My example for the health category is pictures of the dental assistants that I invited to came to the

child care. It fits the category because the dental assistants talked to the children about how often
they should brush their teeth and when, things that cause cavities, when they should go and visit a
dentist office and all about things they might see at the dentist. I chose it as the best example of my
work because it is a step I took to try to help improve children’s oral health, by getting the children
excited about going to the dentist and providing their parents/guardians with helpful tips to make it
happen. It demonstrates the knowledge I gained in the Health, Safety, Nutrition course of the
Preschool Credential. I learned how important it is to start early experiences out positively with hopes
that the children will be able to maintain a favorable attitude toward dental care.
Dental Assistants from Scenic Bluffs Dental talking with the children, they read a book and showed
them tools they use at the dentist office and how to brush their teeth.
My example for the safety category is the Head Start Body Start Play Space Survey. It fits the
category because the assessment provides information about the programs current space which
helps to plan for enhancements or improvements which in turn will increase physical activity for
children. I chose it as the best example of my work because the survey showed that the outdoor play
space fully meets standards in the eleven categories. It demonstrates the knowledge I gained in the
Health, Safety, Nutrition course of the Preschool Credential. I learned about the safety standards and
the expectations of high quality and I have an ongoing list of improvements or changes I would like to
make next to continue improving my outdoor space while maintaining and exceeding safety
standards.

HEAD START BODY START PLAY SPACE SURVEY:

Self Assessment Tool for Head Start Centers Responding to HSBS Play Space Award RFP

