ATTCHMNT 3C GO NAAP SAC OUTDR PLAY.PDF

ATTACHMENT 3C
GO NAP SACC
SELF-ASSESSMENT INSTRUMENT
OUTDOOR PLAY & LEARNING
FTF-RC007-19-0632-00 Page 87 of 185

Go NAP SACC
Self-Assessment Instrument
Date:
Your Name:
Child Care Program Name.
Outdoor Play & Learning
Go NAP SACC is based on a set of best practices that stem from the latest research and guidelines in the field. After
completing this assessment, you will be able to see your program's strengths and areas for improvement, and use
this information to plan healthy changes.
For this self-assessment, outdoor play and learning includes all activities done outdoors. The questions cover a
range of activities, some focused on physical activity and some focused on other learning activities. These
questions relate to opportunities for both children with special needs and typically developing children.
Before you begin:
• Gather staff manuals, parent handbooks, and other documents that state your policies and guidelines
about outdoor play and learning.
Recruit the help of key teachers and staff members who are familiar with day-to-day practices.
As you assess:
Answer choices in parentheses ( ) are for half-day programs, Full-day programs should use the answer
choices without parentheses.
V. Definitions of key words are marked by asterisks (*),
• Answer each question as best you can. If none of the answer choices seem quite right, just pick the closest
fit. If a question does not apply to your program, move to the next question.
Understanding your results:
.I( The answer choices in the right-hand column represent the best practice recommendations in this area. To
interpret your results, compare your responses to these best practice recommendations. This will show
you your strengths and the areas in which your program can improve.
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers J, Ball S. {2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www,gonapsacc.org .
CD 2014-2017 The University of North Carolina at Chapel Hill
1

1. Outdoor playtime* is provided to preschool children and toddlers:
11 4 times per week or 0 1 time per day E 2 times per day U 3 times per day or
less (Half-day: 3 times (Half-day: 4 times per (Half-day: 1 time per more (Half-day: 2 times
per week or less) week) day) per day or more)
* Outdoor playtime includes any time that children are outdoors playing and learning. Children may be very
physically active or do less energetic activities during this time.
2. The amount of outdoor playtime provided to preschool children* each day is:
E Less than 60 minutes 11 60-74 minutes I=1 75-89 minutes El 90 minutes or more
(Half-day: Less than 15 (Half-day: 15-29 (Half-day: 30-44 (Half-day: 45 minutes
minutes) minutes) minutes) or more)
* For Go NAP SACC, preschool children are children ages 2-5 years.
3. The amount of outdoor playtime provided to toddlers* each day is:
LI Less than 30 minutes IJ 30-44 minutes 0 45-59 minutes D 60 minutes or more
(Half-day: Less than 10 (Half-day: 10-19 (Half-day: 20-29 (Half-day: 30 minutes
minutes) minutes) minutes) or more)
* For Go NAP SACC, toddlers are children ages 13-24 months.
4. Infants* are taken outdoors:t
E 3 times per week or El 4 times per week El 1 time per day n 2 times per day or
less (Half-day: 2 times (Half-day: 3 times per (Half-day: 4 times per more (Half-day: 1 time
per week or less) week) week) per day or more)
* For Go NAP SACC, infants are children ages 0-12 months.
e Infants may be taken outdoors for different activities, including a walk in a stroller or tummy time on a
blanket or mat.
5. Our program does the following types of activities with children outdoors:
See list and mark response below.
• Free play: Playtime that can be more or less energetic, depending on what activities children decide to do.
• Structured learning opportunities: Planned lessons and activities including circle time, art projects, and
reading time.
• Seasonal outdoor activities: Activities that are unique to the season or the weather, including gardening,
water play, collecting fallen leaves, and playing in the snow.
• Walking trips: Activities, like nature walks and neighborhood tours, that let children explore the outdoors
nearby your program, but beyond the regular play space.
• Outdoor field trips: Opportunities for children to take part in outdoor activities around the community.
Destinations can include local parks, farms, gardens, or nature centers.
E None El 1 activity type E 2-3 activity types E 4-5 activity types
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers J, Ball S. (20141.
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill, Available at: www.gonapsacc.org.
© 2014-2017 The University of North Carolina at Chapel Hill
2

