C4F Wiggle Giggle Munch Manual FINAL

HANDBOOK FOR PROGRAM LEADERS

A physical activity and nutrition program for preschoolers and their parents

PREFACE Wiggle, Giggle & Munch was Welcome to Wiggle, Giggle & Munch established and Wiggle, Giggle & Munch is a physical activity and nutrition program for continues to operate 1-4-year-olds and their parents or caregivers. Wiggle, Giggle & Munch is a program of Communities 4 Families (C4F). C4F is the downtown Parent- with 4 main goals: Child Coalition, funded by Healthy Child Manitoba and a network of 1. To promote the benefits of community organizations and residents that work together to support physical activity and healthy families living in the Winnipeg downtown area. eating from an early age in order to reduce incidence of How it all started and delay onset of chronic illnesses such as diabetes In 2004, a sub-committee of C4F created the Wiggle, Giggle & Munch and heart disease. program to address: 2. To encourage the belief in • The gap in community programming between healthy baby programs and practice of healthy living and school-age recreation programs by providing a program for by providing participants with toddlers, preschoolers and their parents; the experiences and tools • The rising incidence of obesity, inactivity, and diabetes in our they need to make physical communities; activity and healthy eating part • And promote the philosophy that a “healthy child is an active child and of daily living. an active child is a healthy child”. 3. To offer information about In 2004, Wiggle, Giggle & Munch began as an eight-week pilot project at community resources for two locations. The enthusiasm of participating families led to the program’s keeping active. continuation in the Fall of 2004 through to the Spring of 2005. During 4. To provide a safe environment this time, C4F ran one ten-week and two eight-week programs at four where families can get to know locations. each other and strengthen their community ties. Wiggle, Giggle & Munch has evolved Since the pilot and creation of the first handbook, Wiggle, Giggle & Munch has grown to include numerous regular downtown Winnipeg sites, running 2-3 sessions per year. Wiggle, Giggle & Munch also runs independently at various community programs across the province. Since C4F does not sell the Wiggle, Giggle & Munch program or track programs outside the downtown area, an exact number of current programs is unknown. However, at every training (offered 2-3 times per year) new leaders continue to attend to learn the program. The Wiggle, Giggle & Munch program has now been updated to include the ideas and discoveries shared over the past 14 years. C4F is pleased to share this renewed version of the handbook with the whole Wiggle, Giggle & Munch community, new and experienced.

Thank you to Healthy Child Manitoba Healthy Child Manitoba suggested the initial framework that brought the C4F coalition together, and has generously provided the ongoing funding and support for its activities.

WIGGLE, GIGGLE & MUNCH 3 Thanks to the Wiggle, Giggle & Munch advisors, past and present

ORIGINAL HANDBOOK REVISED EDITION TEAM, 2018-19 ADVISORY TEAM, 2004-05 Katie Anderson - Handbook Coordinator, Communities 4 Families Jennifer Bogoch and Shirley Ingrid Peters Derry - Coordinator, Communities 4 Families Haynes - original facilitators Kelly Speak - Wiggle, Giggle & Munch Mentor and Trainer, Communities 4 Families Dr. Janice Butcher and Communities 4 Families Resource Committee members: Jaymi Derrett - physical Carmen Court, Coordinator, Volunteer Services, Winnipeg School Division activity experts and program Cheryl Starr, Community Connector, WestEnd Commons evaluators Genny Funk-Unrau, Community Health Outreach Worker, Klinic Judy Barg, Community Community Health Nutritionist - Winnipeg Emma Fineblit, Executive Director, Wolseley Family Place Regional Health Authority Gabriela Galli, Parenting Program Coordinator, Mosaic Newcomer Family Ellen Kelley - Manitoba Resource Network Culture, Heritage and Tourism Nikhat Merchant, Early Childhood Development Hub Program Assistant, IRCOM Recreation & Regional Services Branch Consultants: Laurie Marcella, Postnatal Carmen Spiech, Information Assistant, St. Boniface Library, Coordinator - Healthy Start for City of Winnipeg Mom and Me Cassidy Nicholls and Breanne Syvret - Fit Kids, Healthy Kids Barbara Martin, Health Cori Reimer - New Directions, program adaptations Educator - Klinic Community Healthy Start for Mom & Me Dietitians Health Centre Jaymi Derrett - Community Development Branch, Manitoba Municipal Relations Sheelagh Smith, Dietitian - Lavonne Harms - Public Health Dietitian, Winnipeg Regional Health Health Action Centre Authority Genny Funk-Unrau, Melinda Pascual – Family Programs Coordinator, Mosaic Newcomer Coordinator – Communities 4 Family Resource Network Families Graphic Design: Holly Clarke, Waterloo Design House Photography: Keith Horner, Goodlad Productions and Mosaic Newcomer Family Resource Network Printing: Kromar Printing

Wiggle, Giggle & Munch™ or Wiggle, Giggle & Munch™ is a trademarked name.

The opinions and interpretations in this publication are those of the author and do not necessarily reflect those of any of the organizations that contribute resources to Communities 4 Families.

Published by Communities 4 Families Winnipeg, Manitoba www.communities4families.ca [email protected]

4 WIGGLE, GIGGLE & MUNCH TABLE OF CONTENTS

About Wiggle, Giggle & Munch ...... 7

Plan an 8-10 week program ...... 11

Run a session: step-by-step ...... 15

Free play ...... 16

Welcome circle and warm-up ...... 19

Warm-up activities ...... 20

Active songs and rhymes ...... 22

Movement skills ...... 23

Cool down ...... 31

Make & Take activity ...... 33

Dance party...... 36

Snack time ...... 37

Program leadership ...... 43

Adapt the Program for your families ...... 47

Common challenges & FAQ ...... 55

Appendix A – Start a program ...... 59

Appendix B – Planning templates and samples ...... 67

Appendix C – Songs and rhymes ...... 75

Appendix D – Activities and games ...... 85

Appendix E – Snack ideas and nutrition messages ...... 89

Appendix F – Online and additional resources ...... 93

Appendix G – Sample forms ...... 97

Appendix H – Sample posters ...... 115

WIGGLE, GIGGLE & MUNCH 5 ABOUT THIS HANDBOOK Each section is divided by uniquely coloured stripes along the edge of each page.

This handbook is organized into seven sections: 1. About Wiggle, Giggle & Munch 2. Plan an 8-10 week program 3. Run a session: step-by-step 4. Program leadership 5. Adapt the program for your families 6. Common challenges & FAQ 7. Appendices: Setting up a new program, templates, songs & rhymes, activities & games, snack ideas and extra resources to assist in session planning.

6 WIGGLE, GIGGLE & MUNCH 7 SECTIONSECTION 3: RUN A1: WIGGLE,ABOUT WIGGLE, GIGGLE GIGGLE & MUNCH & MUNCHSESSION SECTION 1: ABOUT WIGGLE, GIGGLE & MUNCH

Wiggle, Giggle & Munch is: Is our program Wiggle, Giggle • A two-hour physical activity and nutrition program & Munch? that runs in 8-10 week sessions. The information and materials off ered in this • For 1-4-year-olds together with their parents. handbook are available to anyone. • Guided movement activities, songs, rhymes Please use the Wiggle, Giggle & Munch name* and games. for your program only if you provide: • A weekly drop-in program for families who attend casually or weekly. • A free program. • A healthy snack shared together. • Free child minding for infants. • A place for parents and children to connect with • A drop-in atmosphere that allows participants to their community. skip sessions and return. • A supportive environment for parents to share • Parents and children the opportunity to participate a healthy lifestyle with their child. together. • Accessible and welcoming to all families. • 45-50 minutes of physical activity each week. • Designed (and adapted, as needed) to reduce • Activities that allow toddlers and preschoolers to barriers to participation. practice movement skills without competition or pressure to achieve. • Activities that are aff ordable and use readily-available equipment. • A nutritious, picnic-style snack for all participants. • Ongoing outreach to the community.

QUESTIONS ABOUT USING THE WIGGLE, GIGGLE & MUNCH™ NAME? Contact C4F at: [email protected] or 204-475-5755.

* When creating program materials, it is not required to use the ™ symbol with the Wiggle, Giggle & Munch name.

8 WIGGLE, GIGGLE & MUNCH How Wiggle, Giggle & Munch supports families The program is designed for families who face multiple barriers—families who are less likely to have access to information and support about physical activity and healthy eating. Wiggle, Giggle & Munch strives to provide resources in a safe, fun, and accessible way. Wiggle, Giggle & Munch encourages parents and kids to be active together, try new things, play and have fun. “Purposeful, A Healthy Child play-based early learning sets the stage for future learning, is an Active Child. health, and well-being”1. Being active together supports healthy, happy and secure parent-child relationships. An Active Child IN A WIGGLE, GIGGLE & MUNCH PROGRAM, PARENTS WILL: is a Healthy Child. • Discover new ideas for play and the benefi ts of playing together. • See the development of skills such as balancing, jumping, kicking, and throwing. • Support their child to try activities that can be challenging at home (throwing, rolling, jumping, etc.) • Share nutritious snacks and try new foods together more often.

IN A WIGGLE, GIGGLE & MUNCH PROGRAM, CHILDREN WILL: • Build self-esteem and confi dence. • Practice social skills with their peers. • Be more school-ready. • Develop emergent literacy skills. • Become adventurous eaters. • Become independent in choosing foods.

“The program gave me ideas on how to be closer with my daughter.” – parent participant

1 Council of Ministers of Education, Canada. 2018. CMEC Statement on Play-Based Learning. www.cmec.ca/Publications/Lists/Publications/Attachments/282/play-based-learning_statement_EN.pdf

WIGGLE, GIGGLE & MUNCH 9 PROGRAM

20 minutes Free play

Circle time and introductions Community highlight 20 minutes Warm up Active songs and rhymes

Movement skills 20 minutes Active games

Cool Down 10 minutes Break

10 minutes Make & Take

10 minutes Dance Party

Snack 30 minutes Munch Minutes

Parents and Children Playing Together

10 WIGGLE, GIGGLE & MUNCH 11 SECTION 3:SECTION RUN A WIGGLE, 2: PLAN GIGGLEAN 8-10 &WEEK MUNCH PROGRAM SESSION SECTION 2: PLAN AN 8-10 WEEK PROGRAM

Take time to plan How to plan Running a Wiggle, Giggle & Munch session is a A Wiggle, Giggle & Munch program runs in 8 or 10 tremendous amount of work, but is extremely valuable week sessions. Each session (weekly “class”) is guided and appreciated by the families who attend. Take by a unique lesson plan. It’s best to plan all sessions time to plan for your families. at once. This ensures all movement skills are covered throughout the program, that songs and rhymes WHEN A SESSION IS WELL PREPARED, LEADERS: are repeated suffi ciently for children to learn with • Engage the attention and curiosity of families. confi dence and that the overall snack menu provides • Reduce transitions to improve learning. a variety of foods. Adding a few new songs or rhymes • Avoid asking children to wait and become every few weeks keeps it interesting for parents and distracted. adds some challenge for older children. • Provide a relaxing and fun experience for families. • Off er resources for learning beyond the program. TIPS FROM EXPERIENCED PROGRAM LEADERS: • Show respect for the families’ time. • Print a summary of your lesson plan on the back of • Encourage parents to be present with their child. a name tag/lanyard. List the rhymes, songs, games, activities for each session for quick reference. • Prep Make & Take supplies (pre-cut sticker sets, shapes) in small buckets for quick set up. • Prepare snack items prior to the session start. • Arrange for infant care during the program. It is hard for a parent to have uninterrupted connection time with a preschooler when a new baby is involved. • Keep all sign-in materials, posters and pamphlets together, to use from week to week. • Practice ahead of time. Avoid looking up words to songs/game rules during the session.

HAVE EVERYTHING SET UP BEFORE STARTING To set up: • Put away anything in the room that might be distracting. Anything you can’t move out the children’s reach and sight can be covered with large sheets. • Hang posters that promote physical activity and healthy eating. • Provide a sign-in sheet, name tags, and pens at the sign-in table. • Display your Munch Minute and Community Highlight for the session. • Have equipment out and ready to use as families arrive. • Put on music to create a welcoming atmosphere.

12 WIGGLE, GIGGLE & MUNCH Session breakdown Here is a guide for planning your time and activities in the program:

Activity Minutes

Free Play (arrival and sign in) 20

Welcome Circle 20 • Introductions and question of the day • Community highlight • Warm up and active songs and rhymes

Movement Skills: practice, activities and games 20

Cool Down and Break 10

Make & Take 10

Dance Party 10

Snack 30

Planning checklist

Pre-session prep J Purchase and prep Make & Take supplies J Purchase and prep snack J Print off community highlight and Munch/Motion minutes Include in each session plan J Gym set up plan, list of all equipment needed (free play, movement, dance, etc.) H sign-in sheets, info minute, community highlight, movement skill poster H music player/speaker, CDs H prepped Make & Take supplies H prepped snack J Program leader’s roles/tasks J Question of the day J Warm up activities (1-2) J Active songs and rhymes (2-3) J Movement skill demonstration (teach skills briefly) H Plan to repeat the skill throughout warm up, games and cool down when possible H 2-3 activities/games to practice the skill J Cool Down activity J Make & Take activity (optional) J Nutritious snack, served picnic-style (prepared before families arrive)

See Appendix B for template session plan and example session plan.

WIGGLE, GIGGLE & MUNCH 13

15 SECTION 3: SECTIONRUN A WIGGLE, 3: RUN AGIGGLE SESSION: & MUNCH STEP-BY-STEP SESSION SECTION 3: RUN A SESSION: STEP-BY-STEP

This section includes step-by-step guidance for all the components in a session • Free play time • Warm up activities and songs • Movement skills, games and activities • Cool Down exercises • Make & Take ideas • Nutrition and snack info

FREE PLAY

Welcome participants As participants arrive, greet them by their fi rst name and take the time to introduce them to one another. Be sensitive to the fact that even adult participants may need a little time to warm up to strangers. Make name tags for everybody including program leaders, child minders, and volunteers. Try to create a drop-in atmosphere right from the start so that participants will know that if they arrive late or miss some sessions they are still welcome to join in. Let families know how the program runs and the order of activities. Introduce parents with infants to the child minder at the start. You can make reminder calls to participants between sessions to encourage them to attend even if they haven’t been coming regularly.

16 WIGGLE, GIGGLE & MUNCH Free play Play is natural to children and is their way to learn and explore.2 With the room child-ready and the equipment out, participants come in and play while others continue to arrive and settle in. Free Play allows children and families time to ‘warm up’ to the room. They can see and try the equipment or toys that will be used in the session, and they can meet the facilitator(s) and say hello to other families in a relaxed, unrushed way. Encourage children to play together. Introduce parents to one another, helping them connect through any awkward initial moments. Expect that parents may need help remembering each other’s names from one session to the next. As FREE PLAY you work to develop a sense of community and comfort in the room, remember that a positive comment about a child’s participation can help relax children as well as their parents.

