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National Early Care & Education Learning Collaboratives:Taking Steps to Healthy SuccessLearning Session 5, 4th EditionImplementation Guide

March 2017

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.

Taking Steps to Healthy Success

Welcome to the Collaborative

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Welcome to Taking Steps to Healthy SuccessAn Early Care and Education Learning Collaborative (ECELC) to Promote Healthy Practices

Your Name:

Program:

My Contact for Technical Assistance:

Nemours and its dedicated partners welcome you to the National Early Care and Education Learning Collaboratives (ECELC) Project! Nemours developed the model to support child care providers’ efforts to help young children grow up healthy and tested it with large early care and education programs in Delaware. We are excited to see it in action in your state!

Thanks to the commitment and generous funding from the Centers for Disease Control and Prevention (CDC), we are able to work together to adapt this powerful model for healthy change to meet the unique needs of your state. We are excited to support your work to create a healthier environment in your early care and education program for your children, your families and your program staff.

A collaborative is a community of learners that will connect you with others engaged in making healthy change. It will offer learning opportunities, increase knowledge, create networks of support, and equip you to engage your staff in the process of making healthy changes. Over one year, the Collaborative will meet five times, with technical assistance visits scheduled between sessions to provide information, an opportunity to share experiences, and a forum for raising questions.

This toolkit is your guide to making change. It contains resources, tools and information to help you make the best practice and policy decisions for your program. Video training and materials will help staff and families understand the importance of making healthy changes and give them the tools to support your work. Small group work with a Trainer, and opportunities to share challenges and successes with others going through the process of change will give you a network to rely on for support, information and ideas.

This is a working toolkit that we will add to at each session. We hope you find the Learning Session materials useful. Thank you for joining us in this exciting work to help kids grow up healthy!

Welcome to the Collaborative

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Helpful Contacts:

Project Coordinator: _________________________

Phone: _______________________________________

Email: _______________________________________

ECELC Trainer: _____________________________

Phone: _______________________________________

Email: _______________________________________

ECELC Trainer: _____________________________

Phone: _______________________________________

Email: _______________________________________


Introductory Materials

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Nemours gratefully acknowledges the valuable contributions of a wide variety of stakeholders committed to supporting children’s health and optimal development. We thank you all for helping to make our dream a reality.

Thanks to generous funding support from the Centers for Disease Control and Prevention (CDC), we are able to work collaboratively with states to adapt the model to meet their unique needs. We welcome the opportunity to collaborate and learn with leaders and providers in participating states.

On behalf of the early care and education providers who will participate in the ECELC, and the children and families they serve, we thank our partners in this effort:

Child Care Aware® of America

National Initiative for Children’s Healthcare Quality

Gretchen Swanson Center for Nutrition

American Academy of Pediatrics

National Association of Family Child Care

American Heart Association, Dr. Mary Story

Dr. Dianne Ward (University of North Carolina)

National Resource Center for Health and Safety in Child Care and Early Education

American Public Human Services Association

Association of State & Territorial Public Health Nutrition Directors

United States Breastfeeding Committee

Zero to Three

Special thanks to our Delaware Child Care Collaborative participants, who helped us develop, test and refine our original model. We learned so much from them, their children and families. Their commitment to promoting healthy eating and physical activity, their willingness to learn, their courage to change and their generosity in sharing their experiences continue to inspire us.

We are grateful to the Delaware Institute for Excellence in Early Childhood at the University of Delaware (DIEEC), our partner in implementing the second cohort of the Child Care Learning Collaboratives in Delaware, for their inspired collaboration.

The contribution of Elizabeth Walker, who guided the first collaborative in Delaware, is beyond measure. We are grateful to Elizabeth for sharing her vision, anchoring the collaborative in science and inspiring us all to change.

We thank the following individuals and organizations who contributed their expertise, materials and time to ensure success as we worked together to develop an empowering model for quality improvement in support of children’s health in child care settings:

Child Care Exchange and Videoactive Productions: Roger Neugebauer and Dan Huber

Delaware Child and Adult Care Food Program (CACFP): Beth Wetherbee and David Bowman

Delaware Office of Child Care Licensing: Patti Quinn

I am Moving, I am Learning: Linda Carson

Parent Services Project

Sesame Workshop

Strengthening Families

Acknowledgements

Introductory Materials

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DefinitionsAction Period Facilitation of a training session by the Leadership Team with their program staff after each in-person Learning

Session to share information, support discovery learning and engage staff in a particular task: program assessment, action planning, implementation of the action plan, and/or documentation of the process.

