Guiding Principles to Support Children’s Active Physical Play in Group Settings

Guiding principles will help you make decisions about supporting each child’s active physical play in group settings Guiding principles will help you make decisions about supporting each child’s active physical play in group settings

challenging environments for daily active physical play Principle I Adults set safe, appropriately challenging environments for daily active physical play Those who work in early childhood settings are obligated to support children in safe environments Professional ethics require staff to provide developmentally appropriate physical activities for young children Active physical play environments must be safe AND developmentally appropriate for age and stage

Principle II Children engage in active physical play to develop their bodies and for fun and enjoyment When young children master physical skills, they feel a sense of physical well-being, and a sense of achievement and accomplishment Staff in early childhood programs see children’s delighted reactions as they take their first steps or successfully go down a slide for the first time A common phrase that young children use as they progress in physical skills is, “I did it!”

Principle III Each child has opportunity for frequent and vigorous active physical play Children need space, time, and support for frequent and vigorous active physical play A quality early childhood setting has outdoor and inside areas that offer plenty of room and time for active physical play Each day, several times a day, both teacher-directed activities and free play are available to support running, jumping, climbing, hopping, throwing, pedaling, pushing/pulling, and other vigorous physical activities

Principle IV Each child has time for and support for uninterrupted, sustained play Each child deserves to develop the highest level of physical skills possible Lack of time or lack of opportunity to practice a skill can interrupt a child’s attempt to advance that skill When staff evaluate a child’s level of physical ability and need to practice a skill, they know when and how to offer assistance, or know when to simply step back to support a child to as they learn a physical skill

Principle V Each child has access to many and varied active physical play options Children engage in active physical play to develop their bodies and for fun and enjoyment Running, jumping, kicking, pivoting, climbing, throwing, squatting, hopping, pushing, lifting, balancing, and pedaling… these skills are targets of a young child’s physical development As a young child masters skills, creativity emerges, play becomes rich, and the child has physical skills to support a healthy life When children practice physical skills in different ways in many different settings, those skills become enduring

Principle VI Active physical play is supported by adult-child relationships and child-to-child interactions Relationships influence… Children’s initiation of active physical play The types of play children choose Creation of dramatic play themes and activities that arise from active physical play and skill development Relationships matter!

Principle VII Adults advocate for children to have opportunities and environments that support active physical play Good health and optimal physical development are foundations for a satisfying childhood Children have small voices when it comes to designing buildings and playgrounds, purchasing equipment, and planning schedules and routines Staff are the obvious advocates to support young children’s active physical play

.... Would you like to use a self evaluation tool for early childhood program staff who want to think about active physical play in early childhood programs? Download the free Thinking About Active Physical Play Self Reflection Inventory (TAPP). Go to eplay/02activeplay/index.html eplay/02activeplay/index.html