FREE PLAY TIME LOOKS LIKE: • Music playing as families arrive. • A sign in sheet for parents. • Gym equipment set out around the room for “Play allows children children to play with - put out mats, balls, scarves, to try new things, hoops, nets, skipping ropes, etc. test boundaries, learn from • The program leader is available, welcoming, their mistakes and enjoy mingling with families. • The program leader off ers positive, engaging being active.” observations to parents. For example, “Oh, I see 3 how she is enjoying catching the scarf when she throws it. That looks fun. Perhaps you’d like to play with her?” • The program leader asks parents to put their phones away. This helps reduce parental distraction. See Appendix H for a reminder poster.

REMINDERS FOR FREE PLAY: • This is the perfect place for loud, active play. • Kids lead the play. Off er one-on-one guidance to engage parents in their child’s play. • Encourage exploration of the space and the equipment. • Music helps parents relax and signals that noise is okay. • Encourage parents to join in the play with their child.

2 Centre of Excellence for Early Childhood Development. 2018. Play-based learning The joy of learning through play. http://www.child-encyclopedia.com/play-based-learning/resources. Accessed December 4, 2018.

3 Active Healthy Kids Canada. 2012. https://activeforlife.com/canadian-kids-not-getting-enough-active-play/. Accessed September 4, 2019.

WIGGLE, GIGGLE & MUNCH 17 ? What’s happening during welcome and free play time? Adaptation. Families may be trying something new. Families will join at their own pace. Community connection. Parents are invited to join the community space, read community info and participate in the program while meeting other community parents. Child-led exploration. Children explore the space, check out the equipment, are encouraged to touch, try and play with things. Curious observation. Children learn best by observing others their age, playing and experimenting with movement and new equipment.

WELCOME CIRCLE & WARM-UP & CIRCLE WELCOME “My kids are having so much fun playing and learning at the same time.” – parent participant

“I wait for the program every week. It is the only place for me and my daughter to sing and play. My daughter likes the songs and repeats them at home. This program helps me to learn English to learn new words.” – parent participant

18 WIGGLE, GIGGLE & MUNCH WELCOME CIRCLE & WARM-UP Once families have had some free time to arrive, play and get settled in the room, gather everyone together into the welcome circle.

During the welcome circle • Welcome the group and introduce yourself. • Encourage everyone to introduce themselves with their name and answer to the question.* • Share community highlights. • Lead warm-up stretches and big body movements. • Sing 2-3 active songs together (repeat each song 2-3 times).

*Sample questions • What’s your favourite thing to do outside? • Who do you love playing with? • What is your favourite fruit? • What is your favourite colour? WELCOME CIRCLE & WARM-UP & CIRCLE WELCOME Housekeeping info Putting up a poster with key program info can help save time. However, when you have new families attending, take time in the circle to cover the basics.

LET PARTICIPANTS KNOW: • Where are the washrooms and water? • Where can they put jackets and strollers? • What areas are off limits? • What can they do when they need a break?

Also, remind families of the ground rules. Let parents know what to expect: 1. The space is a cell phone free zone during the program. See Appendix H for a reminder poster. 2. Parents and children participate in all activities together. 3. Seeing parents participate helps encourage reluctant children to join the group.

WIGGLE, GIGGLE & MUNCH 19 Warm-up activities The welcome circle is a social warm-up for the group as well Warming up as a physical warm-up. and stretching Lead the group in 2-3 increases fl exibility warm-up activities each week. and movement in Repeat these same warm up the body’s joints. activities each week.

BALLOON BREATH TOGETHER • Stretch tall to fi ll your balloons • Sniff the fl ower and blow out the candle • ‘Let the air out’ to shrink small • Fill your tummies with air, blow out all the • Float around on tip toes, reach tall, air across your toes let diff erent kids ‘let the air out’ for fun BUTTERFLY HELICOPTER • Sit with your feet together and knees out WELCOME CIRCLE & WARM-UP & CIRCLE WELCOME • Take 2-3 steps back in the circle so • Flap your ‘wings’ (knees) up and down, everyone has lots of room press your wings down to the fl oor • Stretch arms out to the side, swing PIKE STRETCH them across your body like the blades • Sit with legs stretched out straight in front, of a helicopter toes can point forward or reach upwards • Make loud helicopter ‘chopping’ noises • Reach hands over head and stretch tall, AIRPLANE then fall forward and reach for your knees, • Stretch arms out to the side, ‘fl y’ together shins or ankles in a circle • Reach up tall again and stretch forward all • Ask families where they’d like to go on a trip the way to your toes, give them a tickle TREE STRETCH “TICKLE THE KITTY CAT” STRETCH • Plant your ‘roots’ (feet) into the ground • Kneel on your hands and knees, • Reach ‘branches’ (arms) up into the air, pretend there is a cat (or other animal) reach tall, side to side in front of you • Sway in the ‘breeze’, challenge kids to • Reach out with one hand at a time to lift one leg or close their eyes ‘catch’ or ‘tickle’ the cat • When the cat ‘sneaks’ behind you, ‘catch’ her with one foot reaching back at a time

20 WIGGLE, GIGGLE & MUNCH What’s happening during the welcome circle ? and warm up? Introductions. Families get a chance to speak and share their names and a small thing about themselves. Reassurance. Parents are reassured that children take time to join the group. Moving together. By observing the program leader, families learn together. Body awareness. Moving and talking about our body parts (arms swaying, legs bending) teaches body awareness and builds vocabulary.

“Movement relaxed both us. It lightens everyone’s mood and makes us happy.” WARM-UP & CIRCLE WELCOME – parent

“One mother who is new to Canada is working on her English during our songs and rhymes.” – program leader

WIGGLE, GIGGLE & MUNCH 21 ACTIVE SONGS & RHYMES

Singing supports emergent literacy Children need to repeat songs, rhymes, games and activities from week to week.

EMERGENT LITERACY4 IS: • The knowledge we have about reading and writing, before we actually read and write. • Talking and singing lots and lots of words. • An ability to play and make-believe (story-tell). • Recognizing the symbols that are letters and numbers. • The strength to hold a crayon to scribble, colour and to hold a book and turn the pages. MOVEMENT SKILLS MOVEMENT

USE SONGS THAT INVOLVE BODY MOVEMENT When teaching and using songs and rhymes: • Look for songs/rhymes that help practice movement skills and develop vocabulary. • Sing each song three times. Repetition can • Repeat songs throughout the program. feel silly for parents, • Vary the speed (slower when learning, fast for challenge and silly fun). but this is how • Practice words/actions ahead of time. children learn. • If needed, write songs on the back of your name tag/lanyard.

What’s happening during song/rhyme time? ? Self confi dence. When children repeat the same songs and rhymes they learn and succeed. Success leads to feeling confi dent and a positive self image. Emergent literacy. Singing makes language accessible for children. Learning new words, repeating rhyming patterns, combining ideas/stories in song and connecting movement with words is all part of a child’s emerging literacy.

See Appendix C for the words and actions to many active songs and rhymes.

4 Early Literacy at the Winnipeg Public Library. Roots of Reading pamphlet. AND Reach out and Read. Milestones of Early Literacy Development pamphlet. www.reachoutandread.org

22 WIGGLE, GIGGLE & MUNCH MOVEMENT SKILLS Wiggle, Giggle & Munch helps families move more, together. The Canadian Society for Exercise Physiology recommends 180 minutes of movement for 1-4 year olds5, including 60 minutes of energetic play, every day. ABCs of movement Basic movement or motor skills are the foundation of all physical activity. Children feel must develop movement skills such as good jumping, throwing, and balancing to participate and enjoy physical activity be have SKILLS MOVEMENT now and throughout life. Movement strong energy development is as important as cognitive and social development to a child’s overall 6 reduce growth, well-being, and self-esteem. stress Through play children learn the ABC’s of 7 reduce movement : Agility, Balance, Coordination. prevent depression illness When children play and explore & anxiety movement, they naturally improve their have agility, balance and coordination. These fun with ABC’s are the building blocks for physical friends literacy and an active lifestyle.

Physical literacy “Physical literacy [is] the motivation, confi dence, physical competence, knowledge and understanding to “Cold winter months value and take responsibility for make a program like this engagement in physical activities for life.”8 very useful, it is diffi cult to do Participation in this program builds much running in snowsuits.” movement skill competence and a positive – program leader attitude towards an active lifestyle. Wiggle, Giggle & Munch helps prepare a child for lifelong physical wellness and health.

5 The Canadian Society for Exercise Physiology. (2019). https://csepguidelines.ca/early-years-0-4/. Accessed April 26, 2019.

6 ParticipACTION. 2018. Canadian kids need to move more to boost their brain health: The ParticipACTION Report Card on Physical Activity for Children and Youth. Accessed April 26, 2019. https://www.participaction.com/en-ca/resources/report-card.

7 Sport for Life. (2016) The importance of physical activity in the ¬fi rst six years of life: Developing Agility, Balance and Coordination. http://sportforlife.ca/wp-content/uploads/2016/12/developing-agility-balance-and- coordination-active-start.pdf. Accessed April 26, 2019

8 International Physical Literacy Association (2017) www.physical-literacy.org.uk Accessed April 26, 2019.

WIGGLE, GIGGLE & MUNCH 23 What are the movement skills?

WIGGLE, GIGGLE & MUNCH FOCUSES ON: 1. Balancing 2. Running, hopping, galloping 3. Jumping 4. Throwing 5. Catching 6. Striking 7. Kicking 8. Body management Program leaders demonstrate a variety of skills each week. Skills are practiced in combination with other skills during games and activities. MOVEMENT SKILLS MOVEMENT

Physical activity reduces challenging “This program allows them behaviour and to run, burn off steam and becomes a use all their muscles in an lifelong habit. age appropriate way.” – parent

? What’s happening during movement skill practice? Positive examples. Children see their parents moving and having fun. Parents model an active lifestyle. Practice = Competence. As a child practices and repeats, they become competent in the skill. Competence = Confi dence. More competence leads to the confi dence to learn and use more skills. Competence + Confi dence = Participation. When children are competent and confi dent moving their bodies, they participate more in active games, sports and lifestyle choices.

24 WIGGLE, GIGGLE & MUNCH Guidelines for demonstrating movement skills • Provide enough equipment for children to practice at the same time, avoid line ups. • Creatively engage children in play or make-believe WHILE demonstrating and practicing a skill to get increased participation from children. - Pretend to be diff erent animals with diff erent movements. - Take children on a ‘journey’ with movement adventures along the way. • If you need to ‘teach’ a skill, keep instructions short and ask participants to follow along. • Encourage parents to participate. When a child sees a parent moving, they want to join in! • Avoid using one child to demonstrate to others. • Each child learns and practices at her own pace, in a predictable pattern. For example, two-year-olds may only carry a ball, three-year-olds might roll it and four-year-olds can often bounce and catch it. • Ask children to teach their parents a skill. Kids love a chance to be the boss! • Ideally a session repeats the same skills in the warm up, songs, games and cool down

activities – which ensures lots of repetition and practice. SKILLS MOVEMENT

Each child is attempting, learning and mastering skills at their own level.

WIGGLE, GIGGLE & MUNCH 25 Activities for practicing BALANCING movement skills What it looks like 1. Controlling body position during Focus on non-competitive, child-led learning. movement and when stopping. Off er many fun opportunities to practice 2. Moving in a straight line. skills, so children may learn at their own pace. 3. Moving in a narrow straight line, 1 foot/ Children need structured and unstructured hand in front of the other (along a line, opportunities for play9 and learning. Off er balance beam). unstructured moments to practice a skill 4. Reaching for items and retaining balance learned in a structured activity or game. while moving (tag, pick up bean bags while moving). 5. Holding static (statue) position on 1 or 2 feet. Activities and games that practice MOVEMENT SKILLS MOVEMENT balancing • Move around and collect bean bags (while moving). • Stand on one foot. • Balance in ‘table top’ (on hands and knees) and raise feet/hands, one at a time. • Balance bean bags on diff erent parts of the body (“Everybody Do This” rhyme). • Walk/run/hop along lines on/taped onto the gym fl oor. • Walk across a balance beam, along a pool noodle or skipping rope laid on the fl oor. • Tree pose: Hold arms out like ‘branches’, try to lift one foot. Close eyes. • Cat/cow stretches: on hands and knees, arch and round your backs. - In same position, reach forward and pretend to tickle the ‘cat’s nose’. - Reach forward with one hand at a time. - Raise one leg at a time, stretch backwards. • Lie on stomach, raise all arms and legs like Superman fl ying through the sky. • Crawl through tunnels. • Body shapes: Call out a shape and have participants make their bodies into the shape. • Sing “One is a Giant”. See Appendix C. • Play “Statues”, “Hot Potato” or “Musical Hoops”. See Appendix D.

9 Fit Kids, Healthy Kids. 2018. Preschool Training Session Presentation (presented April 5, 2019).

26 WIGGLE, GIGGLE & MUNCH RUNNING, HOPPING, GALLOPING JUMPING What it looks like What it looks like 1. Moving body, controlled, upright around 1. Bobbing up and down with knees bent. a space. 2. Balancing body and coordinate 2. Coordinating upper and lower body. movements while bobbing. 3. Depth perception: determining distance 3. Pushing with enough force to move feet between objects and others. and legs off the ground. 4. Starting slowly. Progress to faster 4. Balancing while lifting off the ground. movements. 5. Stabilizing when landing back on two feet. 5. Moving with large and small steps; Activities and games that practice jumping attempt hopping on 1 and 2 feet. • Practice big and small jumps. Activities and games that practice • Jump from 2 feet, land on two feet. locomotion skills Leap from one foot to the other. • Dump & Scatter: Move around the room • Jump from deep knee bend. gathering up scattered bean bags, • Play bunny games. SKILLS MOVEMENT scarves, and soft balls and race to place • Jump off low heights (stacked mats, them in buckets. chair, bench). • Show big, colourful pictures of animals. • Place hula hoops around the room. Ask kids to move around like the animals. Ask children to jump in and out of the To add letter-recognition practice: write the hoops. Pretend to be frogs, bunnies, names of the animals below the pictures. kangaroos, jumping beans, etc. • Create a ‘horse barn’ (or any other make • Superhero games (jumping from building believe home-base). Invite kids to pretend to building). to be horses. Run, trot or gallop around the • Children jump over objects, sing “Jack be room and come back to the barn each Nimble” time. Make loud horse noises, of course. • Pretend to be frogs, bunnies, kangaroos, • Create a hopscotch grid on the fl oor using one-legged pirates, etc. Use hoops as masking tape. lily pads or bunny dens or pirate ships. • Sing “Sleeping Little Bunnies”, “Round and Move around and jump back in. Round the Garden”, “I Have a Little Pony”. • Jump over small objects (bean bags, cones See Appendix C. for bigger kids). • Play “Bunnies Go Home”, “Musical Hoops”, “What Time is it, Mr. Wolf?”, “Hoop Pizza”. See Appendix D.