Center Refers to a physical place where a program is offered.

Early Care and Education (ECE) A field, sector or industry that includes nurturing care and learning experiences for children from birth to age 5.

Early Care and Education Program (ECE Program)

An intervention or service that has a design, staff, a curriculum or approach and a funding source that serves children from birth to age 5.

Early Care and Education Program Leadership Team (Leadership Team)

Up to 3 people (e.g., owner/director, lead teacher, food service personnel) self-defined by each ECE program to attend the 5 in-person Learning Sessions and facilitate the corresponding Action Period with their program staff.

Early Childhood A developmental period of time, typically birth to age 6.

Facilitator Designated person or people from the Leadership Team to lead the Action Period component with their ECE program staff.

Go NAP SACC Nutrition and Physical Activity Self Assessment for Child Care self-assessment for ECE settings comparing their current practices with a set of best practices.

Learning Collaborative A learning community made up of approximately 20-25 ECE programs to increase their knowledge, create networks of support, and equip programs to work together to make healthy policy and practice changes aligned with Let’s Move! Child Care.

Learning Session Five in-person, active Learning Sessions focused on the relationship of nutrition, breastfeeding support, physical activity, and screen time to children’s health also provide opportunities to build collegial relationships, develop leadership, increase collaboration, plan for and implement healthy change.

Let’s Move! Child Care (LMCC) Part of the national Let’s Move! Campaign, initiated by U.S. First Lady Michelle Obama, focused on improving practices in early childhood settings to solve the problem of obesity within a generation.

National Early Care and Education Learning Collaboratives Project (ECELC)

Name of this project funded by the Centers for Disease Control and Prevention and managed by Nemours to support ECE programs as they improve their practices and policies for nutrition, breastfeeding support, physical activity, and screen time.

Program An intervention or service that has a design, staff, curriculum or approach, and a funding source.

Resources The tools, materials, and resources aligning with Let’s Move! Child Care and the Preventing Childhood Obesity, 3rd Edition standards that are available to participating ECE programs as they implement the ECELC.

State Implementing Partner An agency/organization subcontracted with Nemours to handle the administration of the ECELC in a particular state.

State Project Coordinator (Project Coordinator/PC)

Administers the ECELC and provides overall coordination of the Learning Collaborative logistics in the state, with leadership responsibility for technical support, communication efforts, recruitment and support of Trainers and participating programs.

Taking Steps to Healthy Success (Curriculum)

ECELC curriculum, structured around 5 in-person learning sessions for Leadership Teams and on-site Action Period sessions to engage all program staff, designed to guide Leadership Teams and their programs through the process of making healthy changes aligned with best practices.

Teacher An individual responsible for the primary education of a group of children.

Technical Assistance (TA) Encouragement, support, information and resources provided by the Trainer(s) to help Leadership Teams facilitate training of program staff and develop and implement action plans for healthy change.

Trainer(s) Individuals responsible for implementing 5 on-site Learning Collaborative sessions and providing ongoing technical assistance to participating ECE programs.


Learning Session 5: Overview

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Learning Session 5: Reducing Screen Time & Celebrating Success

Overview Learning Session 5 (LS5) provides a rationale for the role ECE providers play in making healthy changes through reducing screen time. It builds on the experiences, knowledge, and action planning of the previous Learning Sessions in order to equip Leadership Teams, in collaboration with the program staff to continue the process of change. Participants will share their process of change through storyboard presentations.

Key content includes information on

• Best practices and strategies for reducing screen time;

• Celebration of strengths and successes through storyboard presentations;

• Action planning and continuing the process of change;

• National, State, and Local support for ECE providers; and

• Professional development opportunities to enhance learning.

Post-session (Action Period)Program Leadership Teams utilize their Action Plan Worksheet to engage their program staff to::

• Continue the action planning process; and

• Identify and act on new ways to continue to support healthy changes.

