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PROGRAM PLANNING AND DEVELOPMENT​ * 2 HOURS * LEVEL 2

Course Menu

Page 4

My Brain Craves Action: Life on the Playground

Playground Q & A​


Picture
How much time outside do the children in my care need? 
According to the Child Care Licensing Guidebook, “The older the child, the more outdoor time is required. Infants may need only a few brief forays out into the sunshine. Outdoor play for infants includes riding in a carriage or stroller; however, infants should also be offered opportunities for gross motor play outdoors. Toddlers and young preschoolers should spend at least 15 minutes playing outside in the morning and afternoon. School-age children need longer periods of outdoor playtime, especially after a full day of school.”

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How do I know if the outdoor space is big enough?
According to WAC 170-295-2130, the area must “contain a minimum of 75 usable square feet per child using the play area at any one time. If the center uses a rotational schedule of outdoor play periods so that only a portion of the child population uses the play area at one time, you may reduce correspondingly the children’s play area size.”

Picture
What constitutes “inclement weather” for outdoor play?
​Cold, mud, and puddles are not excuses to keep children indoors. The National Weather Service identifies weather that poses a significant health risk as wind chill at or below 15°F and heat index at or above 90°F. You may be able to get the children outside briefly later, when there is a break in the weather. Be sure to keep your schedule flexible.

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What do I do if a child gets hurt outside? 
​Playground injuries are the leading cause of injury to children in childcare and to children ages 5 to 14 in schools. Because of this, educators need to be prepared to handle common emergencies and injuries that will occur on the playground. You will need to have access to a first aid kit while outside and will want to check that kit frequently. Follow protocol for administering first aid just as you would indoors. For more information on that, you can refer to the Child Care Licensing Guidebook or talk to your director or licensor. 

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Some parents and guardians do not dress their children appropriately for outdoor play during cold times of the year. What should I do? 
​Let your parents know that it is important to send their children to the center with suitable outdoor gear. Make this known on your monthly newsletter and/or your parent board as the weather starts to turn. Always have stock of extra clean clothes in your classroom in case a child does come dressed inappropriately to your classroom (i.e. jackets, gloves, hats, etc.). You will need to launder after each use.  

Picture
What types of equipment does the playground need to have? 
​There are no specific requirements for what play structures you must have on your playground. However, you must provide a variety of age-appropriate play equipment for climbing, pulling, pushing, riding and balancing activities. 

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Does the outdoor area need to be fenced?
WAC 170-295-5090
You must fence the outdoor play area to:
  • Prevent unauthorized people from entering, and
  • Prevent children from escaping and having access to hazardous areas​
At a minimum fences and gates must:  
  • Be safe and maintained in good repair, and
  • Be designed to discourage climbing and prevent entrapment.
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Optional Resources for Further Study
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  • Creating Inclusive Outdoor Play Environments
  • Increasing Opportunities for Play
  • ​How-To Accommodate Special Needs Children on the Playground
  • Natural Playground and Outdoor Classroom,Turtle Rock Preschool, Irvine, CA 
  • ​Research-Based Indicators of the Nature Deficit, Children & Nature Network

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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use