WIGGLE, GIGGLE & MUNCH 27 THROWING CATCHING Emphasize throwing fi rst, catching second. Emphasize throwing fi rst, catching second. What it looks like What it looks like 1. Pushing a ball from sitting. 1. Throwing object in the air. 2. Rolling a ball to a target from standing. 2. Finding it in the air. 3. Underhand tossing to target. 3. Tracking the object’s movement in the air. 4. Overhand throwing into the air. 4. Positioning body and hands to catch it. 5. Throwing hard to target. 5. Retaining possession of object. Activities and games that practice throwing Activities and games that practice catching • Sit and slide bean bags or roll balls to • Practice rolling and catching various parent or around the circle. sized balls. • Roll a ball at a target (bowling style). • To start catching, use large and light balls. • Throw underhand and overhand using Consider a beach ball. balls of diff erent sizes. • When learning to throw and catch, use a MOVEMENT SKILLS MOVEMENT • Tape hoops and targets to the walls for scarf with a ball or bean bag inside. The throwing at. scarf creates a larger surface area to grab • Place baskets/buckets out for throwing and helps children practice. targets. • Blow bubbles and have children catch • Create spider web out of tape (facing them with their hands sticky-side out) on a paper plate. Throw • Roll a hoop to the child. Let them work at cotton balls or Kleenex ghosts at the “web” catching it. and they stick! • Juggle scarves: have children toss them • Juggle scarves: Have children toss up and catch them or toss them to their them up and catch them or toss them parent. to their parent. • Scarf tag*: Place scarves in the adults’ • Scarf ball toss: Wrap a small ball or bean back pockets. Have the children chase bag in a large scarf. This creates a larger their parent and grab the scarves. surface area to assist in catching and * Caution: Avoid giving the child the scarf. leverage for throwing. Have children throw When chased, children turn to watch their to their parents, to targets, across a line, parent and often collide with other children. into hoops, etc.

28 WIGGLE, GIGGLE & MUNCH STRIKING KICKING What it looks like What it looks like 1. Picking up and grip a ‘bat’ or ‘paddle’. 1. Maintaining balance with one foot off the 2. Tracking ball or object along fl oor or in the ground, and moving. air with their eyes. 2. Contacting object with foot. 3. Controlling bat to connect to object. 3. Propelling object with foot, 4. Manipulating object to travel far far and straight. and straight. Activities and games that practice kicking Activities and games that practice striking • Practice diff erent kinds of kicks without • Mini hockey sticks and balls and nets. balls: Pretend to be ninja frogs, wild • Children hit balloons with hands, paper kangaroos or silly donkeys and kick all tubes or other ‘bat’. over the place (with lots of room around • Use a pool noodle section to swing at everyone). imaginary bugs or bubbles. • Use balls or pylons to aim kicks. • Use pool noodle or fl yswatter (soft items) to • Put out nets and goals. SKILLS MOVEMENT hit targets on the wall. • Kick objects back and forth between child • Use fl yswatter to hit lines, marks or colourful and parent. dots on the fl oor. • Kick soft objects like noodles or soft crash • Use kids’ golf club to strike large, soft balls. mats to knock them over. • Dance and play drums and tambourines. • If you put out any balls, kids will run around • Bubbles. Pop with fi ngers or with fl y and kick them! swatters. Be careful of slippery fl oors. • Kick to any ‘goal’ (net, couch, under chair This is a great outdoor activity. legs, parent’s legs, tape on the wall).

“She loves the circle time songs and activities. Her favorite is kicking her legs like a butterfl y. Mom has been able to incorporate it into their routine at home.” – program leader

WIGGLE, GIGGLE & MUNCH 29 BODY MANAGEMENT • Lie on your backs to stretch and move What it looks like arms/legs. 1. Moving body through space. • Roll like a log/pencil, tumble, do 2. Stopping or change direction of body. somersaults. 3. Moving up and down and sideways • Move around the room: slowly, quickly, in various positions. quietly, lightly, loudly, etc. 4. Bearing weight on hands and legs during • Stretch tall, become small, reach up, reach diff erent movements. down and side to side. • Play with a parachute: Place soft foam Activities and games that practice body balls on top and have the children fl ap the management parachute to “pop the popcorn”; Raise the • Move bodies into various shapes. parachute high and pull it down under your To add letter-recognition practice, bottoms to make a tent and hide inside. talk about letters the kids know (or can • Roll a dice with body movements listed on see in the room) and make your bodies each side. Act them out together. MOVEMENT SKILLS MOVEMENT into these letters. • Play “Wild Cave Adventure”, “Simon Says…”, • Stretch, curl, twist, bend, open, “Everybody do this…” or “Go Driving”. close, turn, etc. See Appendix D. • Make arms/legs go up, down, around, forward and back.

30 WIGGLE, GIGGLE & MUNCH COOL DOWN Cool Down is a time to rest, stretch and calm our bodies. Awareness of body sensations is an important part of every child’s development.

Free play, warm up, movement skills activities BREATHE and games allow for children to practice their As you stretch, pose the following questions: gross motor skills – whole body movements • How do you feel after all that playing? which use the larger muscle groups for core

• Are you breathing fast? DOWN COOL stabilization and large movements. • Put your hand on your chest to feel your During cool down remind parents of the value heart beating. of stretching for fl exibility and breathing • Feel your forehead to see if it’s warm. deeply as a way of noticing how our bodies • Do you feel your pulse on your wrist or feel after exercise. neck? Is it fast or slow? • Notice, when you breathe deeply, your Cool Down time is time for: pulse slows down! BREATHE TOGETHER • having a drink of water • Sniff the fl ower and blow out the candle. • stretching as a group • Fill your tummies with air, blow out all the • breathing and body awareness - noticing air across your toes. how we feel after active play STRETCH • Bend down and touch your toes. Tickle your toes. Tickle your parent’s toes. • Stretch up high on your tip toes. Reach for the stars! • Place hand on the hips and tip from side to side to stretch the sides. • Sit on the fl oor. Make a big V with your legs. Reach for each knee and then foot, one at a time. Then, reach as far forward as you can. Can you put your tummy on the fl oor? • Lay on your backs. Hug your knees. Rock back and forth, side to side.

WIGGLE, GIGGLE & MUNCH 31 Cool Down gives children the chance to slow their bodies and relax after the hard work

COOL DOWN COOL of big, loud play.

While not required, some groups share a story at cool down. See Appendix F for a “I learned to practice list of recommended breathing activities and I felt movement-based that I was not alone, many of the parents are going books. through similar situations.” – parent participant

? What’s happening during Cool Down? Body awareness. Slowing down as a group and noticing our bodies’ signals develops body awareness in children and parents. Flexibility. Gentle, simple stretches help improve fl exibility and mobility in the body. Deep breathing. Children learn to calm their body by calming their breathing. Overheating. Children overheat much quicker than adults. Children need short bursts of activity followed by rest/recovery time.

32 WIGGLE, GIGGLE & MUNCH MAKE & TAKE ACTIVITY When their large muscles are fi nally “tired out”, children focus on their fi ne motor skills – smaller movements, with the hands, fi ngers and wrists.

The Make & Take activity engages the children’s fi ne motor skills and sends families home with a way to practice the movement skill learned today!

The Make & Take activity booster: • Includes 2-3 short steps. • Takes 10 minutes or less. • Requires minimal skill and supplies. - i.e. crayons, tape, stickers, pipe cleaners, streamers, popsicle sticks, paper plates.

• Encourages the movement skill of the day. ACTIVITY TAKE & MAKE • Is a prop for a take home movement activity. ? What’s happening with a Make & Take Take movement skills home. Encourage participants to take what they learn in your program and make it part of their everyday lives. Talk to parents about the activities while kids are busy during the program. Being active can be simple and aff ordable. The Make & Take shares ideas for keeping children active with minimal supplies, without expensive equipment, registration fees or a huge time commitment. Modeling. Taking activities home helps a parent model active living at home.

Make & Take creates an ‘activity booster’ to take home.

WIGGLE, GIGGLE & MUNCH 33 Make & Take ideas: BALANCING It takes just a bit of Giant footprints creativity and simple • Decorate pre-cut paper feet with stickers props to keep children and crayons OR have parents help child and parents moving trace 3-5 ‘feet’ on large pieces of paper. and having fun. Decorate. Tricky balance beam • Decorate a pool noodle as a ‘balance beam’ for kids to take home and use. Pom pom balance • Decorate a popsicle stick. Balance a pom Ribbon pom on the end and move around. • Attach a streamer to a popsicle stick • Decorate and dance! Crown • Decorate paper plates or bands as crowns Stick pony MAKE & TAKE ACTIVITY TAKE & MAKE to wear while playing and moving. • Attach a picture of a pony head to a stick or pool noodle. Ride off into the sunset. RUNNING, HOPPING, GALLOPING JUMPING Paper kite • Decorate a paper bag or half paper Hopscotch squares plate with streamers, stickers, crayons. • Write large numbers on coloured pieces • Attach a long string to be able to run of construction paper. with it streaming behind! • Decorate each number (1-7) with stickers, crayons. Jellyfi sh • Send home a small roll of masking tape • Decorate a half paper plate with to attach squares or ‘draw’ squares on the streamers, stickers, crayons. fl oor at home. • Attach a long string and make your jellyfi sh dance! Kangaroo pouches • Tape a half paper plate upside down on a full paper plate, creating a pouch. • Attach string to each side to tie it on your tummy. • Decorate. Hop around like mommy kangaroos. Lily pads • Cut out 3-5 circles from green construction paper. • Decorate. Tape to the fl oor and practice frog hops. Bunny or frog headband • Decorate 2 ears/eyes and attach to a paper strip. Tape in a crown shape.

THROWING Shooting stars • Tape egg carton cups together. Decorate. Add streamers. Throw! 34 WIGGLE, GIGGLE & MUNCH Sticky spider-web target KICKING • Stick double-sided tape to a paper plate Paper bag soccer ball to look like a web. • Crumple up colourful paper. • Throw cotton ball ‘bugs’ at the sticky Cover with tape. spider web. • Kick like a soccer ball! • Make ‘ghosts’ to throw at the web. Ball up a tissue. Fold a second tissue over the ball. Paper bag target Decorate a paper bag with Tape its ‘neck’ to make a ghost. • stickers and crayons. CATCHING • Tie the bag with a long string. • Dangle the bag in front of the child and Scarf balls kick the bag. • Give each child 1-3 small scarves or fabric scraps. BODY MANAGEMENT • Wrap each scarf around a ball or ball of paper. Tie with an elastic band. Animal grab bag • Cut out and colour pictures of animals. Beach balls • Colour and decorate a paper bag. • Decorate beach balls (defl ated) with • Store animal pictures in the bag. ACTIVITY TAKE & MAKE markers. Infl ate and have a ‘ball’. • Families act out the animal movements at home. STRIKING Treasure island Balloon baseball • Pretend a large piece of paper is a • Decorate large balloons* (defl ated) and treasure map for each family. paper plate ‘bats’. Infl ate and batters up! • Decorate the paper as a ‘map’ of their Recycling bowling home or favourite park. • An idea for parents: set up your plastic • Mark 3-5 places on the map. Write 3-5 recycling containers in the kitchen (pop actions on the map (roll, hop, crawl, slither). bottles, milk jugs, etc). Have kids ‘bowl’ • At home or outside, the family can at the pins with rolled up socks or other follow the map and move around their ‘bowling balls’. treasure island. Bugs and a fl yswatter • Bonus: Parents can ‘hide’ favourite • Decorate a set of cut-out paper bugs. toys to be found • Roll up paper or tape a cardboard ‘swatter’ during the hunt. to a popsicle stick. • Send the set of bugs and fl yswatter home in a paper bag (decorate this too!)

“The children loved the program and sang the songs and rhymes at home. ” – program leader

* Safety note: Balloons can be a choking hazard to children if inhaled. Do not let children chew on or put balloons in their mouths. Ask parents to closely supervise this activity. WIGGLE, GIGGLE & MUNCH 35 DANCE PARTY Put on lively music with kids and you instantly have a dance party.

As they fi nish their Make & Take, music invites to dance, everyone can feel good about their them to test out their activity and to get up participation. Dance provides unstructured and start moving! movement after the structured activities of We recommend that you use a variety the program. of music with upbeat tempos, not just Your participation makes the other adults children’s music. feel comfortable. Use props like instruments, DANCE PARTY DANCE Dancing is an excellent form of exercise for all ribbons and scarves to add to the fun. ages. Because there’s no right or wrong way Remind parents that children love to see their parents have fun.

? What’s happening during a dance party? Let loose. A dance party allows everyone to move around and shake their sillies out! Fascinating show. Children always love to see their parents dance and be silly. Fun together. Dancing is a perfect go-to-activity for parents, anytime! A simple, no-skill required movement activity that can happen everyday with no planning or prep. Encourage families to pick their favourite music and dance at home.

36 WIGGLE, GIGGLE & MUNCH SNACK TIME It is time to prepare for snack! Signal snack time to the families by sitting down together to say the “Me” poem and to sing the “Hands are Washing” song (see Appendix C).

Handwashing Ensure families have access to a sink, soap and clean towels to wash their hands. If this is a challenge, provide alcohol-free hand TIME SNACK sanitizer for everyone.

Wiggle, Giggle & Munch shares the joy of eating together “Adequate nutrition is essential for proper growth and development. It is also a signifi cant factor in reducing the risk of developing nutrition-related problems, including heart disease, cancer, obesity, hypertension (high blood pressure), and osteoporosis.”11 This program highlights the importance of healthy eating to families who may be most at risk for some of these illnesses. This program models healthy eating for young children. At snack time, families can try new foods and may experience eating in ways that are new and helpful.

11 Centre for Chronic Disease Prevention and Control (2003).

WIGGLE, GIGGLE & MUNCH 37 Feeding toddlers and preschoolers

The division of responsibility at mealtime “The parent is between parents and children can be responsible for what children are off ered to eat. challenging. Often parents feel pressure to make children eat everything on their The child is responsible for plate. A child’s food preferences, appetite how much and whether to and interest in food in the moment may be eat of the foods off ered by overlooked by adults.

SNACK TIME SNACK the parent” Wiggle, Giggle & Munch snack time 12. is designed to model this division of responsibility for parents. The program allows families to experience this way of eating with guidance and support.

PROGRAM LEADERS: • Model the parent’s role for snack time: – Choose and prepare a variety of foods Serve meals for children to choose from. • Encourage parents to let their children and snacks on a decide what and how much they’ll eat. regular schedule. • Remind parents that a child’s nutrition is measured over a week, not in one day or one meal. CHILDREN: • Serve themselves. • Decide what to eat. • Don’t have to fi nish what they’ve taken.