HSBS PLAY SPACE SURVEY FORM

Category Implementation Comments

Scale
Key Features
The play space comprises a variety of developmentally appropriate play Numerous available, including:
areas/learning settings and materials made of manufactured and natural 1 2 3 4 5 -climber
materials to promote a diverse range of experiences for children. All materials -swings
and equipment included in the play space are designed and/or selected for -slides
children in the age range that are using them. At least five (5) of the following are -balls
included in the play space: multipurpose, open space; anchored play equipment -jump ropes
(i.e. climbing structure, swings, slides, springers/rocking toys) ; wheeled toys (i.e. -hula hoops
tricycles, scooters, wagons, push toys, other); manipulative equipment (i.e. balls, -wind chimes
jump ropes, hula hoops, other); water play features (i.e. hose/sprinkler, wading -balance beam
pool, stream, recirculating shallow water feature, other); music and -playhouse
movement/acoustic play area (i.e. marimbas, log drums, rain sticks, chimes, -loose wood pieces
other); sand play area; balance beam/stepping stones; playhouse; flower or -raised cement slab
vegetable garden; loose parts for building; climbing tree; climbing/rolling mound;
raised deck/stage; other.
Movement Opportunities
The key features of the existing site promote physical activity and movement. At Numerous available, including:
least five (5) of the following listed activities are supported by the key features of 1 2 3 4 5 -hopscotch for hopping
the outdoor space in each of the identified categories: traveling actions (walking, -climbers for climbing
skipping, hopping, climbing, jumping, crawling, sliding, marching, galloping, -slides for sliding
running, leaping); stabilizing actions (twisting, turning, squatting, swinging, -open space for running
swaying, pushing, pulling, stretching, bending, shaking, dodging, landing); and -toys for pushing/pulling around
manipulating actions (throwing, catching, bouncing, tossing, rolling, kicking, -shovels for scooping/bending
trapping, opening, closing, striking, object handling). Key features of the play -ring toss/frisbee for tossing
space provide opportunities for children to move at varying speeds with different -swings/glider for swinging
degrees of force and to explore ways to control their movement, such as rocking, -balls for kicking/tossing
stepping, rolling and flight. They are able to move in a variety of directions (i.e. -rocks for climbing/rolling/
up, down, right, left, forward, backward, and sideways) and levels (i.e low, stepping
medium and high).
Flexibility and Play Numerous options available for open ended play, children
The play space has a variety of features that can be changed and/or played with have many opportunities to make the play area what they
in many different ways. The flexibility of the play space offers a wide range of 1 2 3 4 5 want it to be. Including:
experiences for children. The play space supports children in being spontaneous, riding on boats – climber
innovative, flexible, and creative. It supports children in solitary play as well as having a house – playhouse
parallel and cooperative play. Children engage in functional play (gross motor owning a restaurant – playhouse
activities/skills such as running, jumping, throwing, climbing, crawling, rolling, going on a car ride – glider
swinging, sliding, etc); construction play (building that incorporates cognition and making food -with pots and pans, sticks and rocks
gross and fine motor skills); and symbol play( role play or fantasy play). crawling through climber – hiding
rolling in rocks – making rock angels (like snow angels just
in pea rock)
building rock houses (like sand castles just with various
rocks) sorting shells and counting them
hopscotch – jumping, singing, putting on shows
swinging on swings
jumping on stepping stones
Numerous varieties of shade depending on timing of
Shelter and Shade Structures 1 2 3 4 5 day/sun placement: House shadows fenced in play area in
Natural or artificial shade structures provide enough shade to accommodate the the morning, built shelter above portion of outside area with
total number of children in the classroom. For example, shade might be provided infant swings under it, picnic table and open space for room
by a combination of the following: shadows cast by the building, manufactured to play under, have large tree outside of fenced in play area
shade structures, trees, pergolas, umbrellas. that shades the swings/glider in the afternoon, have shade
under climbers and in playhouse and around it
Natural Features Numerous varieties including:
The play space incorporates a variety of natural elements for children to play with -boulders, pebbles, rocks
such as trees, stumps, boulders, long grass, water, and pebbles. The landscape 1 2 3 4 5 -shells
contains natural elements from three or more of the following categories: a -pinecones
variety of species of trees or shrubs; a variety of non-poisonous flowering plants; -sticks/tree stumps
vines; topographic variation (i.e. mounds, terraces, slopes); and a variety of safe -water
ground surfaces. -non-poisonous flowing plants
-various plants/trees/bushes in garden/yard and around
fence
Welcoming Atmosphere Play space is kept clean and organized have hanging
The play space has a friendly, inviting atmosphere. The play space is clean, free hooks for shovels/pots and pans/toys, baskets for balls,
of litter and kept in good repair. Outdoor toys, loose parts and supplies are 1 2 3 4 5 pails for loose parts, storage bench for balls/toys. Have
appropriately stored and organized. At least two of the following decorative various decorative elements including:
elements add visual and/or auditory interest and appeal to the play space: -wind chimes
banner, chime, wind sock, statue, gazing ball, flag, cultural artifact, or decorative -flag
object (i.e. wreath, topiary, fence weaving, mural, mosaic, weather vane, -butterflies
