I Move We Move - Good For Kids - NSW Government

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2.5 Partnerships with families Staff in Children's Services form close relationships with parents, carers and the whole family, which are built on respect and trust. Having good partnerships with families provides an opportunity for your service to discuss ways to maximise the health and well-being of their child in an open, non-judgemental and respectful way that supports families in making lifestyle changes. Successful partnerships with families around physical activity will be facilitated if Children's Services can communicate effectively with parents/carers and educate them about ways to encourage making positive changes to physical activity behaviours and engage them in the provision of physical activity opportunities for children. Supporting families with communication and education Communicating effectively with families about physical activity will involve recognising and appreciating their existing knowledge, experience and also circumstances of the family, and encouraging them to share their point of view. When providing information to families in relation to physical activity, you should ensure that it is both relevant to the family and their child and also realistic by taking into account any challenges that they may face. Attempts to ensure children develop healthy lifestyle habits are more effective using the whole of family approach rather than a child centred approach. Therefore, sharing information and working together with families is a key factor in promoting physical activity in Children's Services. Communicating with families about physical activity should occur in the same way your service communicates with families about other aspects of their child’s experience at your service. Use a variety of methods and tools to assist you communicate with families, such as information in newsletters, on notice boards or during discussion with parents when they come to pick their child up. You could include information on children’s daily participation in physical activity and small screen recreation in an activity chart or your day book. See Resource 4 (page 2.15) for some newsletter inserts for families I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE
The types of information you communicate to families might include the: • Service’s physical activity policy • Types of opportunities for physical activity (including fundamental movement skill development experiences) that are being provided for children • Physical activity learning experiences occurring at the service • Policy and practices in regards to small screen recreation • Ideas for families to provide appropriate physical activity experiences at home, including fundamental movement skills development and incorporating physical activity into daily routines at home • Ideas for families on how to limit small screen recreation at home The emergent curriculum provides Children's Services with a specific opportunity to involve families in the programming activities in your service14 . Families bring with them experiences, interests and skills which they are only too happy to share. There are a multitude of ways that family members can be involved with physical activity policies and practices of your service. These may include encouraging parents/carers to be involved in and contribute to: • Development, implementation or review of the service’s physical activity policy • Awareness raising and action on physical activity by playing the role of family advocate for physical activity on the service’s parent committee (this may be a new for your committee) • Physical activity learning experiences I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE 2.6
Page 1 and 2: I Move We Move The Guide www.goodfo
Page 3 and 4: Section Four: I Move, We Move Every
Page 5 and 6: Acknowledgements I Move We Move has
Page 7 and 8: Section One Introduction I Move We
Page 9 and 10: Benefits of physical activity and m
Page 11 and 12: Physical activity for young childre
Page 13 and 14: Section Two Whole of Service Approa
Page 15 and 16: What should we include in the polic
Page 17: Staff development and training It i
Page 21 and 22: Evaluation Evaluating your polices
Page 23 and 24: Building on strengths, how it might
Page 25 and 26: Resource 2: Sample physical activit
Page 27 and 28: Resource 3: Further information on
Page 29 and 30: Why is physical activity important
Page 31 and 32: How much physical activity do young
Page 33 and 34: Young children and TV Did you know?
Page 35 and 36: Section Three Physical Activity in
Page 37 and 38: Developmental appropriateness To en
Page 39: Culturally appropriate Physical act
Page 42 and 43: 4.1 Promoting physical activity thr
Page 44 and 45: 4.3 Water play Children often have
Page 46 and 47: 4.5 Physical activity no matter the
Page 49 and 50: Section Five Learning How to Move I
Page 51 and 52: Stages of fundamental movement skil
Page 53 and 54: A description of the three developm
Page 55 and 56: Adult guided fundamental movement s
Page 57 and 58: Essential components of a fundament
Page 59 and 60: Putting together a fundamental move
Page 61 and 62: Stability skills (continued) The or
Page 63 and 64: Locomotor skills (continued) The or
Page 65 and 66: Locomotor skills (continued) The or
Page 67 and 68: Manipulative skills (continued) The
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Monitoring progress Recording child
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6.1 Active early childhood environm
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6.3 Equipment to encourage fundamen
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6.5 Sand pit Why not use the sand p
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6.7 Sun protection Exposure to UV r
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Section Seven I Move We Move Away f
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Think carefully about the amount of
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3. Record children’s responses to
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Scenario Two - Television or play o
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18. Sport and Recreation New Zealan
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I Move We Move - Good For Kids - NSW Government

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