12 Satter, Ellyn. Website. 2018. www.ellynsatterinstitute.org/satter-feeding-dynamics-model

38 WIGGLE, GIGGLE & MUNCH Choosing snacks for Wiggle, Giggle & Munch The Canada Food Guide13 recommends that we eat plenty of vegetables and fruits, choose whole grains, eat protein foods and choose water to drink.

CANADA FOOD GUIDE SUMMARY PAGE. 2019 SNACK TIME SNACK

Eat a variety of healthy foods each day

Have plenty Eat protein of vegetables foods and fruits

Make water your drink of choice

PDF H164-257/1-2019E-PDF Cat.: 978-0-660-28757-7 ISBN: 180594 Pub.: Choose whole grain foods

Discover your food guide at Cat.: H164-257/1-2019E ISBN: 978-0-660-28758-4 ISBN: H164-257/1-2019E Cat.:

13 Canada Food Guide. 2019. https://food-guide.canada.ca/en/. Accessed September 4, 2019.

WIGGLE, GIGGLE & MUNCH 39 When creating your program menu, please Sharing healthy eating consider variety, texture and taste. information AN IDEAL SNACK: When sitting and eating together, program • prioritizes fruits and vegetables leaders have the chance to share in the • off ers aprotein or whole grain component, conversation and off er helpful parenting or or both nutrition info with parents. See Appendix E • allows everyone a few choices of for examples of snacks and healthy food what to eat messages to share with parents. • provides the opportunity for kids (and adults!) to taste something new Also, see our collection of Munch Minutes • serves foods separately so everyone can online for information on healthy food

SNACK TIME SNACK choose and prepare their own snack choices. You can share and discuss any of • off ers water to drink these topics during snack time or share them with families online and via social media after CHOKING HAZARDS the program. When choosing snacks, consider the age and abilities of the children. Foods like seeds, nuts, roasted chickpeas, raisins and other dried fruits and popcorn all pose a risk of choking Encourage families for young children. Encourage parental to redefi ne snacks as supervision while eating. wholesome and nutritious

ALLERGIES AND FOOD RESTRICTIONS choices instead of Most community spaces such as schools are packaged food. now peanut-free, meaning that no peanut products are allowed in the building. Check with your host space coordinator to ensure you plan snacks according to the site rules for any food allergens. If a family attends your program with severe allergies, plan to eliminate these foods from all your session snack plans. Growth spurts, However, if families have food preference or activity level, mood, restrictions, by serving all the ingredients for tiredness all impact a child’s your snacks separately each week, families hunger. Children can recognize can assemble and choose the items they when they are hungry wish without having to prepare a special or full. Respect their snack for each set of requests. 14 job to decide how much and what to eat.

14 Registered Dieticians at Dairy Farmers of Canada. 2017. “Feeding Children Ages 1 to 5”. Nuton, Nutrition Education in Manitoba.

40 WIGGLE, GIGGLE & MUNCH HOW TO OFFER SNACK Why picnic-style? • Share a simple, fun, nutritious snack idea. • Gives parents a chance to sit WITH • Shop for, prepare and serve the food. their child. • Off er a variety of snack options to share • Desired meal-time behaviour is modelled new ideas and new foods. by adults and older children. • Take care of the clean up. • Children are more likely to try a new food • Support parents to let their children serve when they see other children eating it. themselves and try new things. • Kids practice handling utensils and serving • Give parents the chance to sit and eat themselves. WITH their children. – Spilling and saying “No, thank you” is allowed.

SERVE SNACK PICNIC-STYLE • Everyone has the chance to participate in TIME SNACK friendly conversation. What does picnic-style look like? • Modelling picnic-style eating gives parents • Sit together on a table cloth or picnic the skills and confi dence to try it at home. blanket on the fl oor or at a large table. • Sitting down as a group allows more • Snack served in the center, in large serving interaction between parent/child and bowls/plates with tongs or spoons. parent/parent. • No one stands in line to wait for their food. • Social-emotional: positive family dynamics, • Children and parents serve themselves. daily time for connection. • Program leaders off er and pour water • Emergent literacy skill practice: turn taking/ for participants. listening skills, sharing, self-regulation. • Eating together at the table helps children recognize when they are hungry or full. • Eating with family helps children develop healthy relationships with food.

To avoid feet on the ‘table’ put your tablecloth down once you’re ready with plates/food.

WIGGLE, GIGGLE & MUNCH 41 ? What’s happening during snack time? Try new things, together. Families have an opportunity to try something new. When families identify a food they’d like to try, make an eff ort to include it in a future program snack. Model healthy eating. When parents sit, relax and eat the food provided, they are modeling positive food habits for their children. Parents often ask their children to ‘sit and eat your food’. This is a chance for parents to do the same. Children choose what to eat. By placing food at their level and in shared bowls, children get to see and choose the foods they want. Help parents to support their SNACK TIME SNACK children to do this independently, where age appropriate. Parents and children relax together. Picnic style avoids having parents ‘serve’ their children and allows everyone to eat together.

42 WIGGLE, GIGGLE & MUNCH 43 SECTION 4: PROGRAM LEADERSHIP SECTION 4: PROGRAM LEADERSHIP

Wiggle, Giggle & Munch is a parent-child program. The program leader’s role is to maximize the parent’s involvement and to support parents in their role in their child’s learning.

Program leaders lead families by ‘modeling’ or by Role of the child-minder “example” and with little instruction. This means the leader will give 1-2 sentences of explanation and then • Introduce yourself to any parents attending begin the song, game, movement skill demonstration with infants. or activity. Additional support and leadership is • Hold, watch or play with infants, while in the same demonstrated through modeling and encouraging room as the participants. families one-on-one, as needed. Young children learn • Reassure parents to follow their preschooler’s lead and feel engaged when the songs, skills and activities and observe their child’s learning. are being learned together. • This role may be fi lled by an assistant program leader, as needed. Program leader’s role • Encourage parents to play and be imaginative Tips to share with parents with their child. • Repeat songs, games and activities 2-3 times each. • Model positive, engaged play with children. Repetition is required for preschool learning. • Remind parents that children develop at diff erent • Give short instructions and get started. Children join rates, to avoid comparisons. in as they’re ready and comfortable. • Share information with parents when possible. • Kids take time to observe before joining in. The more the parents understand the goals of the Encourage parents to participate patiently. activity, the more likely they will repeat it at home. • Learning occurs best over time. Encourage families • Notice children’s ideas and creative choices in play. to practice the skills from class at home, at the park • Use the narrator or sportscaster-style, or with their siblings. “play by play” to share and model observations • Have fun! Children learn through play. with parents. • Share positive observations with parents. Model how to notice a child’s play and progress. • Use simple, clear instructions. • Allow child-led play to take place. Avoid having children line up, wait their turns or having one child demonstrate a skill for the others.

44 WIGGLE, GIGGLE & MUNCH Program Leader goals and supporting activities Use the following ‘checklist’ to plan each session and guide your interactions with each group.

GOAL: BUILD PHYSICAL LITERACY J Provide an open play space. J Offer free play time and equipment. J Encourage loud, wild, big play (no need for “indoor voices”). J Offer 45 minutes of activity. J Demonstrate and practice movement skills. J Share activities/games that can be played at home. J Create Make & Take items to support movement skills at home.

GOAL: SHARE IDEAS ABOUT HEALTHY EATING J Provide a nutritious snack. J Offer food “picnic” style. Let participants serve themselves. J Share recipes or healthy eating tips with families to take home.

GOAL: SUPPORT PARENT-CHILD RELATIONSHIPS J Choose activities that parents and children DO together. J Welcome laughter, loud happy voices and wild make-believe. J Encourage reluctant parents to join in play with their child. J Ensure infant child minding is available for families with multiple children.

GOAL: PROVIDE COMMUNITY AND PARENTING SUPPORT J Introduce parents to each other. J Offer positive parent feedback. J Share helpful messages about physical activity and healthy eating. J Share local program info with parents (Community Highlight).

WIGGLE, GIGGLE & MUNCH 45 Wiggle, Giggle & Munch supports connection Wiggle, Giggle & Munch gives parents a place to meet other parents and learn about programs and services available in their own neighbourhood. The program creates an opportunity for community building and strives to break the isolation faced by many parents of young children15. During the program, program leaders have a short time to share information with parents. Many may be interested in physical activity ideas, physical literacy research, nutritional information and parenting tips the program has to offer.

IDEAS TO HELP PROGRAM LEADERS CONNECT: • Create a welcome table. Include a sign-in sheet and any info you’d like parents to read. • Print off Community Highlight to share during the program. • Post movement skills posters (link) around the space. • Share Munch Minutes posters (available online at www.communities4families. ca). Laminate your favourites and rotate them throughout the session. • Use the Munch Minutes or movement skills posters as part of a social media campaign to connect with parents. This helps those already engaged, and may invite new families to attend. • Offer tips or ideas for taking the movement skill home during each session. You might make a suggestion such as, “You can practice jumping in your living room. Just use a bit of masking tape and create a hopscotch or lines to jump across”. • Observe each child during the program and share a positive observation with the parent during the program. For example, you might say to Joe’s mom, “Joe is working so hard to pick up that ball with two hands. He seems very determined! That’s the first step to throwing”.

Community Highlight, See sample on page 113. Munch Minutes, available online at www.communities4families.ca. Resources for program leaders: See page 93.

15 Dr. Khatri, Nasreen (2018). The Health Risk Of Loneliness And How To Tackle It During The Parenting Years. https://www.cbc.ca/parents/learning/view/health- risk-of-loneliness-and-how-to-tackle-it-during-the-parenting-years (accessed March 19, 2019)

46 WIGGLE, GIGGLE & MUNCH 47 SECTION 5: ADAPT THE PROGRAM FOR YOUR FAMILIES SECTION 5: ADAPT THE PROGRAM FOR YOUR FAMILIES

Take the program outside BARRIERS TO GOING OUTSIDE Parents may have concerns about heading outside. You are welcome to take your program outside for Here are a few things to consider, so you can support ‘special’ outdoor play days or for an entire 8-10 week and encourage parents to join in the outdoor fun: program. It’s up to you. • Parents may feel reluctant to go outside in the BENEFITS OF PLAYING OUTSIDE winter. Adults are not always dressed as warmly as Talk to your families about the value of outdoor time their children and are sometimes unsure of what before you head outside. Information ahead of time to do with their kids outside. Encourage parents will help break down some of the common barriers to to give it a try. Be patient and understanding if playing outside. Share this info in the weeks leading parents are hesitant. up to your ‘special’ outdoor play day or on the poster • Snowsuits + preschoolers = hard work! The natural for your full program. power struggles and work of dressing and undressing with preschoolers and toddlers can stop Benefi ts to share with families: parents from going out. Go out as a group once • Play outside is more active and more physical. – either at the beginning or end of your program. • Big spaces allow for lots of loud laughter and When returning indoors or preparing to get outside, happy screaming. make getting dressed/undressed an activity. • Getting out of the house can uplift moods and improve energy levels. TIPS AND TRICKS FOR GOING OUTSIDE Changes the kind of play chosen by preschoolers • • Ideal setting: large open, grassy space. However, and toddlers. any space works with planning and leadership. • Remind families there are no indoor voices here and it’s a great place for kids to ‘blow off steam’. • Do not make it ‘free’ time. Have a plan. Bring needed equipment with you. Give parents some info about what to expect and off er guided activities. Everyone, at any • Continue to model as you would indoors. fi tness level, belongs Engage with families to lead and try new in this program. activities in the large open space. Having fun, enjoying • Avoid play structures. play, learning, and movement together is success!

48 WIGGLE, GIGGLE & MUNCH SAFETY OUTSIDE WITH PRESCHOOLERS AND TODDLERS • Even in a large open area, children still need supervision. Enjoy the large open spaces for running, jumping and screaming. Encourage parents to join the kids. • Wear weather-appropriate clothing. Kids will be excited and eager to get playing. Make sure they have sunscreen, water and hats on hot summer days. Warm boots, hats and mitts keep skin safe in the winter. • When wind chill values are below -28°C take activities indoors16. • Watch for hidden icy patches along walking paths. • Watch for wasp nests when playing in a treed area. • Play within a fenced area, if near heavy traffi c streets. This allows kids to run more freely and saves parents from feeling worried about cars. • If you’re heading far from your regular space, take your fi rst aid kit. • Consider where the nearest washrooms are. Be sure to let families know.

WEATHER NOTES AND LESSONS-LEARNED There is no such thing as bad weather, just poor clothes. If you plan to be outside in winter weather, be equipped with extra warm mitts, hats, scarves and boots for children and their parents. Having the right gear at the right time is the most important factor in providing a positive outdoor experience. Tell families ahead of time so they come prepared. Consider reminder phone calls, posting upcoming program details on your social media accounts or telling families the week prior, in person. Be aware of how you talk about (winter) weather. Model positive talk for parents who may feel reluctant or worried about the weather. Talk about the parts of the weather you enjoy: how sunny it is all winter in Winnipeg, all the fun things you can do in the snow and rain, how warm your mitts were when you were waiting for the bus, how fun it is to splash in the puddles, etc. Avoid talking about weather in a negative way. If the weather is intense, consider coordinating a shelter or indoor space for respite. A picnic shelter can provide a welcome break from the hot sun, wind or rain. A warm up spot indoors may be needed on cold winter days. If you plan to be out for extended time, you’ll need to arrange for a washroom close by.

16 Winnipeg School Division guidelines for indoor recess: https://www.winnipegsd.ca/Parents/Weather/Pages/Default.aspx

WIGGLE, GIGGLE & MUNCH 49 Outdoor activities CATCHING Water play: Throw wet sponges and balls up in the air In addition to all the fun ‘indoor’ and to each other to practice catching. activities you can bring outside, Bubbles: Try to catch the bubbles in your hands. here are a few outdoor ideas to In winter, catch them with your mitt. add to your program. STRIKING Bubbles: Use fly swatters to pop the bubbles. BALANCING & RUNNING, HOPPING, GALLOPING Outdoor play is the ideal place to run, hop and KICKING gallop with no restrictions! Outdoor spaces allow kids to kick farther! Use large, Moving around on uneven ground is a significant bouncy balls for extra excitement. As indoors, use balancing exercise for small children. Try catch-the- larger objects like pylons or even light cardboard scarf or acting out different animal movements and boxes as objects for kicking. The larger the target, see how different it feels! the more success. Set up small obstacles for hopping over and into Have parents and children kick objects back and (hoops, bean bags, buckets). Use larger objects, forth. Both attempting themselves and watching their like large cardboard boxes for tunnels and ‘caves’. parent kick help the child learn the new skill.

JUMPING BODY MANAGEMENT Typically, avoid play structures. However, when you Bubbles: are working on jumping, finding toadstools or steps to • In the cold, bubbles freeze before they land! jump off of can be a lot of fun. • In summer, bubbles soar far. • Try to catch them with your hands or on your mitt. Have children jump independently and toward their • Use fly swatters to pop the bubbles. parent, age depending.

