Active Play – Each and Every Day!
ctive play promotes children’s development and learning process. Children learn best in safe environments where
they can play with materials that interest them. Active play encourages children to explore and discover their
world. Children learn when they explore with all of their senses and move their bodies freely. Being physically
active helps to strengthen muscles and bones, maintain a healthy weight, and prevent chronic illnesses. It is also known
to reduce anxiety and improve mood. In addition, children develop social skills and learn to solve problems while
playing with other children.
A
Early childhood educators can help children engage in active play. The most recent changes to the NC Child Care
Rules include new requirements for outdoor time and for gross motor activities. (See page 4 for more information.)
This new series will offer ideas for creating and enhancing active play spaces outdoors and indoors. Examples of
activities to involve infants, toddlers, and preschoolers in active play will also be included.
For Infants
Activity: Push, Push, Push
❏ Lay a baby on his tummy on a blanket
on the grass or on the floor.
❏ Get behind the baby and put your hands
on the soles of his feet.
❏ He will try to bring himself forward by
pushing on your hands.
❏ Sometimes he will need a gentle push
from you. This prepares the baby for
crawling.
Take your little feet and push,
push, push
(Repeat line twice and gently push)
Push, push, all day long
Active Play Space: Infant Reaching Area
❏ Hang various materials on string, rope,
elastic, or fabric from the ceiling, a low
hanging branch or a baby gym, just
within an infant’s reach.
Active learning: These materials that are
placed just out of reach motivate infants to
reach or roll over. This promotes sensory
and motor skill development.
For Toddlers
Activity: Pull the Train
❏ Cut the front off of a
few large, empty boxes.
❏ Tie them to gather
with short pieces of string to make a train.
❏ Give each child blocks or toys to fill her
boxes any way she wants.
❏ Let her pull them around outdoors or around
the room freely.
Choo-choo-choo
Here comes Bella with her teddy bear train.
Active Play Space: Sound Area
❏ Place chimes, musical instruments, strings
to pluck and plunk, and plastic bottles or
shakers with sand or small stones within
reach of children.
Prevent choking on small parts.
!
CAUTION
Place glue on the inside sides of
the cap and then securely fasten
plastic bottles and shakers.
Active learning: Children use fine and large
muscles. Hearing and making different sounds
improves sensory development. Children also
learn the names of musical instruments and
materials they use.
For Preschoolers
Activity: Body Part Matching
❏ Beat a rhythm on a drum while you
repeat “You walk, and you walk, …
and you walk and you stop!”
❏ While beating the drum, children walk
around in a random way. Extend the
play by walking like animals. ”You
walk like a crab, sideways, sideways,
sideways…and you stop!”
❏ After you say “stop,” call out a body
part such as ankles, fingers, knees or
foreheads.
❏ Younger children can touch their body
part with their hands. Older children
can touch that body part of theirs to
the same body part of someone else.
Active Play Space: Body Image Area
❏ Provide children a place to see how
their bodies create different shapes
when they move their bodies in different
ways. Children can see their reflections
in a mirror or their shadows outdoors.
Active learning: Children move their
whole bodies. They identify shapes and
use their imaginations.
References:
Greenman J, Stonehouse A, Schweikert G. Prime Times: A Handbook for Excellence in Infant and Toddler Care (2nd ed.). Redleaf Press; 2008.
Cryer D, Harms T, Bourland B. Active Learning for Ones. Dale Seymour Publications; 1987. Pica R. Wiggle Giggle & Shake. Gryphon House, Inc.; 2001.
Miller K. The Outside Play and Learning Book. Gryphon House, Inc.; 1989. Silberg J. 125 Brain Games for Babies. Gryphon House, Inc.; 1999.
6 • HEALTH AND SAFETY BULLETIN • AUGUST / SEPTEMBER 2010
Active Play – Each and Every Day!
L
oose parts are movable materials used for outdoor and indoor play. Examples include: sand, stones, leaves, water,
blankets, blocks, dolls, large building blocks, boards, and scarves. Loose parts can be natural or man-made. Use
of loose parts encourages active play that is holistic. Dramatic play, language, science, math, and relationship
building become part of the play. These materials can be moved, combined, collected, sorted, lined up, taken apart,
and put back together. When the environment is set up for children to select the loose parts they want for their play,
the children are in control and able to draw on their creativity and imagination.
The same loose parts can be used by children at various developmental stages. Adapt materials for use by children with
physical disabilities. Children use the materials in ways that are appropriate for their skills and interests. When offered
the same loose parts over time, children become familiar with the materials and begin to explore new ways of playing
with them. Supervision during active play ensures safe use of the materials.