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

1. Describe best practices for reducing screen time and identify change opportunities within their program;

2. Use storyboard presentations to show at least one change within their program that supported healthy eating, physical activity, screen time, and breastfeeding support;

3. Be able to identify local organizations/agencies that support early childhood providers; and

4. Be prepared to continue their Action Plan to support implementation of best practices for healthy eating, physical activity, screen time and breastfeeding support in their program.

Learning Session 5: Materials

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Sample AgendaThe Agenda Template can be found on the Let’s Move! Child Care (LMCC) website (www.healthykidshealthyfuture.org). Feel free to use this as you customize the timing and activities for each Learning Session.

Learning Session 5: Reducing Screen Time & Celebrating Success

Time Topic

8:30 – 9:00 am Check-In

9:00 – 9:30 am Welcome Back

• Evaluation: Let’s Move! Child Care Quiz

9:30 – 11:00am Presenting Storyboards

11:00 – 11:45 am PPT Part A: Best Practices for Screen Time

• Video: Screen Free Moments: Promoting Healthy Habits

• Video: Select Media with Intention

• Activity: Go, Slow, or Whoa

• Early Learning Standards Physical Activity Break

11:45 am – 12:30 pm Networking Lunch

12:30 – 12:45 pm PPT Part B: Extending Your Learning – Staff, Families and Program Policies

12:45 – 1:15 pm PPT Part C: Continuing the Process of Change

1:15 – 1:45 pm PPT Part D: National, State and Local Support

1:45 – 2:45 pm PPT Part E: Professional Development Activity

2:45 – 3:00 pm Check-Out


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Learning Session 5:Reducing Screen TimeReducing Screen Time& Celebrating Success

Nemours is currently funded by the Centers for Disease Control and Prevention (CDC) under a five-year Cooperative Agreement (1U58DP004102-01) to support states/localities in launching early care and education learning collaboratives focused on childhood obesity prevention. 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.1

Early Childhood Health Promotion and Obesity Prevention

National Early Care and Education Learning Collaboratives(ECELC) Project

AcknowledgementsA special thank you to:

Centers for Disease Control and Prevention (CDC)– For generous funding support and expertise

Nemours– For their expertise, materials, support, and time spent

on the project’s implementation G t h S C t f N t iti Gretchen Swanson Center for Nutrition

– For the evaluation component of this national effort

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Learning Session 5 Objectives At the end of the Learning Session, participants will be able to: 1. Describe best practices for reducing screen time and

identify change opportunities within their program;2. Use storyboard presentations to show at least one

change within their program that supported healthy eating, physical activity, screen time, and breastfeeding support;

3 Be able to identify local organizations/agencies that3. Be able to identify local organizations/agencies thatsupport early childhood providers ; and

4. Be prepared to continue their Action Plan to support implementation of best practices for healthy eating, physical activity, screen time and breastfeeding support in their program.

3

Learning Session 5

The ABC’s of a Healthy Me!

Serving Meals Family- Style &Supporting Breastfeeding Reducing Screen Time &

Celebrating Success

ActionPeriodLS1 Action

PeriodLS2 Action PeriodLS3 Action

PeriodLS4 ActionPeriodLS5

Healthy Me!

Go NAP SACC* Continue Action Plan& Storyboard

Celebrating Success

Continuing the Process of Change

4

Nurturing Healthy Eaters & Providing Healthy Beverages

Action Plan

Getting Kids Moving &Reducing Screen Time

Continue Action Plan& Storyboard

*Go NAP SACC is a Nutrition and Physical Activity Self Assessment for Child Care for ECE settings comparing their current practices with a set of best practices


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Let’s Move! Child Care Quiz

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PresentingSt b dStoryboards


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Part A:Part A:Best Practices

for Screen Time

7

What is Screen Time? What is screen time?