THROWING Being outside allows kids to throw with less inhibition! Parents can relax in a large open space about big ‘wild’ throws. Use regular throwing equipment like balls, hoops, ball-scarves. Aim for targets like buckets, hoops, parents, etc.

50 WIGGLE, GIGGLE & MUNCH Adapt Wiggle, Giggle & Observe, ask and consider how participating families view: Munch for your families • play between adults and children All families who visit a program • food preferences or restrictions • holidays, religious days/seasons and rituals are unique in their own ways. • touching and physical play You may work with families who need program • getting dirty (clothes, hands, feet) accommodations to better participate. • music

THIS MAY INCLUDE: Some cultures may not be accustomed to • cultural diff erences. playing with their children or sitting on the fl oor • children or parents with disabilities. to sing. Families without a washing machine • families who require a less-structured may be reluctant to let children play on the program style. fl oor or use glue, for fear of getting their clothes • newcomer families learning English dirty. Some cultures are not permitted to listen (EAL learners). to music with sung lyrics or to allow women to play and run when men are present in the room. Accessibility is the pathway to participation. Of course, there are also many food restrictions, Work with families to overcome barriers they both allergies and cultural restrictions that must identify or you observe. be respected when planning a program. CULTURAL DIFFERENCES Be aware of and open with the families Working with newcomers or a group of families you are working with. Be prepared to adapt with mixed and diverse backgrounds, program your program. leaders must consider cultural expectations and diff erences. Not all families have participated in this style of program before or automatically understand the expectations.

“Everyone was made to feel welcome. Seven attendees had no English but enjoyed the program, as visual cues and modelling were used to help them understand.” – program leader

WIGGLE, GIGGLE & MUNCH 51 Working with children with disabilities Only 3% of children and youth with disabilities participate in organized sport compared to 31% of able bodied youth17. This staggering statistic reminds us how crucial it is that as program leaders and community members, we are creative and welcoming in adapting our programs, like Wiggle, Giggle & Munch, for all children. When meeting a child with a cognitive or physical disability remember that every individual child, no matter their diagnosis or appearance, will have different abilities, needs and supports.

Three questions to ask parents18: 1. What does your son/daughter like? (Use this information to build rapport) 2. Is there anything I should avoid? 3. Is there one support strategy you would recommend that I definitely use?

Before offering any programming changes, speak with families directly about their child’s needs. Always ask first! Don’t jump in to do things for the parent or child.

Creating a flexible and less-structured program Some families require a less-structured program style and struggle to engage with a structured program. For example, families experiencing trauma, other challenging life-circumstances or parents who have children in care may require more flexibility in the way program leaders deliver the program.

EFFECT OF TRAUMA ON FAMILIES Trauma or other seriously challenging circumstances can be destabilizing for parents and families. Parents may have a hard time creating structure for themselves and their children. Structure is something we all need to feel settled. The program challenge for leaders: maintain enough structure to reassure families to know what to expect, and at the same time, be flexible and respond to the needs and issues presented.

17 Stephanie Jull, Kelly Graham and Sarah Russell. I CAN Develop Physical Literacy. (pdf) http://www.pise.ca/physical-literacy-resources/ P. 6

18 Stephanie Jull, Kelly Graham and Sarah Russell. I CAN Develop Physical Literacy. (pdf) http://www.pise.ca/physical-literacy-resources/ p.19.

19 Thank you to Cori Reimer, a clinician at New Directions Family Therapy Centre for her help creating this section.

52 WIGGLE, GIGGLE & MUNCH Some ideas for a more fl exible, structured program: • relaxed start time • longer free play • reduce sound/noise stimulation • lead physical activity games and songs, as it suits the group • less transitions between activities • take breaks as needed • off er more one-on-one time to parents during activities and free play times • encourage short, positive interactions between the child and the parents • provide mentoring with children when parents need a break • go outside or to large, less intimate spaces if small indoor spaces are challenging

Here is a book that may be useful with both parents and children who are struggling with self-regulation or emotional communication. It would be appropriate to use a cool down or break time to read this book together:

Big Feelings Come and Go Available online and at the Winnipeg Public Library https://www.protectchildren.ca/en/order/product/301:en/

Reach out for support from a partner agency with experience working with families in need of additional support services to help you adapt your program accordingly. And where necessary, share additional resources for families that need more support. New Directions Family Therapy Services: www.newdirections.mb.ca Family Dynamics: www.familydynamics.ca Aurora Family Therapy Centre: www.aurorafamilytherapy.com Aulneau Renewal Centre: www.aulneau.com

WIGGLE, GIGGLE & MUNCH 53 Working with EAL learners20 When creating program materials: • Provide program materials with images (schedules When planning for a group who are learning English, and signs with pictures). consider simple visual ways of communicating. • Use fonts like Comic Sans where the letters are all their simplest form (a=a, not a=a). ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) • Use big fonts, less words. PROGRAM LEADERSHIP BASICS • Include only key words/details (where, when, what). • Use name tags for leaders and participants. Omit long descriptions. • Introduce yourself as people arrive. • Have posters translated when possible. • Introduce yourself again in circle time, allow time for everyone to introduce themselves. When planning any adaptations or changes, get • Allow people to ‘pass’ if they don’t feel comfortable support from EAL resources in your community: speaking. Mosaic Newcomer Family Resource Network: • Choose songs and rhymes with lots of repetitive www.mosaicnet.ca words. Immigrant and Refugee Community Organization of • Repeat songs, rhymes and games often to allow Manitoba (IRCOM): www.ircom.ca parents to feel more comfortable. Avoid adding Immigrant Centre Manitoba: www.icmanitoba.com new songs/rhymes. Winnipeg English Language Assessment and Referral • Speak clearly and simply. Centre (WELARC): www.welarc.net • Use body language (smiling, hand gestures, waving) Manitoba Association of Newcomer Serving to support your words. Organizations (MANSO): www.mansomanitoba.ca • Use pictures. For example, show pictures of animals to demonstrate acting out animal actions, along with the animal name. • Use physical demonstrations - demo the activity along with simple words/explanations. • Repeat patiently, when necessary.

If you are working with a large group who speak one language, hire a program leader who speaks The joy of physical the language or an interpreter to help establish activity is that it does relationships and ensure families understand how the not require language to program works. Alternately, depending on individual understand and enjoy. language levels, you may be able to work with one of the participating parents to translate for the group.

20 Thank you to Melinda Pascual, Family Programs Coordinator at Mosaic for her help creating this section.

54 WIGGLE, GIGGLE & MUNCH 55 SECTION 6: COMMON CHALLENGES & FAQ SECTION 6: COMMON CHALLENGES & FAQ

Challenges Leading a rotating group of families with children CHILDREN DON’T WANT TO PARTICIPATE of varying ages is challenging. These are some Children are reluctant to participate, particularly challenges you may face as you lead the program: early in the program. These techniques encourage • adults don’t want to participate children’s participation: • children don’t want to participate • Get parents to participate. When parents do the • disruptive behavior from children activities, children are more likely to follow. • parents reacting harshly to their children • If a parent has more than one child in the program, the program leader or, in some cases, an available ADULTS DON’T WANT TO PARTICIPATE child minder can help out with one of the children. Parents may not realize you expect them to • Let children do it their own way. Sometimes children participate. It’s important to state this at the start so just need a little time to do things on their own. that everyone understands how the program works. Adults may feel uncomfortable with the activities. DISRUPTIVE BEHAVIOUR FROM CHILDREN If they feel embarrassed, they may be tempted Children may react to new situations with disruptive to watch their children or sit off to the side. These behaviour such as playing with inappropriate things techniques can help encourage them to join in: or fi ghting with other children. • Model the behaviour you want to encourage. The program leader’s role is to minimize the You can’t expect them to dance, if you don’t. disruption’s eff ect on the group. Maintaining a • Acknowledge their feelings of discomfort. combination of routine, repetition, and consistency, • Quietly encourage them to participate. to help children feel secure and better able to • Remind them that they are role models for their participate. children, who love to have fun with their parents. • Include parents by moving the activity closer to them. Or bring them into the activity by asking for their input. • If a parent has physical limitations, provide a chair to help them get up and down. If they have trouble with the exercises, encourage them to do as much as they can.

56 WIGGLE, GIGGLE & MUNCH Playing with inappropriate things PARENTS REACTING HARSHLY • Limit children playing with inappropriate things Wiggle, Giggle & Munch is a safe place for by childproofi ng the room before participants everyone. Physical punishment and verbal put- arrive: remove objects you don’t want downs cannot be tolerated. While most parents participants to touch or cover shelves with can deal with their children in appropriate ways, a sheet. Doing so reduces the frustration of a parent who is overwhelmed by their child’s constant correction. disruptive behaviour may act out inappropriately. • When children are distracted, redirection helps. • Deal with unacceptable behavior from a parent, Be consistent and immediate in your message. by asking whether they need help. • Take responsibility for the child for a couple of Fighting minutes and give the parent a little cool down • In the event of fi ghting between children, ask time to leave the room for a water break. parents to intervene to let the children cool down • Use empathy. Parenting is hard work and anyone and relax. Consider using a ‘group rule’ such as can reach the limit sometimes! “No Hitting”. Suggest games and songs that do • Off er to take the child to a corner of the room, not require children to partner with each other. away from others, until the child (and the parent) Ask for the parents’ cooperation and remind them has had an opportunity to regain control of his or that young children are still learning how to get her emotions. along and be sensitive to one other. • A parent may decline your help and opt to • In moments of frustration, remind families that leave with the child instead. If you are feeling the children who are being disruptive need the uncomfortable about a parent’s ability to cope benefi ts of Wiggle, Giggle & Munch too. with a child, you could ask permission to contact the parent after the program to see how they’re doing. When contacting, be sure to welcome them back for another time.

WHAT ABOUT SUSPECTED CHILD ABUSE? In Manitoba, child abuse occurs “when a child’s life, health or emotional well being is put at risk by something a person does or fails to do.” For more information about the defi nition of child abuse, refer to this website: www.gov.mb.ca/fs/childfam/child_protection.html Everyone working with children needs to understand what child abuse is. We all have a legal responsibility to report child abuse when we suspect it. If you believe that a child attending Wiggle, Giggle & Munch is not safe, you must report it. Reports of child abuse are kept confi dential, and the source of such information is not revealed. For more information, contact your local child welfare agency.

WIGGLE, GIGGLE & MUNCH 57 Commonly asked questions

1. WHY CAN ONE CHILD DO THE ACTIVITY AND 2. MY CHILD RUNS AROUND AND WON’T ANOTHER CAN’T? PARTICIPATE. ARE THEY NOT READY FOR THIS Although children develop in predictable stages, they PROGRAM? do not all develop at the same rate. As a result, in the Use group announcements to talk about this program you may see signifi cant diff erences in ability issue. Kids spend time observing or running around among children of the same age. Concerned parents exploring before being ready to settle into a may ask you why. structured program. The best thing for parents to do is continue along with the program, sing the songs Many factors aff ect the performance: and play with the group – this is likely to invite their • overall physical fi tness child into the group. Be patient. Reassure parents this • biological maturity level is normal and part of adapting to a new environment. • size/physique Encourage parents to model participation and not to • previous experience with similar skills (transference sit down or chase their child. of skills) • amount practiced 3. WHY DO I HAVE TO PARTICIPATE? CAN’T I JUST • genes (to some degree, abilities such as speed, WATCH? agility, balance, and coordination are inherited) Wiggle, Giggle & Munch is designed as a parent-child program, to be done together. Parents are often Help parents see their children compassionately. tired, overwhelmed, feel too busy and in need of a There is no reason to believe children aren’t doing break. These are real challenges facing parents that their best. Also remind parents that regular practice can be supported by your family center/agency at and an active lifestyle make a signifi cant diff erence another time. over time. Parents who understand the gradual and This program is a chance for parents to engage variable nature of movement development are less one-on-one with their child and support their likely to confuse a lack of ability with misbehaviour learning, growth and development. Parents model or unwillingness. active play and fun for their child by participating – which encourages each child to engage more fully in the activities and movement skills being practiced. This play supports their parent-child relationship and any small burst of participation together creates shared happy moments which can energize parents to continue participating.

4. I CAN’T PARTICIPATE. I HAVE A LITTLE BABY. Wiggle, Giggle & Munch is most successful when off ered with infant child minding. Provide this care in the same space as the program to allow for breast- Remember: feeding and security for the parent and the infant. Everyone is good It is often challenging for toddlers and preschoolers at something! when a new baby comes along – they need time to play and connect with their parent (without the new baby). Off ering support to the parent of a new baby allows the parent to give one-on-one attention and time to the older sibling.

58 WIGGLE, GIGGLE & MUNCH 59 APPENDIX A: START A PROGRAM APPENDIX A: START A PROGRAM

Getting started 1. CHOOSE A SITE Consider as you choose a site: A successful Wiggle, Giggle & Munch program requires planning. Location 1. Choose a site Is the site accessible? Is it close to bus routes? Does it 2. Get sponsors have convenient, aff ordable parking? Is the location 3. Find participants familiar to the community? A site that parents use is 4. Hire program leaders the best. 5. Arrange for infant care Facilities 6. Collect equipment and supplies Is the space big enough for physical activities and 7. Collect community resource material the number of participants you expect? A small 8. Prepare forms gym, the kind you’d fi nd in an elementary school or 9. Reduce barriers to participation a community centre, is ideal. Are washrooms and a kitchen nearby? You will need these facilities to off er the program.

Storage space Can you store your supplies and equipment on-site? Is the storage space secure? Is it free?

Equipment Does the site have equipment or supplies that you could use, such as balls, gym mats, or dishes?

Aff ordability How much does the space cost? Is there any room for negotiation? Can you use this space and still off er Wiggle, Giggle & Munch free-of-charge?

60 WIGGLE, GIGGLE & MUNCH 2. GET SPONSORS To cover the costs of program leaders, child minders, equipment, snacks, and transportation, you may need sponsors. Talk to community leaders, churches, or businesses to see whether they are willing to support the program with funds, food, space, or equipment. When writing a letter of request, be as specifi c as possible. Explain why you need the funds—to purchase snacks, to pay program leaders and child minders, to buy equipment, and so on. When asking for other kinds of support, such as donations, also be clear about what you need and why you need it. For a sample letter to potential sponsors, see Appendix G.

3. FIND PARTICIPANTS To spark interest in the program and fi nd participants, you need to advertise. We recommend any or all of the following approaches to advertising: • posters and fl yers • presentations • information tables • demonstrations

Once you have the program up and running, word-of-mouth will also bring in new participants.

