.

PRESENT:

• PPT Part E: Bringing It All Together.

ACTION:

• Review all of the resources distributed in LS2 and LS3:

– Best Practices for Healthy Eating guide;

– Best Practices for Physical Activity guide; and

– Sesame Street Healthy Habits for Life toolkit.

• Inform participants that these resources can be downloaded electronically on the Let’s Move! Child Care website (www.healthykidshealthyfuture.org)

– Encourage participants to download and print handouts to distribute to families within their program.


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Evaluation: LS4 Feedback Forms

SET UP:

• Distribute the Feedback Forms for LS4;

• Set up any take-away materials assembly line style on the check-in tables;

• Provide a container for participants to drop off nametags;

• Provide a space or box to collect completed Feedback Forms; and

• Assign one person to highlight (or otherwise record) program name on a list after Feedback Forms and nametags are collected and take-away items are picked up.

ACTION:

• Remind everyone about next steps. When they get back to their programs, they need to:

– Facilitate a mini-version of today’s Learning Session with their program staff to:

• Complete the Learning Session 4 Group Discussion Worksheet with program staff;

• Collaborate with program staff to enhance the Long-Term Action Plan goals to include family/parent engagement;

• Continue to work on a storyboard demonstrating the change(s) the program has made in between LS3 and LS5;

• Complete the post Go NAP SACC instruments by age group/classroom;

– Bring back to LS5:

• Learning Session 4 Group Discussion Worksheet;

• Storyboard; and

• One completed copy of each Go NAP SACC instrument

ACTION:

• Thank participants for being a part of the Learning Collaborative;

• Ask participants to complete the Feedback Forms and assure them that the forms are reviewed and their suggestions are used to make future changes to the Collaborative; and

• Request that participants do the following before leaving today:

– Drop their nametag in the container on the check-in table; and

– Turn in their Feedback Form.

• Remind participants that the next Learning Session will be held on date:____________; and

• Set aside 15 minutes to sit down with your co-trainer(s) and volunteers to discuss and record first thoughts about what went well and what could be improved for future sessions.


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Participant Feedback FormLearning Session 4: How Can We Engage Families as Partners?


Please answer the following questions. There is no right or wrong answer to any of these questions.

1. What I liked best about this session…

2. What improvements could be made?

3. A light bulb went on in my brain when…

4. As an early childhood leader, my greatest challenge at the moment is…

5. I still want to know more about…

6. I feel confident that I can use the materials and activities from today’s training to help my staff more effectively engage children and their families in activities that build healthy habits for life.

w Yes w No

7. I feel confident that I can use today’s materials and information to involve staff in enhancing our Long-Term Action Plan to further engage families.

w Yes w No

8. Anything else you would like us to know?

9. Program Site Name: ________________________

10. Program City: _____________________________

11. Program State: ____________________________

12. Enrollment ID: ____________________________

13. Your Birth MONTH: __________________________

14. Your Birth DAY: ____________________________


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LS4 Action Period

Leadership Teams Should:

• Set up a time for training program staff with support from the Leadership Team Guide in the LS4 Participant Handbook;

• Come together as a whole program to enhance their Long-Term Action Plan goals to include family/parent engagement;

• Continue to develop their storyboard; and

• Bring back to Learning Session 5:

– Learning Session 4 Group Discussion Worksheet;

– Storyboard; and

– One completed copy of each Go NAP SACC instrument

Technical Assistance

• Call programs to set up a convenient time to visit. Try to set up the visit for as soon after the Learning Session as you can, so that you can support them as they prepare to facilitate the Action Period training and ensure they set a date;

• Remember: Document your TA visits on the TA form on the iPad and submit to Gretchen Swanson Center for Nutrition; and

• REMEMBER: Document your TA visits on the TA Form; and

• Ask if there is anything that they especially want to focus on or have questions about.

During the visit:

• Ask what they thought about the Learning Session;

• Discuss logistics of the Action Period training that they will facilitate with staff. Offer your assistance for this training. Ask about their plan for the training session and work together to ensure that they have what they need in order to be successful;

• Walk through the Leadership Team Guide in the LS4 Participant Handbook and help them understand how to use it and how to help their program staff use it;

• Walk through the Learning Session 4 Group Discussion Worksheet and the Go NAP SACC instruments in the LS4 Leadership Team Guide section and help them understand how to use it and how to help their program staff use it;

• Review items they need to bring back to LS5:

– Remind participants to make a copy of the Post Go NAP SACC instruments to keep for their records since these will be turned in at the Learning Session; and

• Ask if there is anything else they would like to talk about. Encourage them to reach out to you at any time. Be sure they have your contact information.


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