6. The amount of our outdoor play space that is shaded by structures* or trees is:
No shade E Less than 1/4 or more LI 1/4 to 1/2 is shaded 1/2 to 3/4 is shaded
than 3/4 is shaded
* Structures that provide shade include fabric canopies or umbrellas, hard top canopies, gazebos, and arbors.
7. An open area for outdoor games, activities, and events is:
O Not available D Large enough for some O Large enough for most 0 Large enough for all
children to run around children to run around children to run around
safely safely safely*
* This refers to all children who regularly use the open area together, not necessarily all of the children in the
program. For large centers, this response refers to a space large enough for at least 25 children to run around
safely.
8. The outdoor play space for preschool children includes:
O 1-2 play areas* D 3-5 play areas* El 6-7 play areas* LI 8 play areas* or more
* Each play area offers different play opportunities. An area might include a swing set, sandbox, climbing
structure, pathway, garden, house or tent, small inflatable pool, easel, or outdoor musical instruments like
pots, pans and pipes for drumming. A play area does not need to be permanent; it can be created by bringing
equipment outside.
9. Describe your program's garden:*
El There is no garden for IA It grows only herbs • It grows some fruits LI It grows enough fruits
herbs, fruits, or and/or vegetables for and/or vegetables to
vegetables children to taste provide children meals
or snacks during 1 or
more seasons
* A garden can be planted in the ground or in containers like window boxes or pots. A garden can include vines
growing on fences or arbors, or fruit trees planted in the outdoor play space.
10. In our program, the path for wheeled toys is:
D No path LI Unpaved and any E Paved and less than 5 ID Paved and 5 feet wide
width feet wide or wider
11. Describe the shape of the path for wheeled toys:
LI No path E Straight E Curved but not looped 0 Curved and looped*
* A curved and looped path allows children to ride around multiple loops, not just one large circle.
12. Describe how the path for wheeled toys connects to different parts of the outdoor play space:
See list and mark response below.
• Connects to building entrances
• Connects the building to play areas
• Connects different play areas to each other
ID No path 0 1 type of connection 0 2 types of connections El 3 types of connections
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers J, Ball S. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition, Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
© 2014-2017 The University of North Carolina at Chapel Hill
3

13. Our program has the following portable play equipment* available and in good condition for children to use
outdoors:
See list and mark response below.
• Jumping toys: jump ropes, jumping balls
• Push-pull toys: wagons, wheelbarrows, big dump trucks
• Ride-on toys: tricycles, scooters
• Twirling toys: ribbons, scarves, batons, hula hoops, parachute
• Throwing, catching, and striking toys: balls, bean bags, noodles, rackets
• Balance toys: balance beams, plastic "river stones"
• Crawling or tumbling equipment: mats, portable tunnels
• Other "loose parts": sticks, shovels, pales
171 None LI 1-2 types 0 3-5 types El 6-8 types
* Portable play equipment includes any toys that children can carry, throw, push, pull, or kick, as well as "loose
parts" that help children explore and learn about the natural world. This equipment can be homemade or
store bought, Portable play equipment does not include equipment fixed into the ground like jungle gyms,
but does include fabric tunnels, mats, and other larger items that teachers can easily move and switch out.
14. Portable play equipment is available to children during outdoor active playtime:
LI Rarely or never U Sometimes 0 Often LI Always
15. The amount of portable play equipment available to children during outdoor active playtime is:
LI Very limited 7 Limited El Somewhat limited 171 Not limited there is
always something
available for each child
to play with
16. Teachers and staff receive professional development* on outdoor play and learning:
E Never E Less than 1 time per El 1 time per year 7 2 times per year or
year more
• Professional development can include taking in-person or online training for contact hours or continuing
education credits. It can also include information presented at staff meetings.
17. Professional development for current staff on outdoor play and learning has included the following topics:
See list and mark response below.
• Recommended amounts of outdoor playtime for young children
• Using the outdoor play space to encourage children's physically active play
• Communicating with families about outdoor play and learning
• Our program's policies on outdoor play and learning
171 None 17 1 topic El 2-3 topics L 4 topics
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon S, Sommers J, Ball S. (20141,
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org.
C) 2014-2017 The University of North Carolina at Chapel Hill
4

18. Families are offered education* on outdoor play and learning:
Li Never CI Less than 1 time per El 1time per year 2 times per year or
year more
* Education can be offered through in-person educational sessions, brochures, tip sheets, or your program's
newsletter, website, or bulletin boards.
19. Education for families on outdoor play and learning includes the following topics:
See list and mark response below.
• Recommended amounts of outdoor playtime for young children
• Using the outdoors to encourage children's physically active play
• Our program's policies on outdoor play and learning
111 None E 1 topic CI 2 topics CI 3 topics
20. Our written policy* on outdoor play and learning includes the following topics:
See list and mark response below.
• Amount of outdoor playtime provided each day
• Ensuring adequate total playtime on inclement weather t days
• Shoes and clothes that allow children and teachers to play outdoors in all seasons
• Safe sun exposure for children, teachers, and staff
• Not taking away outdoor playtime in order to manage challenging behaviors
• Professional development on outdoor play and learning
• Education for families on outdoor play and learning
El No written policy or E 1-2 topics E 3-5 topics Li 6-7 topics
policy does not include
these topics
* A written policy includes any written guidelines about your program's operations or expectations for
teachers, staff, children, and families. Policies can be included in parent handbooks, staff manuals, and other
documents.
t Inclement weather includes very high and very low temperatures, hazardous air quality, storms, and any
other factors that make the outdoors unsafe for children.
0 The Outdoor Play Environment items represent a collaboration between Go NAP SACC and the Natural
Learning Initiative at North Carolina State University in Raleigh, NC.
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho 1, Mazzucca 5, Hanson P, Ammerman A, Neelon S, Sommers 3, Ball S. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
(0 2014-2017 The University of North Carolina at Chapel Hill
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