Posters and fl yers When making posters and fl yers, use colourful paper with simple messages. Include the name of a contact person and a phone number. Hang posters in places where your target audience is likely to see them: • local stores, laundromats, doctor’s offi ces • elementary schools • libraries • day care centres • community bulletin boards or poles • food banks • community organizations that work with parents and children It can be useful for future reference to keep a record of where you hang posters and leave fl yers. For a sample poster, see Appendix H.

WIGGLE, GIGGLE & MUNCH 61 Presentations 5. ARRANGE FOR INFANT CARE Visit community groups, agencies, and schools Free infant care makes the program accessible to to promote the program to potential participants parents with infants. Parents are more likely to attend and their service providers. With advance notice, the program if they don’t have to worry about finding groups may welcome you to talk about Wiggle, a babysitter for a child too young to participate. Giggle & Munch: When deciding how to offer infant care, consider: • church groups • Will child minders be volunteers or paid? • parent groups • Will you need more than one person to ensure a • play groups good ratio of adults to infants? The Manitoba Child • community groups Care Program Standards Act recommends at least • schools one caregiver for every four infants. • agencies that work with families • Can you arrange to set up a space for infants in When giving a presentation, bring flyers to hand out. the same room as the activities? Doing so can help Take people’s names and phone numbers so you can ease the anxieties of both infants and parents. call to remind them when the next program is starting. • Do you want parents to take responsibility for their infants during snack time? Doing so allows them to Information tables spend time together and may also permit the child Another way to get the word out is to use information minder to assist with snacks. tables at community events related to parenting, • Since attendance varies from session to session, healthy eating, and physical activity. Consider setting you may occasionally have a child minder with no up a display table with your posters and flyers at infants to care for. When that happens, you can these kinds of events: have the child minder assist families who have more • conferences related to parenting and healthy living than one child in the program. • information nights For a sample job description for child minders, • parent/teacher conferences see Appendix G. • school concerts and functions • community events and meetings

4. HIRE PROGRAM LEADERS Strong program leaders are essential to the success of Wiggle, Giggle & Munch. When hiring a program leader, there are a number of qualities to look for: • experience leading young children in physical activities • experience teaching families about healthy eating • experience working with families from diverse communities • excellent communication and organizational skills • post-secondary education or the equivalent experience in early childhood development and/or nutrition

For a sample job posting and job description for program leaders, see Appendix G.

62 WIGGLE, GIGGLE & MUNCH 6. COLLECT EQUIPMENT AND SUPPLIES Participants are encouraged to do the activities and try the snacks at home, so the program is designed to require very little equipment and few supplies. Collect the following materials or request them as donations.

General supplies Equipment for activities Snack supplies Make & Take supplies

K A Bluetooth K Carpet remnants (non-slip) K Reusable cups, K Straws speaker or K Objects for throwing and bowls and spoons; K Streamers CD player serving spoons catching such as balls in K Tape K Music: active assorted sizes, rolled up K Containers K Glue sticks songs and socks, small stuff ed animals, K Sandwich bags dance music crumpled paper rolled into K Empty pop bottles K Table cloths and K a ball K Old socks Name tags napkins K K Scarves K Paper bags Washable K Cutting board and K markers Bean bags paring knife K Ribbon K K Forms and Ropes K Cloths for spills K Crayons, markers pens K Masking tape and stickers K Heavy-duty plastic tote bins for equipment storage K Optional: hula hoops, gym mats, small balance beams, mini hockey sticks, etc.

WIGGLE, GIGGLE & MUNCH 63 7. COLLECT COMMUNITY RESOURCE MATERIAL 8. PREPARE FORMS The program provides participants with one highlight Keep an up-to-date record of participation in the about their community during each session. program and its finances to help you evaluate the When checking out what is available in the area, program and sustain it over the long term. Sponsors, visit community organizations, family centres, donors, and other funding groups may ask you for churches, and government offices. You may want to this information. put up posters or drop off flyers advertising Wiggle, Your participants’ confidentiality needs to be Giggle & Munch while you are there. respected at all times. Let participants know why you The kind of resource material you choose will depend are collecting information and how it will be used. on the community you are working with. You will want For copies of the forms that we used for Wiggle, to include resources related to parenting, healthy Giggle & Munch, see Appendix G. living, and healthcare. Consider these possibilities: Registration form Parenting resources Use this form to enroll participants in the program • prenatal programs and to collect their contact and medical information. • groups for parents of newborns such as mom It is important to have everyone complete this form and baby groups because it will identify any health concerns that • parenting programs such as Nobody’s Perfect could affect participation in the program. • parent/child programs such as Mother Goose You may also want to use this form to • play groups • identify whether participants need child minding • drop-ins for families for infants • programs for school-aged children • find out how participants heard about the program • women’s centres, family centres, (this information can help you with your future and community centres advertising efforts) Healthy living resources Photo release form • free or low-cost physical activity options Participants who agree to sign this form give the • wading pools program permission to photograph them and their • subsidized sports programs children and to use the photographs to promote the • free or low-cost cooking classes program to the general public and funding agencies. • food banks, community kitchens, This form needs to be signed by a legal guardian. and community stores The photo release form is optional.

Healthcare resources Supply list • counseling services Program leaders use this form to track what they • health services need to bring to each session. As they prepare • doctors, dentists each session, they list the supplies they need for the • women’s centres activities, and then use this form as a checklist.

You won’t need a lot of details about the resources Sign-in sheet you choose: just provide a description of what’s Participants sign-in as they arrive. Keep sign-in sheets available and a brochure or handout. Since literacy to track attendance patterns and determine the level skills will likely vary among participants, it is best not of participation in the program. to rely solely on printed materials. Debriefing form Completed every session, this form gives program leaders a place to record their impressions. Take note of what worked and what didn’t; list any necessary follow-up, any unusual incidents, and any comments

64 WIGGLE, GIGGLE & MUNCH made about the program by participants. This Cost form is a helpful tool for tracking the strengths Off er the program free-of-charge to make it and weaknesses of the program as you look for accessible to all participants. ways to improve it over time. Infant care Evaluation form Off er free and reliable care for infants. Set up Participants use this form to evaluate the overall child minding in the same room as the program program and its impact on their behaviour at to make the separation easier for parents and home. If literacy or language is an issue, you can their infants. conduct evaluations in person or over the phone, recording participants’ responses for them. Final Time of day Off er the program at a time that works for parents evaluations can help you identify ways to improve and their children. If you off er sessions more than the program. In some cases, potential funding once a week, try to off er them at diff erent times groups will ask to see them. during the day. Note that the way you construct an evaluation will aff ect the way participants respond. They will Transportation be more likely to be candid if their evaluations are Off er the program at a location that is close to anonymous. You could arrange to have someone bus routes and make bus tickets available. If your outside the program interview participants in organization has access to a vehicle, you could person or by phone. pick up participants.

Expense form Literacy and language Program leaders use this form to record their Use simple language, pictures, and expenses. To avoid problems, make sure that demonstrations as much as possible. For everyone involved in the program understands participants less fl uent in English, songs and your policy on expenses. games may be diffi cult to appreciate. Hire a translator or a program leader who speaks more Keeping a record of all money received and spent than one language. Repeat important points allows you to calculate the full cost of running the slowly and clearly, and off er to help participants program. Funding agencies may want to know with paperwork associated with the program. about the program’s fi nances, and you will want detailed information as you plan future sessions. Isolation Since social isolation can make it diffi cult for Certifi cates for participants families to learn about the program, target Present certifi cates to participants upon advertising to reach as many people as possible. completion of the program. Participants appreciate being acknowledged for their eff orts. Maintain a drop-in atmosphere so that participants will feel that they can come back 9. REDUCE BARRIERS TO PARTICIPATION after missing sessions. Create an environment Consider accessibility. Imagine yourself in your that is welcoming and non-judgmental, participants’ shoes: Are you likely to hear about recognizing that some people fi nd it diffi cult to the program? Are you likely to be able to attend? be in a group. Be especially encouraging to those Are you likely to want to? who seem to lack confi dence in their parenting Consider these barriers to participation, and social skills. for example, and ways to overcome them:

WIGGLE, GIGGLE & MUNCH 65

67 APPENDIX B: PLANNING TEMPLATES AND SAMPLES

TEMPLATE SESSION PLAN

Week: Date:

Question of the day:

Warm up activities: 1. 2.

Active songs and rhymes: 1. 2. 3.

Movement skills:

Games and activities: 1. 2. 3.

Cool down stretches, activities: 1. 2.

Make & Take: 1. 2.

Snack:

Music for dance Munch/Motion Minute to share:

WIGGLE, GIGGLE & MUNCH 69

TEMPLATE PROGRAM PLAN

Movement Songs, Games, Make Week Date Cool down Snack Skills rhymes activities & Take

Notes:

WIGGLE, GIGGLE & MUNCH 71

SAMPLE PROGRAM PLAN

Movement Make Week Date Songs, rhymes Games, activities Snack Skills & Take

Bunny Rabbit, Line walking, balance 1 Sep 17 Balancing Loobey Loo, on one foot, statues Foot prints Fruit pizzas Round the Garden (with music/freeze)

A Room Choom, Veg, Running and Dump and scatter, Sep 24 I Have a Little Pony, Streamers hummus, 2 galloping musical hoops Round the Garden pita

One is a Giant, Yogurt, Oct 01 Hopping Sleeping Bunnies, Bunnies go home Jelly fi sh 3 seeds, fruit Walking walking

Zoom Zoom Zoom, Jumping obstacle, Kangaroo Oct 15 Jumping Ring Around the Rosie, Wraps 4 sleeping bunnies pouches Bear in My Hair

Roasted A Room Choom, Balls/bins/scarves/ Paper bag chickpeas/ Oct 22 Throwing We Walk, hoops on walls, 5 kites carrots, A Duck bowling apples Trick or Kleenex Head and Shoulders, Sticks/noodles/balls/ treating ghosts and Oct 29 Striking I Have a Little Pony, tape nets, bubbles snack: 6 paper plate Room Choom and fl y swatters yogurt, fruit spider webs cereal

Ring Around the Rosie, Donkey kicks, balls/ Paper bag 7 Nov 05 Kicking A Duck, tape nets/pylons, kick targets for Salad bar Bear in My Hair over noodles kicking

Cottage Head and Shoulders, Rolling mats, rolling cheese dip, Body Steering Nov 12 Loobey Loo, bowling, statues, pita chips, 8 management wheels Round the Garden London Bridge peppers, broccoli

A Room Choom, Roll and throw balls/ Paper bag Oatmeal Nov 19 Catching Walking Walking, scarves/bean bags, 9 monsters sundaes Bear in My Hair dump and scatter

One is a Giant, Lines on the fl oor, Paper plate Nov 26 Balancing Ring Around the Rosie, noodles. Everybody do Tacos 10 snakes Sleeping Bunnies this and hot potato

Mulberry Bush, Balls/nets, pylons/ Jingle Bagels, sun Dec 03 Kicking Head and Shoulders, noodles, musical 11 bracelets butter, fruit Round the Garden hoops

I Have a Little Pony, Running and What time is it Flash card Dec 10 We Walk, Rice bowl 12 galloping Mr. Wolf, fl ash cards grab bag Mulberry Bush

Ring Around the Rosie, Tape lines, over/under Obstacle Paper plate Fruit and Dec 17 We Walk, noodles, tunnels, 13 course snow shoes yogurt tubes requests pylons, mats

WIGGLE, GIGGLE & MUNCH 73

75 APPENDIX C: SONGS AND RHYMES APPENDIX C: SONGS AND RHYMES

A Duck A Smooth Road A duck, a duck A smooth road, a smooth road A smooth road, a smooth road A little duck with a wing, with a wing, with a wing (fl ap one arm, bent elbow, like a wing) A bumpy road, a bumpy road A bumpy road, a bumpy road A little duck with wings, with wings, with wings (add other arm) A rough road, a rough road A rough road, a rough road A little duck with a foot, with a foot, with a foot (add stopping one foot) A hole!

A little duck with feet, with feet, with feet Actions: (add the other foot) Put your child in your lap. With each verse bounce A little duck with a tail, with a tail, with a tail the child more and more energetically. When you get (add shake tail) to the last line, open your legs and let the child fall onto whatever you are sitting on. Children enjoy this A little duck with a head, with a head, with a head activity to be pretty boisterous. (add head bob)

A little duck with a beak! Auto, Auto (clap hands together like a beak) Auto, auto Take me for a ride Come on now All of Me Let’s get inside By Jessica McDonald Turn on the engine My hands are for clapping Step on the gas My arms can hug tight Chug-a-lug My fi ngers can snap Chug-a-lug Or can turn out the light Not too fast

My legs are for jumping My eyes help me see

This is my body And I love all of me!

76 WIGGLE, GIGGLE & MUNCH Bear In My Hair Butterfl y I’ve got a bear in my hair and I don’t know what to do Butterfl y, butterfl y (point to hair then shrug shoulder) Fly up high I’ve got a bear in my hair and I don’t know what to do I’ve got a bear in my hair and I don’t know what to do Butterfl y, butterfl y Let’s…try…to… Touch the sky Jump and jump and jump and jump and clap and turn Butterfl y, butterfl y around (act out what the words say) Fly down low Jump and jump and jump and jump and clap and turn around (act out what the words say) Butterfl y, butterfl y Jump and jump and jump and jump and clap and turn Touch my toe around (act out what the words say) Butterfl y, butterfl y Jump…clap…now sit down. Fly down low I’ve got a bee on my knee (point to knee)… Butterfl y, butterfl y I’ve got a froggy in my throaty… “Way to go!” I’ve got jelly on my belly…

Bend and Stretch, Choo Choo Train Reach for the Stars (Walking all over the gym or in a circle) Here comes the choo choo train (To the tune of “Twinkle Twinkle Little Star”) Bend and stretch reach for the stars Chugging down the track (reach up tall and then to your toes) First it goes forward, now it goes back There goes Jupiter and here comes Mars Now the bell is ringing, now the whistle blows (stretch left and then right) What a lot of noise it makes everywhere it goes! Bend and stretch reach for the sky (reach up tall and then to your toes)

Stand on tiptoes, oh so high Clap, Clap, Clap Your Hands (stand on tip toes and stretch arms tall) Clap, clap, clap your hands Clap your hands together Bunny Rabbit, Bunny Rabbit Clap, clap, clap your hands In all kinds of weather Adapted from the original Teddy Bear, Teddy Bear. You can substitute any animal. Tap, tap, tap your toes... Bunny rabbit, bunny rabbit, turn around Stamp, stamp, stamp your feet… Bunny rabbit, bunny rabbit, touch the ground Bunny rabbit, bunny rabbit, reach up high Nod, nod, nod your heads… Bunny rabbit, bunny rabbit, touch the sky! Reach, reach, reach up high…

Stretch, stretch, stretch your arms…

WIGGLE, GIGGLE & MUNCH 77 Corn Grows Up Fall Tree Corn grows up, carrots grow down (To the tune of “Twinkle, twinkle little star”) Cucumbers wind round and round Stand up tall and spread your limbs Peppers grow up, potatoes grow down You’re a fall tree in the wind Pumpkins wind round and round Move your branches all around Tomatoes grows up, onions grow down Pretty leaves falling down String beans wind round and round Some are brown and some are red Actions: Time for the fall leaves to shed Wave arms up, wave arms down, turn in a circle with arms out. Flutter, Flutter Little Bat (To the tune of “Twinkle Twinkle Little Star”) Dance Like Snowflakes Flutter, flutter little bat (Sung to: “Are You Sleeping”) How I wonder where you’re at Dance like snowflakes, dance like snowflakes Swooping through the darkest night In the air, in the air You find your way without a light Whirling, twirling snowflakes Flutter, flutter little bat Whirling, twirling snowflakes How I wonder where you’re at Here and there, here and there Go Bananas Eensy Weensy Spider We’re going to pick bananas (climb and pick) The eensy weensy spider went up the water spout Pick, pick bananas (pretend to climb) We’re going to pick bananas Pick, pick bananas Down came the rain and washed the spider out (raise arms up and fall over) We’re going to peel bananas… (peel)

Out came the sun and dried up all the rain We’re going to squish bananas… (squish hands together) (make big sun arms above head) We’re going to eat bananas… (chomp and chew) So the eensy weensy spider went up the spout again (climb again) We’re going to go bananas… (dance super silly!)

