I Move We Move - Good For Kids - NSW Government

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3i Contents Acknowledgements IV Glossary V Section One: Introduction Good for Kids. Good For Life. 1.1 Benefits of physical activity and movement for young children 1.2 Physical activity recommendations for young children 1.2 Are young children meeting the recommendations? 1.3 Physical activity for young children in the early childhood education and care sector 1.4 What will I Move We Move cover? 1.5 How does I Move We Move support the Children's Services Regulation 2004? 1.5 Section Two: Whole of service approach Whole of service approach to encourage physical activity 2.1 Policy 2.1 Curriculum, teaching and learning experiences 2.3 Staff development and training 2.4 Partnerships with families 2.5 Supporting families with communication and education 2.5 Case study: Nurturing active children using provisions from home 2.7 Evaluation 2.8 Create a supportive environment for change 2.9 Ideas for generating interest and support 2.9 Build on your strengths 2.9 What is working and what is not? 2.9 Case study: Building on strengths, how it might work in practice 2.10 Resource 1: Physical activity policy checklist 2.11 Resource 2: Sample physical activity policy 2.12 Resource 3: Further information on physical activity 2.14 Resource 4: Newsletter Inserts 2.15 Section Three: Physical activity in Children's Services Supporting physical activity in the context of early childhood services 3.1 The nature of young children’s physical activity 3.1 Developmental appropriateness 3.2 Safety 3.4 I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE
Section Four: I Move, We Move Every Day Promoting physical activity throughout the day 4.1 Ideas to promote physical activity 4.1 Dramatic play 4.1 Music and movement 4.2 Water play 4.3 Transition activities 4.3 Active play in group time 4.4 Active play verbal prompts 4.4 Be an active role model 4.4 Physical activity no matter the weather 4.5 Case study: Wet weather creates unique opportunities for physical activity 4.6 Section Five: Learning how to move Fundamental movement skills in early childhood 5.1 What are the fundamental movement skills? 5.1 Stages of fundamental movement skills development 5.2 Learning fundamental movement skills 5.3 Figure 5.3: What do the fundamental movement skills look like? 5.11 Monitoring progress 5.20 Section Six: Active early childhood environments Active early childhood environments 6.1 Equipment 6.1 Equipment to promote physically active play 6.2 Make your own! 6.2 Equipment to encourage fundamental movement skills development 6.3 Setting up equipment to promote physical activity 6.4 Opportunities to explore physical activity outdoors 6.4 New opportunities to explore physical activity indoors 6.5 Risk management 6.6 Sun protection 6.7 Case Study: Trampoline Safety 6.8 Section Seven: I Move, We Move away from the TV Small screen recreation 7.1 Why do we need to limit small screen recreation in the early childhood 7.1 education and care sector? What can early childhood services do? 7.1 Small screen learning experiences 7.3 Example scenarios 7.5 References R.1 R.1 I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE ii
Page 1: I Move We Move The Guide www.goodfo
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 and 18: Staff development and training It i
Page 19 and 20: The types of information you commun
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
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A description of the three developm
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Adult guided fundamental movement s
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Essential components of a fundament
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Putting together a fundamental move
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Stability skills (continued) The or
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Locomotor skills (continued) The or
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Locomotor skills (continued) The or
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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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