pinwheel, whirligig, whimsical sign, garland, wood sculpture). -weather thermometer
-pinwheels
-hanging wind circle (painted hula hoops attached together)
Sensory Elements Numerous sensory experiences available. Including:
The play space provides opportunities for a variety of sensory experiences (i.e. touch/texture – shells, turf, pinecones, rocks, wood, stones
touch/textures, smell, listening, looking, vestibular and proprioceptive input). For 1 2 3 4 5 looking – cameras/binoculars
example, opportunities for vestibular stimulation are provided by at least two of smell – live by a farm, flowers, fruit trees, hay, grass
the following: rolling; rocking; swinging; sliding; merry-go-round; gliders; and Vestibular stimulation available: swings, slides, glider,
other. Opportunities for proprioceptive stimulation are provided by at least two of infant swings
the following: climbing; crawling on/through; lifting; throwing; and other. At least Proprioceptive stimulation available: climbers, crawl
two fragrant herbs are planted in different locations to enhance the multi-sensory spaces, throwing, tossing
experience of the play space. Fragrant herbs available: mint, chives and lemon verbena
in containers in play area corner and lavender in containers
near
book area/relaxing space
Accessibility and Inclusive Play -no steps needed to get into the play area through the gate
All children are able to get to everything they want. Children across ages and -have slides and climbers of various heights/levels to
abilities access and enjoy the play space and the opportunities it creates to accommodate the varying abilities
participate with peers. This may include mixed-use play equipment (i.e. the 1 2 3 4 5 -have multiple swings at lower/higher levels
addition of an accessible swing to a bay of swings) and/or free-standing -picnic tables and places for chairs
accessible play equipment like slides, elevated sandboxes and spring riders. -sandboxes and elevated water tables
Opportunities are present for children’s various levels of physical abilities with -have cement slab, turf, pavers and rock for getting around
lesser and greater challenges provided (i.e. lower and higher climbing areas; the play area
tricycles with and without pedals). Surfacing of the play area and surrounding
paths are accessible.
Risk and Challenge
The play space provides children with opportunities to do things that are exciting -can hop across the stepping stones
and adventurous. Components of the play space are characteristically open- -can leap from rock to rock
ended, challenging children’s physical, social and cognitive abilities by having the 1 2 3 4 5 -balance beams of different types/sizes of wood
potential for engaging in increasingly more difficult and complex activities. Visual -hiding place under climbers/picnic tables
and textural variations suggest different ways for children to move from place to -slides and climbers of different heights, sizes and textures
place (run quickly across open grassy space; jump from flat stone to flat stone; with rock wall side
tiptoe from brick to brick ). Opportunities are present for increasing challenge (i.e
varying height apparatus, hills, and trees to climb; variety of surfaces for Some new materials we have: kites, outside art easel and
balancing such as beams, logs, stones, and stumps). Adventure is created by coloring/drawing materials, pvc pipes and funnels
the inclusion of hiding places, jumping perches, looping trails, secret pathways,
hidden hollows, and cozy nooks. The play space is safe and piques children’s Some familiar materials we have: pots, pans, measuring
interest and creativity through the use of novelty such as inclusion of new cups, muffin tins, water pitchers, gloves, hats, sunglasses,
materials (parachute, pool noodles, and beach ball) or by having familiar cameras, binoculars
materials (i.e. doll carriage, scarves, or costumes) introduced into the outside
setting.
Surfacing
The surface or ground under and around playground equipment is soft enough to -have pea rock under/around swing set
cushion a fall (i.e. hardwood fiber/mulch, sand, pea gravel, and synthetic or 1 2 3 4 5 -have cement slab, turf area, stepping stones, pavers,
rubber tiles and mats). The surface is well maintained, generally at a depth of 12 rubber tile stepping mats, lots of pea rock
inches, is kept free of standing water and debris and not allowed to become -accessible pathway to fenced in play area
compacted. Surfacing may vary throughout the play space to include a variety of
textures and experiences for children as well as to provide an accessible
pathway for all children.
Enclosures and Safety Features
The play space is enclosed by a fence at least four (4) feet tall and the fence has -have a 4-foot vinyl fenced in area with 2 locking gates
a safe gate closure with no entrapment spaces where children’s heads can get 1 2 3 4 5 -free from hazards or opening spaces
stuck. Play equipment is free of protrusion and entanglement hazards (no bolts -no sharp edges/points
or pieces extend outside the structure and any ropes present are securely -enough space is provided between and around swing set,
attached on both sides). No sharp edges or points are exposed that could cut the glider, slides and play equipment
skin. No entrapment openings are present throughout the play space (generally -play space is free of random hazards
all openings measure smaller than 3.5” and larger than 9”) and sufficient space is -space is available to store equipment as needed
maintained between play equipment (generally a minimum of 12 feet). Any
elevated surfaces (generally those higher than 20”) should have guardrails. The
play space is free of trip hazards such as random stumps or exposed concrete.
Storage sheds are available to maintain moveable and manipulative equipment.
*Programs should consult CPSC guidelines and ASTM standards for playground
safety.