Everybody Do This (Demonstrate a different action or balance each time)

Everybody do this, do this, do this Everybody do this, just like me

78 WIGGLE, GIGGLE & MUNCH Hands are Washing (Original Wiggle, Giggle & Munch handwashing song)

(Actions follow along with the words)

Hands are washing, hands are washing Wash them till they’re clean Hands are washing, hands are washing Wash them till they’re clean Head and Shoulders But where’s the towel to wipe them dry? It’s on the rack, it’s much too high! (Two diff erent tunes)

Sooooo, now we have to shake them Head and shoulders, knees and toes Shake them, shake them knees and toes, knees and toes Head and shoulders, knees and toes Now we have to shake them, Eyes, ears, mouth and nose Shake them till they’re dry Get some water, get some soap Hello Everybody! And wash them till they’re clean Hello everybody and how are you? Get some water, get some soap How are you? And wash them till they’re clean How are you? But where’s the towel to wipe them dry? Hello everybody and how are you? It’s on the rack, it’s much too high! How are you today?

Sooooo, now we have to shake them, Come on everybody and clap your hands Shake them, shake them Clap your hands Clap your hands Now we have to shake them Come on everybody and clap your hands Shake them till they’re dry Clap your hands today!

Stomp your feet... Handwashing Song Turn around... (common alternative)

Wash, wash, wash your hands Many times a day. Here Are My Ears Scrub and rub and rinse and dry Here are my ears. Here is my nose And throw those germs away! Here are my fi ngers. Here are my toes

Wash, wash, wash your hands Here are my eyes, both open wide Many times a day Here is my mouth with white teeth inside Scrub and rub and rinse and dry Here is my tongue that helps me speak And throw those germs away! Here is my chin and here are my cheeks

Here are my hands that help me play Here are my feet for walking today

WIGGLE, GIGGLE & MUNCH 79 Here is a Bunny If You’re Happy and You Know It Here is a bunny (make bunny ears with fingers) If you’re happy and you know it clap your hands With ears so funny (wiggle your bunny ears) (clap your hands twice) And there is his hole in the ground (point to a If you’re happy and you know it clap your hands spot on the floor) (clap clap) If you’re happy and you know it and you really want At the first sound he hears,(make a sound, to show it like a stomp or shuffle) If you’re happy and you know it clap your hands He pricks up his ears (come to attention, (clap clap) straighten your fingers) If you’re happy and you know it stomp your feet… And jump in his hole in the ground! (jump to spot) If you’re happy and you know it jump up and down…

If you’re happy and you know it spin around… Hibernate If you’re happy and you know it shout hooray… (To the tune of “Twinkle Twinkle Little Star”)

Little bear, little bear, where will you go? Here comes the winter, here comes the snow I Have a Little Pony I have a little pony Run to a cave, it’s time to hide (pretend to be on a pony, climb on, hold the reins) Sleep ‘til spring, stay deep inside I feed her oats and hay Little bear, little bear, close your eyes (ride along on the pony) Dream of honey and butterflies! I open up the barnyard door and send her out to play Hokey Pokey She gallops here, she gallops there She gallops, gallops everywhere! You put your foot in, you put your foot out (gallop around the room) You put your foot in, and you shake it all about You do the Hokey-Pokey Until I say WHOA pony! And you turn yourself around (pull the reins back and stop) That’s what it’s all about!

You put your hand in…

You put your head in…

You put your arms in…

80 WIGGLE, GIGGLE & MUNCH I Hear Thunder London Bridge I hear thunder London bridge is falling down I hear thunder Falling down, falling down London bridge is falling down Loud, loud thunder! My fair lady Loud, loud thunder! (speak in a very loud voice, stomp feet loudly) Actions: Have some children and parent volunteers make Pitter patter raindrops “bridges” with their hands touching palm to Pitter patter raindrops palm and arms reaching up. Have the rest of the (lower voice, lightly tap feet) families run under the bridges while repeating the Soft, soft rain song. Take turns being bridges. You might have Soft, soft rain many bridges at one time!) (speak in a small voice, walk on tiptoes) Loobey Loo Itsy Bitsy Monkey Here we go loobey loo, here we go loobey li The itsy bitsy monkey (sway with hands, shaking in air) Climbed up the coconut tree Here we loobey loo, all on a Saturday night Down came a coconut (turn around) And hit him on his knee! You put your hand in, you put your hand out OWWW! You give your hand a shake, shake shake Out came a lion Shakin’ his mighty mane And you turn yourself about! And the itsy bitsy monkey Climbed up the tree again! Continue with as many verses as you like, using diff erent body parts.

Little Green Frog Me Mmm Mmm went the little green frog one day (stick out tongue on Mmm Mmm) (point to or wiggle body parts)

Mmm Mmm went the little green frog Two little eyes that open and close Two little ears, but just one nose Mmm Mmm went the little green frog one day Two little arms that open wide So we all went Mmm Mmm Ahhh Two little shoulders, one on each side (open mouth wide on Ahhh) Two little elbows that bend this way But we all know frogs go (clap) Two little hands, busy all day

Laddie daddie dah (snap fi ngers 3 times) Two little legs, sturdy and strong Two little feet that run all day long Yes, we all know frogs go (clap)

Laddie daddie dah (snap fi ngers 3 times)

They don’t go Mmm Mmm Ahhh

WIGGLE, GIGGLE & MUNCH 81 Mulberry Bush Room Choom Choom Verse 1 – hold hands walking in a circle A room choom choom, A room choom choom Gulley gulley gulley gulley gulley Here we go round the mulberry bush Yes sa sa The mulberry bush, the mulberry bush Here we go round the mulberry bush A room choom choom, A room choom choom So early in the morning Gulley gulley gulley gulley gulley Yes sa sa Verse 2 – clap hands Churrara, Churrara This is the way we clap our hands Gulley gulley gulley gulley gulley Clap our hands, clap our hands Yes sa sa This is the way we clap our hand So early in the morning Churrara , Churrara Gulley gulley gulley gulley gulley Repeat verse 1, then repeat verse 2, Yes sa sa changing actions as desired. Actions: Room choom choom = swing arms on the side of your One is a Giant body like you are running One is a giant who stomps his feet (stomp feet) Gulley = roll arms and hands in front of body

Two is a fairy all light and neat Yes sa sa = make motions like pulling a train horn (get up on tiptoes) Churrara = fold arms like a genie, one stacked on top Three is a mouse, crouching small of the other, lift and switch (crouch down)

And four is a great big bouncing ball! Round and Round the Garden (jump up) Round and round the garden, (hold hands and walk in a circle) Goes the teddy bear. Ring Around the Rosie One step, two step… Ring around the rosie And chase you everywhere! (hold hands and walk in a circle) (let go of hands and chase after the children) A pocket full of posy Husha Husha We all fall down! (Let go of hands and “fall” to the ground)

Fishes in the water (make a swimming fish motion with your hands) Fishes in the sea We all jump up now 1, 2, 3! (stand up and do a big jump)

82 WIGGLE, GIGGLE & MUNCH Shake Your Sillies Out Walking, Walking (follow along with the lyrics) (to the tune of “Are you Sleeping”)

You gotta shake, shake, shake your sillies out Walking walking Shake, shake, shake your sillies out Walking walking Shake, shake, shake your sillies out Hop hop hop And wiggle your waggles away Hop hop hop

You gotta clap your crazies out… Running running running Running running running You gotta jump your jiggles out… Now we stop (Hold up hands in stop motion) You gotta yawn your lazies out… Now we stop

We Walk and We Walk Sleeping Bunnies We walk and we walk and we walk and we STOP Sleeping bunnies, all curled up We walk and we walk and we walk and we STOP Curled up in a ball We walk and we walk and we walk and we STOP (lie down, curl up and pretend to sleep) And the we walk some more Are they ill? They’re so still? Actions: Sleep little bunnies, sleep, sleep, sleep Walk in a circle then freeze and hold hands up to Sleep little bunnies, sleep, sleep, sleep signal stop. Repeat with diff erent motions: run, Sleep little bunnies, sleep, sleep, sleep hop, crawl, jump, gallop, sneak, etc.

Shhhhhhhh!

The sun is rising, the bunnies are starting Zoom Zoom Zoom to wake up (wake up, stand up) Zoom zoom zoom (rub hands together in big motions) Hop little bunnies, hop, hop, hop Hop little bunnies, hop, hop, hop We’re going to the moon Hop little bunnies, hop, hop, hop Zoom zoom zoom Stop little bunnies, stop, stop, stop (rub hands together in big motions)

We’re going to the moon

Twinkle, Twinkle Little Star Come and take a trip on my rocket ship Twinkle, twinkle little star (climb into a pretend ship) (wiggle fi ngers above head) How I wonder what you are Climb in! (wiggle fi ngers above head) 5-4-3-2-1 BLAST OFF! Up above, the world so high (jump up high, arms in the air) Like a diamond in the sky (make a diamond shape with thumb and fi nger of both hands)

Twinkle, twinkle little star (wiggle fi ngers above head) How I wonder what you are (wiggle fi ngers above head)

WIGGLE, GIGGLE & MUNCH 83

85 APPENDIX D: ACTIVITIES AND GAMES APPENDIX D: ACTIVITIES AND GAMES

Drumming and rhythm Statues Drum diff erent sounds and speeds. This game has participants practice holding • Show participants how to walk, run, march, diff erent poses. tiptoe, skip, gallop, etc. to the beat. • Play music • Vary the rhythm and have participants follow. • Run around the room. • You can use any plastic bucket, like an ice cream • Turn off the music and yell “FREEZE! Be a pail if you don’t have a drum ______”. • Participants hold the pose for 5 seconds

Hot potatoes SAMPLE POSES: Adapted, no eliminations. • Golden Boy - one arm in the air in front of you, one arm in the air behind you Potatoes: Use many bean bags, small balls or scarves. • Ballerina – leg stretched out behind you, • Sit in a circle and pass the ‘hot potatoes’ around. arms out to the sides • Play music while passing • Explorer – on tiptoes, shielding eyes • When the music stops, whoever has a potato • Baseball player – ready for batting stands up and balances the potato on their body • Diver – on tiptoes, ready to dive (i.e. balance it on their knee, head, hand, toes)

When working with young children, use many ‘potatoes’ at once. This means less waiting and more participation.

Musical hoops Adapted from musical chairs, no eliminations. • Put out plenty of hoops on the fl oor, at least 1-2 per child. This way everyone will have a hoop even if the littlest children pick them up. • Play music and walk around the hoops • When the music stops, everyone fi nds a hoop to stand in. Sharing a hoop is fi ne! • Change the movement each time you put on music (hop, skip, jump, gallop, walk backwards, etc. around the hoops)

86 WIGGLE, GIGGLE & MUNCH Fruit salad Flyswatter smack Children move around the room and run to a fruit Children strike images around the space. each time it’s called. • Place coloured dots or images on the fl oor • Draw or print out pictures of fruit (apple, pear, and walls banana, grape, watermelon, cherry, etc.) • Give all participants a fl yswatter or noodle • Tape to pylons or on the fl oor • Call out colours, or a number • Call out fruit names. Participants run/skip/hop/ • Have participants run around and strike crawl/walk to fruit. the dots/images • Call “Fruit Salad” and all the participants come back to the centre Bunnies go home Everyone hops around like bunnies! Dump and scatter • Place hoops around the space. These are the This is a favourite for all children. ‘bunny holes’. • Throw bean bags, balls, scarves all around • Bunnies hop around (small, tall, fast, slow, etc.) the space • Tell the bunnies to all ‘run home’ and they hop • Run/skip/hop/crawl/walk to collect the items back into their hoops • Drop items into buckets near the leader • Encourage them to race and do it as fast as possible Hoop pizza • Repeat! Collect ‘ingredients’ to ‘make’ a pizza. • Place hoops ‘pizzas’ on far side of space Imagine • Place bean bags ‘ingredients’ mid-way across the space Children visualize diff erent animals and their • Collect ‘ingredients’ to decorate their ‘pizza’ on movements the other side • Have the participants close their eyes and • Move one or many ingredients at a time imagine an animal (giraff e, monkey, etc.) • When you say “on your marks, get set, be a ______” have them come to life • Bring them back to repeat as a group

WIGGLE, GIGGLE & MUNCH 87 Go driving Drive around the space in ‘cars’. • Have participants grab a hoop as their ‘steering wheel’ • Encourage them to drive around the space (fast, slow, low, tall, etc.) • When you call “Red Light” they stop • When you call “Green Light” they go!

Wild cave adventure Take participants on an adventure through the ‘jungle’. • Use play tunnels and mats set around the gym as a jungle-scape • Use mats propped up or noodles held up by parents • Move through the caves/tunnels like different animals (crawl, sneak, slither, roll, creep, tiptoe, flap, eyes closed – under, over, across mats or up/down an inclined mat)

What time is it, Mr. Wolf? Children sneak up on the ‘wolf’ and then run to avoid being caught. • The group lines up on one side • One (or many) ‘wolf’ waits on the opposite side • The group asks the ‘wolf’:”What time is it Mr. Wolf?” • The ‘wolf’ calls out a number • The group takes this number of steps • Repeat until the ‘wolf’ calls “lunchtime!” https://fitkidshealthykids.ca/ • The ‘wolf’ chases group back to the start games-database

Note: This is a well known game, but can be scary for smaller children. If families wish to play it, try only (Limit the age and space size to get the most appropriate once and near the end of a session, once families have games for your group) gotten to know each other well.