For Infants
For Toddlers
For Preschoolers
Balls
Children of any age enjoy playing with balls.
Infants explore the texture, shape, and
movement of balls. Place different kinds of
balls within an infant’s reach. They look at
balls, touch them, and try to push or kick
them. Non-mobile children who can sit try
to catch, roll and throw balls. As they gain
skills, infants find new ways to play with
balls. For example, when infants start
crawling, they roll and chase balls.
Leaves
Toddlers can use toddler-sized
rakes to make a pile of autumn
leaves to jump in, walk around,
or ride through. When the pile
spreads out, rake the leaves
together again. While on a walk give children a
small bucket for collecting leaves. What colors
are the leaves? Which ones are big? Leaves
can later be used in a collage.
Balls
Toddlers know how to kick, drop, throw and
catch balls. They may enjoy hiding and finding
a ball. Watch their delight as they roll a ball
down a hill, pick it up, and toddle back up the
hill to start over.
Sticks and rocks
Sticks and rocks can be used for building
and dramatic play. Children can gather
sticks and small rocks to form a river bed.
A straight board could become a bridge. The
children must cross the river like an animal:
bear, cat, duck… Who will lumber across
the river bed and who will use the bridge?
As winter approaches, children can build
spaces to hibernate and stay warm.
Mats/Blankets/Fabrics
Many kinds of fabrics
can be used as
texture exploration
for infants. Look for
soft, rough, bumpy,
tickly, nubby, noisy, and scratchy textures.
Spread fabrics out to make a big carpet or
path. Lay babies on their tummies or backs
on different areas of the carpet. Older
infants can roll and crawl over the carpet.
Extend the activity by placing a pillow to
crawl over. Add toys that children can
reach for, kick, or crawl after.
Blocks
Set up a block area for toddlers with blocks that
vary in size, shape, color, and material. Toddlers
carry, stack, and place blocks where they want
them. Toddlers learn from their “buildings”
falling down and from the process of building.
Through trial and error, toddlers discover which
blocks are easy to stack, which are tippy, and
which side sits flat on the ground.
Jump ropes
Place a rope on the
ground in a straight or
curvy line for preschoolers
to walk on forwards and
then backwards. Two children can wiggle
the rope while others jump over it.
Balls
Provide opportunities for preschoolers to gain
skills as they play with balls. They learn to
aim when they roll, kick and throw at a
target. Vary the size of the target as their
aim improves. Playing catch, or kicking the
ball back and forth builds cooperation as
children develop gross motor skills.
References:
Belinda C. Loose Parts: What does this mean? Retrieved October 27, 2010 from http://betterkidcare.psu.edu/TIPS/tips1107.pdf
Miller K. The Outside Play and Learning Book. Gryphon House, Inc.; 1989.
Wellhousen K. Outdoor Play, Every Day: Innovative Play Concepts for Early Childhood. Delmar Thomson Learning: 2001
6 • HEALTH AND SAFETY BULLETIN • OCTOBER / NOVEMBER 2010
Active Play – Each and Every Day!
Legs are for moving!
Look at babies’ little kicks! As children grow,
they use their legs in different ways: crawling, scooting, pushing, pedaling, walking,
jumping, running, dancing, balancing, climbing… Early educators can provide
activities that strengthen children’s legs and support large muscle development.
Design activities that support each child’s stage of development, remembering that
children develop at their own rate. The activities for typically developing infants
and toddlers may be very appropriate for preschoolers with developmental delays.
For Infants
Leg Development
Infants might kick,
thrust and stretch
their legs, roll over,
crawl, pull to
standing, walk
while holding onto
something, and
stand alone.
Activities
Kicking Sew bells to the middle of the cuffs
on socks. Fold the cuff over the bells and
sew in place. Put the socks on a baby’s
feet. Shake her feet. The bells jingle.
Encourage the baby to kick. Try other
objects that make interesting noises.
Caution: if the noise maker comes loose,
it is a choking hazard.
Scooting/Crawling Lay a baby on his tummy
on a soft rug. Shake a toy in front of him
just out of his reach. Put the toy on the rug.
Encourage
him to scoot
or crawl
over to
the toy.
Pulling to Standing Place a big empty box
in front of a baby. When she is looking, drop
her favorite toy into the box. Hold the box
steady and cheer her on as she tries to get
the toy out of the box. Can she pull herself
up? Can she reach in and grab her toy?
For Toddlers
Leg Development
Toddlers toddle, walk
on their own, squat,
run, climb, stand on
tiptoes, and try to kick
a ball and jump.