Adapted from: Casey, T (2007). Environments for outdoor play: A practical guide to making space for children. London: Paul Chapman Publishing Company. And
De Bord, K., Hestenes, L., Moore, R., Cosco, N., & McGinnis, J. (2005). POEMS: Preschool outdoor environment measurement scale. Lewisville, NC: Kaplan.
My example for nutrition category is a week menu plan for 3 - 5 year old children. It fits the category
because it is important to provide children with nutritious meals and snacks as well as promoting
nutrition knowledge and understanding. I chose it as the best example of my work because it shows I
can plan nutritionally sound menus. It demonstrates the knowledge I gained in the Health, Safety,
Nutrition course of the Preschool Credential. I learned that by following a few simple steps it can help
the planning process be more efficient and effective like by forming menus, making a list of foods that
you already have and that need to be used, having recipes organized and accessible and having past
menus with notes an suggestions and having calendars handy with special events and
holidays/birthdays noted.
 Date Monday 07-22-19 Tuesday 07-23-19 Wednesday 07-24-19 Thursday 07-25-19 Friday 07-26-19

Milk 1% Milk (3/4 cup) 1% Milk (3/4 cup) 1% Milk (3/4 cup) 1% Milk (3/4 cup) 1% Milk (3/4 cup)

Fruit/Vegetable Blueberries (1/2 cup) Raspberries (1/2 cup) Apples Slices (1/2 cup) Banana (1/2) Strawberries (1/2 cup)
Breakfast

*Grain WG Bread/Toast (1/2 slice) WG Cereal (1/3 cup) English Muffin (1/2) WG Cereal (1/3 cup) WG Cream of Wheat-
Plain (1/4 cup)

**Meat/Meat Alternate

Choose 2 of these 5:
Animal Crackers (8) WG Rice Cake (1/2) Cheez-it Crackers (13) Mini Club Crackers (17) Saltine Crackers (6)
Milk

Meat/Meat Alternate
AM Snack

Fruit/Veg/***Juice Raisins (1/2 cup) Mandarin Oranges (1/2 cup) 1% Milk (1/2 cup) Sliced Grapes (1/2 cup) American Deluxe
Optional served Frozen Cheese Slices
Vegetable (1.5 oz)

*Grain

Milk 1% Milk (3/4 cup) 1% Milk (3/4 cup) 1% Milk (3/4 cup) 1% Milk (3/4 cup) 1% Milk (3/4 cup)

Meat/Meat Alternate Yogurt (3/4 cup) Ham (1.5 oz) Pork Meatballs (3) Oven Roasted Chicken (1.5 Turkey Breast (1.5 oz)
oz)

Fruit/Vegetable Banana (1/2) Pears (1/2 cup) Peaches (1/2 cup) Applesauce (1/2 cup) Mixed Berries (1/2 cup)
Lunch

Vegetable Green Beans (1/2 cup) Carrots (1/2 cup) Mashed Potatoes (1/2 cup) Mixed Vegetables (1/2 cup) Broccoli (1/2 cup)

*Grain Biscuit (1/2 serving) WG Bread (1/2 slice) WG Spaghetti Noodles (1/4 WG Noodles (1/4 cup) WG Bread (1/2 slice)
cup)

Choose 2 of these 5:
WG Crackers (8) Pretzels (13) Graham Crackers (1) Pumpkin Muffin (1/2 Celery Sticks (1/2 cup)
Milk serving)

Meat/Meat Alternate
PM Snack

Fruit/Veg/***Juice
Sliced Grapes (1/2 cup) 100% Apple Juice (1/2 cup) 1% Milk (1/2 cup) 100% Apple Juice (1/2 cup) Pretzels (1/2 serving)
Vegetable

*Grain

Menu Plan for 3 – 5 Year Old Children - Week of 7-22-19 to 07-26-19

Important Reminders:

**Meat/ Meat Alternate at Breakfast is limited to 3x per week.

***Juice is limited to 1x per day.

Whole Grain (WG) must be served 1x per day.

WG Cereal: Kids can choose between – Rice Krispies, Cheerios, Crispix, Life-Original, Mini Wheats-
Plain, Oatmeal Squares-Cinnamon

Yogurt must contain no more than 23 grams of total sugars per 6 ounces. Breakfast cereals must contain
no more than 6 grams of sugar per dry ounce.