– TV, DVDs, videos– Computer time– Smart phone, tablets– Handheld video games

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Best Practices for Screen Time No screen time for children under age 2 years Limit or eliminate screen time for children ages 2

years and older– No more than 30 minutes per week in ECE setting– No more than 1 to 2 hours per day from all sources – Used for educational or physical activity purposes

only– Work with parents to reduce screen time at home

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Screen Time Rationale

Gets in the way of exploring, playing, and social interactionp y g,

Children who spend more time watching TV are more likely to be overweight or obese

For children 8-16 months, every hour of viewing is associated with 6-8 fewer words learnedwith 6 8 fewer words learned

More hours of viewing at age 3 can lead to decreased cognitive test scores at age 6

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Screen Free Moments: Promoting Healthy Habits

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Interactive Screen Time Interactive media is referred to as television

programs, internet, tablets, e-books, applications (apps) and other content intended to encourage(apps) and other content intended to encourageactive and creative use to enhance social development among children and adults.

Interactive Screen time should be playful and support creativity, exploration, pretend play, active play and outdoor activities

Children should explore the use of the various– Children should explore the use of the varioustechnology before using them

– Ensure that the children are at a developmentally appropriate level to engage in the technology

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Intentional Screen Time It may be difficult to eliminate technology from

the classroom, but it is important the technology used is intentional and supports the curriculumused is intentional and supports the curriculum– Plan ahead – Think about and set learning goals – Preview and evaluate the media selection– Select media that will help children make connections

with their peers and community

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Make the Most of Screen Time Technology is everywhere, so if it is used for no

more than 30 minutes per week in your program choose strategies that support children’schoose strategies that support children sdevelopment– Make screen time interactive – talk about what you’re

viewing and ask children to act out what they see– Point out new words, letters, and concepts – Discuss the issues the main characters face and how

they overcome themthey overcome them– Help the child connect what they’re viewing to the

real world– Have children take turns using a device to teach them

about sharing


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Select Media With Intention

15

Screen Time in the Classroom

Digital technology can support dual language learners

Various forms of technology can be beneficial when working with children with special needs

Infants and toddlers can appropriately engage in screen time activities– Looking at digital photos, participating in Skype

interactions with loved ones and using interactive li iapplications

Include cameras, phones and radios in exploratory centers – Children have the opportunity to explore various

forms of technology and can enhance fine motor skill development 16


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Ways to ut Down on Screen Time Nutrition and Wellness Tips

for Young Children: Provider Handbook for the Child and Adult Care Food Program Activities to Limit Screen Time:

– Play music: have children create their own dances

– Organize puzzle time – Conduct a “pretend play”

activity

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activity– Draw, color, create a

sculpture or use playdough– Provide a sack of special

activities: put together a box containing activities children do not normally engage in

“Go, Slow, or Whoa” Activity If the statement is:

– Recommended, participants will RUN in place– Limit, you will MARCH in place– Not recommended, you will STAND in place

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Early Learning Standards Physical Activity Break

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Lunch

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Part B:Part B:Extending Your

Learning -Staff, Families and Program

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and ProgramPolicies

Staff Wellness and Screen Time Keep track of screen time using a

log – set goals to cut down! Turn your phone off from time to

time to take mental breaks Turn off the TV during mealtimes Focus on other activities Discover different ways to unwind

(e.g., listening to music)(e.g., listening to music) Take up a new, active hobby Plan screen-free activities with

family and/or friends

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Families and Screen Time Create a “TV allowance”, decide with your child

what time of day TV will be allowed and what shows are ok to viewshows are ok to view

Move the TV’s out of bedrooms and to a central location where TV programs can be enjoyed together and monitored

Establish one time during the day that media use is acceptable

Encourage “family talk” during dinner and turn off the screen time in use

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Sample Screen Time Program Policies At ABC Child Care:

– Children will engage in screen time and other media h it i d t h l iuse when it is used to enhance learning .

– Screen time use will be closely monitored by the classroom teacher and is subject to approval by the Director.

– Children will be allowed to participate in screen time activities lasting no longer than 2 hours per week.

– Children are allowed to use various forms ofChildren are allowed to use various forms oftechnology as a exploratory opportunity.

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Part C:Part C:Continuingthe Process of Change

25

g

Continuing the Change Process

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PPT Part D:PPT Part D:National,State, and

Local

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Support


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Supplemental Nutrition Assistance Program-Education (SNAP-Ed)What is it?

hHow can it help me?