Activities
Walking Let young
toddlers practice
walking on different
surfaces, such
as carpeting, tile, grass, dirt, and concrete.
Try following a path in the woods. Hold
their hands if necessary. Place a long 6”-11”
wide board on
the grass
or a soft rug.
Toddlers use
balance as they
walk along
the board and
step on and off it.
Climbing Use several large, sturdy blocks
to make a path in an open play space.
Toddlers can step over, or around the blocks.
Try changing the length of the path or the size
and shape of the blocks.
Jumping Hang a cuddly toy 8-12” above a
toddler’s head. Ask him to jump up high and
touch the toy. Are his legs coming off the floor?
Show him how to jump. Put out a flat board or
a box spring mattress for toddlers to jump off.
Hold hands and jump off together. Wheee!
For Preschoolers
Leg Development
Preschoolers walk
heel to toe, climb
well, jump up and
land on two feet,
hop on one foot,
have control over
running speed and
direction, kick a ball,
and pedal tricycles.
Activities
Hopping Ask children
to pretend to be frogs,
grasshoppers, or rabbits
and hop around the room
or the playground. “What
animal is he?” Count how many times they
hop on each foot. Play hopscotch indoors or
outdoors. Try different hopscotch patterns.
Moving backwards During an activity period,
have a time when children move backwards
wherever they go. Start with a few minutes.
As the children get better at moving
backwards, extend the time or try an indoor
or outdoor area that offers new challenges.
Ask older children to jump backwards or to
change their speed.
Riding a tricycle Let young preschoolers
practice pushing the pedals on tricycles
and other riding toys. Make a track on the
grass, dirt, or pavement for preschoolers
to ride on. The track can be long, bumpy,
in a straight line or in a circle. Add bicycles
when preschoolers master tricycles.
References:
Beaty J. Observing Development of the Young Child (4th ed.). Prentice-Hall; 1998
Cryer D, Harms T, Bourland B. Active Learning Series. Dale Seymour Publications; 1987.
Miller K. Simple Steps: Developmental Activities for Infants, Toddlers, and Two-Year-Olds. Gryphon House; 1999.
6 • HEALTH AND SAFETY BULLETIN • WINTER EDITION 2011
Active Play – Each and Every Day!
Arms and Hands!
Children use their arms and hands as
they explore their environments. They stretch their arms and open and
close their hands to pick up a toy. Using arms and hands requires
coordination of gross motor and fine motor skills. Provide activities that
help children develop both skills. Read books such as Hands, Hands,
Fingers, Thumb by Al Perkins to encourage children to use their hands.
For Infants
For Toddlers
Gross Motor
Development
Infants move
their arms up
and down, hit
at moving
things, reach
out, and push
themselves up on their forearms or hands.
Gross Motor
Development
Toddlers move
arms and legs at
the same time and
swing arms
overhead. They
punch, throw, roll
and catch a big
ball. They also carry,
push, and pull a large toy.
Fine Motor Development
Infants grasp, pick up, pull apart and fit
together, bang, poke, dump, and stack 2
or 3 blocks.
Activities
Ribbon Pull Hang a long, brightly colored
ribbon loosely around your arm. Encourage
an infant to reach out and grab the ribbon.
Can he grab and pull it? Move your arms.
Change the length, the texture, and the color
of the ribbons. Which one does he choose?
Banging Together Give an infant two blocks,
one in each hand. Show her how to bang the
blocks together. Encourage her to copy the
movement. Give her other items that make
different sounds when clapped together.
Place various items within her reach so that
she can choose things to bang.
Pull Up Bar Install a pull up bar within an
infant’s reach inside or outside. Can he
reach and grab the bar? He can practice
standing and walking while holding on to
the bar.
Fine Motor Development
Toddlers use thumbs and index fingers together,
move fingers separately, and use both hands
together. They can squeeze, hold small items,
put things into small containers, turn knobs
and switches, and open and close easy locks.
Activities
Stacking and Moving Boxes Add beans to
small boxes. Secure with tape. Put the boxes
within toddler’s reach. Toddlers enjoy the
sounds that beans make when the box is
shaken or moved. “Shake…shake…shake.
Can you stack the boxes?”
Dump and Fill Give each toddler a plastic pail.
Place a variety of vehicles and animals in a
large box. Ask the toddlers to fill their pails.
Dump them into the box and start again. Add a
box with a hole that is large enough for the
items to fit through. They can push the items
through the hole. Can they open the box to find
the animals and vehicles?
For Preschoolers
Gross Motor
Development
Preschoolers
control their
arms, pick
up and carry
heavier
things, and
hang from a bar for ten seconds. They can
catch, bounce, throw overhead, and dribble
a ball.
Fine Motor Development
Preschoolers can use thumbs and fingers
together, coordinate hands and eyes, and
control hand and finger movements. They
use tools such as silverware, crayons and
shovels, dress themselves, pour with little
spilling, pick up tiny things, fold, wrap and
unwrap.
Activities
Bounce and Catch Little Balls Collect
colorful 1-inch balls. Have preschoolers sit
on the floor. Drop the ball onto the pavement.
Encourage them to catch it as it bounces
near them. Let them bounce the ball. Try
bouncing the ball on different surfaces.
Where does the ball bounce the highest?
Floor Puzzles Make a floor puzzle with
preschoolers. Let them choose papers of
various colors and texture to glue onto a
large cardboard. Help preschoolers outline
the puzzle pieces. Cut the cardboard into five
or six pieces. They can make their big floor
puzzle together on any large flat surface!
References:
Cryer D, Harms T, Bourland B. Active Learning Series. Dale Seymour Publications; 1987.
Miller K. Simple Steps: Developmental Activities for Infants, Toddlers, and Two-Year-Olds. Gryphon House; 1999.
6 • HEALTH AND SAFETY BULLETIN • SPRING EDITION 2011
Active Play – Each and Every Day!
Routines and Transitions
Movement activities during daily routines and transitions enhance the children’s
experience and offer children an appropriate way to get their “wigglies” out. Basic routines, a big part of the childcare day,
include toileting, hand washing, room clean up, and eating. Routines provide chances to develop independence, and
competence. For example, serving family style meals help children develop language skills as well as fine and gross motor
skills. Active participation in clean-up teaches item recognition and promotes social responsibility. Through active
participation children develop a sense of security and take ownership of their classroom environment.
The National Resource Center for Health and Safety in Child Care and Early Education (NRC) has developed a series of
videos for early educators. Motion Moments provide simple ways to weave physical activity into early childhood programs
working with infants, toddlers or preschoolers. Visit www.nrckids.org and add movement activities during daily routines
and transitions.
For Infants
By providing engaging, warm, and
interactive routine care an early educator
promotes development in all areas. Making
routine care a time for active movement
promotes gross motor skills and large
muscle development.
Routine Care
As the infant is lying on the changing table,
grasp an ankle in each hand and “bicycle”
her legs in a forward and back rotation.
Then stretch out her arms: Up over her
head, across the chest, straight up in the
air. Describe the actions. Movement,
interaction and language development have
enriched the diaper changing routine.
Transitions
To signal the end of feeding time, draw the
infant’s hands over his head and say “How
big is…(child’s name)?” and then answer
“So big!!” Repeat two or three times at the
end of each feeding. As the infant grows
older, he will respond to the verbal cue and
stretch his hands overhead.
For Toddlers
Toddlers like to move and to help, and they
like routines. Use their natural interests to
involve them in daily routines.
Routine Care
Actively involving toddlers in routines such as
diapering and handwashing, supports their
self-care skills. Toddlers can climb up and
down the stairs to the changing table. They
can learn to pull their own pants up and down
when appropriate. With supervision and
frequent reminders about the steps of
handwashing, toddlers are able to wash their
hands. With practice toddlers become
increasingly more capable and independent.
Transitions
As they wake from nap gently lead toddlers
through stretching their muscles. Clench
hands and then make fingers into a
“starfish.” Scrunch up faces and then expel
a big gust of air. Stretch like a cat, rounding
backs and stretching arms overhead. This
creates a pleasant transition to the next
activity. When
everyone is
awake, sing
“Shake Your
Sillies Out”
together.
6 • HEALTH AND SAFETY BULLETIN • FALL 2011
For Preschoolers
Preschoolers are learning to take care of
themselves and their environment.
Physically stronger and more confident
they take pride and pleasure in
contributing to their environment.
Routine Care
Preschoolers can set and clear the table
for meals and snacks. Pouring from
pitchers and carrying plates
encourage independence and
develops motor skills. Use a
chart to show assigned jobs.
Have a child pick a body
movement, such as spinning
around. Photograph the child
doing the movement. Add Velcro
to the back of the printed photo. Children
put their photo next to the job when they
complete their task. Then they do their
movement! Rotate jobs so children
eventually do each task.
Transitions
Mark the end of center time and free play
with a song and a movement. Each day
pick a gait that goes with the song: huge
marching steps, bouncing on toes…
Children sing and move as they put toys
and materials away.