E i i i Program that supports nutrition education for eligible participants

State regulated Educates and

encourages participants

Encourages participationin food and nutrition assistance programs

Provides parent education

Offers tools and

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to make healthy food choices

Provides information, training, and additional resources

resources to distribute to families

Encourages partnerships with community organizations

Expanded Food and Nutrition Education Program (EFNEP)What is it? Program designed for

How can it help me? Offers workshops to Program designed for

individuals with limited resources in acquiring the knowledge, skills, and attitudes useful in establishing nutritious diets

Offers workshops toeducate families on:– Food safety– Nutrition– Physical activity– Buying food on a

b d t

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Offers programs including– Adult EFNEP– Youth EFNEP – Program Delivery

budget Provides tools and

resources to help individuals and families lead healthier lives


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Women, Infants, and Children (WIC)What is it? Program that provides

How can it help me? Provides funds for

nutritious foods, education and counseling, and screening and referrals to participants

Target population are low income, nutritionally at risk pregnant omen

women and children for supplemental nutritious foods

Offers one-on-one nutrition counseling to participants

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risk pregnant women,breastfeeding and non breastfeeding women post-partum women, infants and children

Provides referrals to other health and social services if needed

Child and Adult Care Food Program (CACFP) What is it?

d ll f d dHow can it help me?

S f d Federally-fundedprogram administered by the State

Provides partial reimbursement for meals for infants and children enrolled in ECE

Save money on foodpurchased for meals

Receive resources on nutrition and healthy eating

Supports healthy child

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enrolled in ECEprograms who serve children in low-income areas

development If feeding a mother’s

breast milk, CACFP participating programs can receive a reimbursement


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Quality Rating & Improvement System (QRIS)What is it?

d d hHow can it help me?

I h li f Standards that are designed to assess, improve, and communicate the level of quality of ECE programs and communicate ratings to

Increase the quality ofyour program

Potentially receive incentives for participation

Save costs through

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communicate ratings tothe public

Standards can be county- or statewide

Uses a rating scale to assess level of quality

enrollment in financial assistance programs

Have continued support through technical assistance

Child Care Aware of America

What is it? h k

How can it help me? I ll An agency that works

with state and local Child Care Resource and Referral agencies (CCR&R) to ensure that all families have access to affordable child care

Increase enrollment Provide staff training Assist in developing a

business and management plan

Serve as a marketingto affordable child careand how to locate them

Serve as a marketingtool

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Licensing Regulations What is it? A set of minimum

How can it help me? Maintain a child care

guidelines regulated by the state that monitor the health and safety of licensed:– Child care programs– Family child care

license when in compliance

Provides technical assistance

Informs parents of requirements that must

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– Community based programs

– Faith based programs– Head Start programs

Supported by the state

qbe met

Early Intervention Programs

What do they do?i d dd h

How can it help me? P id Designed to address the

educational and developmental needs of very young children with disabilities and those experiencingdevelopmental delays

Provides support to children with developmental delays

Assists in finding special educational services for children

W k ith f ili t

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Provides free developmental evaluations of children under three

Works with families toprovide resources and support

Provides resources and training to staff


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Part E: ProfessionalDevelopment

Activity

37

Check OutCheck-Out

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Trainer Contact Information

39

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the

lobb

y to

shar

e inf

orm

atio

n,

reso

urce

s and

hea

lthy

recip

es.

Inclu

de H

ealth

y Eat

ing

as a

requ

ired

topi

c at f

amily

or

ienta

tion.

Who

is re

spon

sible?

Pr

ogra

m S

taff

Pr

ogra

m D

irect

or, P

rogr

am

Staf

f an

d Fa

milie

s Pr

ogra

m D

irect

or an

d Pr

ogra

m S

taff

Pr

ogra

m D

irect

or, C

ook

and

Teac

hers

Prog

ram

Dire

ctor

and

Cook

Date

Ju

ne 1st

Augu

st 1st

July

1stJu

ne 1st

Sept

embe

r 1st

5-31

Actio

n Plan

Work

sheet

Who

is re

spon

sible?

Date


5-32

Nemours National Office of Policy & Prevention1201 15th Street NW, Ste. 210

Washington, DC 20005202.457.1440 • 202.649.4418

www.healthykidshealthyfuture.org

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