88 WIGGLE, GIGGLE & MUNCH 89 APPENDIX E: SNACK IDEAS AND NUTRITION MESSAGES APPENDIX E: SNACK IDEAS AND NUTRITION MESSAGES 10 SNACK IDEAS TO TRY

Roasted veggies and fruit Roast 2-3: carrots, apples, broccoli, caulifl ower, peppers, brussel sprouts Message for parents: What does your child think about the fl avour and texture diff erence from raw to roasted? Off ering common foods in a new way helps ensure children have the chance to try new tastes, fl avours, textures and foods many times. Remember it can take 10-20 times for a child to enjoy a new food.

Hummus Serve with raw, cut veggies (peppers, carrots, snap peas, celery, etc.) Message for parents: Let kids dip or spread their own. When introducing a new texture or ingredient, be sure children are allowed to serve and try the food at their own pace. Let kids scoop hummus onto their own Salad bar OR pasta salad bar plate for dipping if ‘double-dipping’ is a worry. Choose 3-5 ingredients: greens OR pasta, cherry tomatoes, peppers, cucumbers, feta/cubed cheese, DIY trail mix cubed ham or roast chicken, boiled eggs, capers/ olives, salad dressing Roasted chick peas, dry fruit (raisins), whole grain cereal, seeds (pumpkin, sunfl ower), etc.* Message for parents: Let kids choose their salad ingredients and add their own dressing. They are the Message for parents: Choosing what items to try chef! A salad bar allows you to showcase a “new” and how to combine them (or not) is an empowering ingredient (perhaps avocado, roasted chick peas, and independent experience for a toddler. Reassure olives) and children still have the choice to try or parents that they aren’t responsible for cleaning up not. Combining things into a ‘salad’ is not required if (worrying about spills) or the cost of ‘wasted food’. children prefer to eat foods separately. One of the goals of Wiggle, Giggle & Munch is to share a wide array of nutritious foods with children.

* Caution: some foods are a choking hazard for small children. Consider the age of your participants when selecting snack items. Encourage parent supervision during snack time.

90 WIGGLE, GIGGLE & MUNCH Taco bar Smoothies Lettuce, tomatoes, peppers, avocado, Yogurt, milk, bananas, frozen fruits, fl ax seeds, black beans (whole or mashed into a dip), hemp hearts, spinach, etc. cheese, salsa, yogurt/sour cream, corn, Message for parents: Smoothies are a helpful tortillas for rolling idea for families on the go. They allow you to Message for parents: Beans! Kidney beans, pack lots of nutrition into one quick cup. It can chickpeas, black beans, white beans, romano be made ahead for the group or if you have the beans, edamame/soy beans are all full of fi bre staff and equipment, each family can make their which is good for our heart, iron which helps us own combo. have lots of energy, and vitamin B1, which helps our memory. They are also full of protein, which helps our muscles grow big and strong. Yogurt sundaes Yogurt, apple sauce, sliced peaches/pears, Beans grow above ground in a pod. They do granola, seeds, hemp hearts not like to have “wet feet” so they like dry soil. Message for parents: Play with your food. Beans are delicious in salads, soups, tacos This is how kids like to investigate, explore and and made into dips. Just mash and blend eventually, become comfortable with new foods. them with some oil and spices to make your That’s why they toss spaghetti for their parents to very own bean dip! pick up, why they put food in their water cups and lick foods before they take a bite – to see Picnic plate what happens. Boiled eggs, pickles, cubed cheese, olives, So let them see what happens! Encourage sundried tomatoes, hummus, pita, raw veggies parents to pretend with their children, to be Message for parents: There are two parts to “scientists in the lab”. Make magic potions and an egg, the white and the yolk. Both parts test them to see what super powers you achieve. have protein that gives us energy AND helps (Do green pumpkin seeds turn you green like us develop strong healthy muscles. Egg yolks a frog?) are one of the only natural sources of Vitamin D that we eat. The yolks also help babies brain development. Eggs come from hens. The average hen lays 250 to 270 eggs a year. Wow, that’s a lot of eggs! We usually see white eggs in the store, but brown eggs are very common around the world. The colour of the egg is determined by the colour of the hen. There is no nutritional diff erence between brown and white eggs!! Eggs are great for breakfast, lunch and supper! Use eggs in salads, sandwiches, French toast or make delicious quiches and omelets with your favourite vegetables and cheese.

WIGGLE, GIGGLE & MUNCH 91 DIY snack wraps Fruit salad Whole wheat tortilla wraps, sun butter, bananas, Choose 3-5: Chopped apples, pears, oranges, strawberries grapes, pineapple, bananas, mango, kiwi, OR any of the picnic/salad options listed above dragon-fruit, pomegranate, papaya, etc. Message for parents: Snacking doesn’t have to be Message for parents: We can always eat more fruits complicated. With all the nutrition messages out and vegetables. While getting in our needed nutrition, there and Pinterest photos of intricate snacks, here’s a chance to try something new. it’s easy to forget: Seek out new fruits for fun, once in a while. Sharing Good enough IS good enough. a variety of fruits with different flavours, colours and textures can be fun. • Simple seed/nut butter and fruit spread on a whole wheat tortilla or piece of toast is terrific. Children are often fond of the most common • Throw some cut up veggies and hummus in a wrap. fruits (apples, bananas) and may be happy to try You’re set. something new when it is served alongside something • Leftovers from last night? Roll it up, it’s a cool so familiar. new snack. Don’t always cut up the fruit for your child. Let them see the whole thing or eat the whole thing, when And when you let the kids make their own: possible. Kids are interested to investigate the food you’re a superstar, every time! they eat: shape, colour, smell, seeds/no seeds. Let the children watch you prepare the fruit for them – it’s a chance to learn about the food they eat.

92 WIGGLE, GIGGLE & MUNCH 93 APPENDIX F: ONLINE AND ADDITIONAL RESOURCES APPENDIX F: ONLINE AND ADDITIONAL RESOURCES

Nutrition Resources Physical Literacy and Movement

CANADA FOOD GUIDE Resources www.food-guide.canada.ca CANADIAN SOCIETY FOR EXERCISE PHYSIOLOGY DIETICIANS OF CANADA (MOVEMENT GUIDELINES) www.csep.ca www.dietitians.ca PARTICIPACTION (REPORT CARDS) ELLYN SATTER INSTITUTE www.participaction.com www.ellynsatterinstitute.org INTERNATIONAL PHYSICAL LITERACY ASSOCIATION INTERNATIONAL FOOD INFORMATION COUNCIL FOUNDATION (IPLA) www.physical-literacy.org.uk www.foodinsight.org PHYSICAL AND HEALTH EDUCATION CANADA NUTON EARLY CHILDHOOD EDUCATION NUTRITION www.phecanada.ca WORKSHOPS www.nuton.ca/program/early-childhood- SPORT MANITOBA development-2 www.sportmanitoba.ca

SPORT FOR LIFE - PHYSICAL LITERACY www.sportforlife.ca/physical-literacy

DECODA LITERACY SOLUTIONS HOP, MOVE and LEAP program resources available for download www.decoda.ca/resources/decoda-publications

CENTRE OF EXCELLENCE FOR EARLY CHILDHOOD DEVELOPMENT Play-based learning: The joy of learning through play. www.child-encyclopedia.com

THE PSYCHOLOGY FOUNDATION Let’s Play! www.psychologyfoundation.org

94 WIGGLE, GIGGLE & MUNCH Resources for movement Trauma informed activities and games programming supports

ACTIVE FOR LIFE NEW DIRECTIONS FAMILY THERAPY SERVICES www.activeforlife.com/activities www.newdirections.mb.ca

FIT KIDS HEALTHY KIDS FAMILY DYNAMICS Games database www.familydynamics.ca www.fi tkidshealthykids.ca/games-database AURORA FAMILY THERAPY CENTRE HEALTHY OPPORTUNITIES FOR www.aurorafamilytherapy.com PRESCHOOLERS (HOP) www.web.uvic.ca/~vtemple/wp-content/ AULNEAU RENEWAL CENTRE uploads/2012/08/HOP.pdf www.aulneau.com

PACIFIC INSTITUTE FOR SPORT EXCELLENCE GREAT RESOURCE FOR PROGRAM LEADERS Maximum Engagement in Games and Activities – AND PARENTS Instructor Guide www.makingsenseoftrauma.com www.pise.ca/physical-literacy-resources

PE CENTRAL Search by movement skill: lesson plans and preschool games/activities www.pecentral.org/lessonideas/elementary/ preschoolmenu.asp

WIGGLE, GIGGLE & MUNCH 95 Movement books Wiggle, Giggle & Munch is not a sit-down and read program. However, incorporating active reading – jump and and act it out reading – can be a helpful tool in some programs. Here is a list of ACTIVE movement-based books that may be appropriate for cool down time.

Title Author

Shake a Leg! (Sesame Street) Constance Allen How Do You Wokka-Wokka? Elizabeth Bluemle From Head to Toe* Eric Carle Stretch Doreen Cronin Llama Llama Hoppity-Hop Anna Dewdney If You’re a Monster and You Know It Rebecca Emberley Scoot! Cathryn Falwell Good Night Yoga: A Pose-by-Pose Bedtime Story Mariam Gates Wiggle! Taro Gomi Yoga Bug Series (Bug, Bear, Whale) Sarah Jane Hinder Move! Lolly Hopwood If You’re Happy and You Know It Anna McQuinn Je Bouge (en français) Margaux Motin Head, Shoulders, Knees and Toes Zita Newcombe Zar and the Broken Spaceship Dinosaur (Dino) O’Dell We’re Going on a Bear Hunt* Michael Rosen Get Moving! Mari Schuh Oskar Can… Britta Teckentrup Hop, Hop, Jump! Lauren Thompson I am Yoga Susan Verde What this Story Needs is a Vroom Emma Virjan If You’re Happy and You Know It James Warhola Sleepy Little Yoga Rebecca Whitford Let’s Say Hi to Friends Who Fly!* Mo Willems I’m a Frog!* Mo Willems Elephants Cannot Dance!* Mo Willems Today I Will Fly* Mo Willems Breathe Like a Bear Kira Willey You Are a Lion! Taeeun Yoo

* Ask your librarian, available in many languages.

Here is a book that can be useful with preschoolers who are struggling with self-regulation or emotional modulation: Big Feelings Come and Go Available online and at the Winnipeg Public Library https://www.protectchildren.ca/en/order/product/301:en/

96 WIGGLE, GIGGLE & MUNCH 97 APPENDIX G: SAMPLE FORMS

I am writing to ask for your support for Wiggle, Giggle & Munch, a program designed for parents and their toddlers and preschoolers to enjoy active play and a healthy snack. It is a drop-in program delivered at no cost to participants. Wiggle, Giggle & Munch will be running for ______sessions at ______.

In particular we are asking for the following support:

______

By supporting Wiggle, Giggle & Munch, you will be helping to promote a healthy active lifestyle for parents and young children in your community. Lifestyle habits that begin early in life are likely to continue into adulthood.

If I can provide you with more information about our program, please feel free to contact me. I can be reached at

Thank you for your consideration. I look forward to hearing from you.

Sincerely,

WIGGLE, GIGGLE & MUNCH 99 A time for parents and children to have fun together through active play, games, songs and a healthy snack.

All parents and their children, ages 1–4 years old, are invited to this drop-in program. Wiggle, Giggle & Munch is being offered at: Location: ______Day & Time: ______Dates: ______The program is free and includes free babysitting for infants. For more information, call and leave a message at: ______Call for information: ______Wiggle, Giggle & Munch Call for information: ______Wiggle, Giggle & Munch Call for information: ______Wiggle, Giggle & Munch Call for information: ______Wiggle, Giggle & Munch Call for information: ______Wiggle, Giggle & Munch Call for information: ______Wiggle, Giggle & Munch Call for information: ______Wiggle, Giggle & Munch Call for information: ______Wiggle, Giggle & Munch Call for information: ______Wiggle, Giggle & Munch JOB POSTING FOR PROGRAM LEADERS

Contract Opportunity for Wiggle, Giggle & Munch POSITION TITLE: PROGRAM LEADER

Purpose of Program • To promote the benefits of physical activity and good nutrition for the healthy development of the 1 to 4 age group. • To encourage parents to develop a philosophy of daily physical activity and healthy eating. • To engage parents so that healthy lifestyle opportunities for their toddlers and preschoolers continue outside the program.

Duties Include • Promoting and delivering a two-hour nutrition and activity-based program once a week. • Promoting Wiggle, Giggle & Munch to community groups and schools and assisting them in planning and delivering a Wiggle, Giggle & Munch program. • Taking responsibility for financial management, record keeping, and writing reports.

Required Qualifications • Experience working with families from diverse communities and understanding issues that face inner city families • An understanding of community outreach and networking • Ability to work in the context of community development and health promotion • An engaging personality • Ability to respond to situations in a flexible manner • Physically able to fulfill the requirements of the job • Have or willing to get Standard First Aid certification, current certification in CPR, and Safe Food Handlers Level 1 Certification • Computer access and skills • Child abuse registry check • Police criminal record check

Preferred Qualifications • Post-secondary education or equivalent experience in early childhood development, preferably with knowledge of children’s growth and motor development as well as designing movement experiences for children OR post secondary education or equivalent experience in the area of nutrition. • Experience in leading physical activities for young children and parents that involve movement, music, and games. • Ability to adapt activities to available equipment and adjust the program to the needs of the participants. • Community experience in working with families with young children in the area of healthy eating.

WIGGLE, GIGGLE & MUNCH 101 JOB DESCRIPTION FOR PROGRAM LEADERS

Purpose of Program • To promote the benefits of physical activity and good nutrition for the healthy development of the 1 to 4 age group. • To encourage parents to develop a philosophy of daily physical activity and healthy eating. • To engage parents so that the healthy lifestyle opportunities for the toddler & preschooler can continue outside the classroom.

Job Description Program Leaders will be required to: • Work together as a team with limited supervision. • Promote the program by distributing posters and pamphlets and handling telephone inquiries. • Establish a welcoming environment. • Plan and deliver a two-hour activity program for parents and tots, ages one to four, twice a week. • Provide relevant and practical information and messages about physical activity and healthy eating during the sessions. • Set up and take down the room and equipment as required. • Develop menus and then purchase, prepare, and provide nutritious snacks. • Register participants, maintain attendance records, and record weekly observations. • Maintain accurate financial records and manage petty cash, including payments to child minders. • Hire and supervise child minders for program. • Ensure that the child minders have up-to-date child abuse and police checks. • Attend committee meetings as required. • Provide a staff report with program updates on a monthly basis. • Provide a final report on the results of the program, including feedback from participants and recommendations for subsequent programs.

102 WIGGLE, GIGGLE & MUNCH JOB DESCRIPTION FOR CHILD MINDERS

Wiggle, Giggle & Munch is a two-hour drop-in program which promotes active play and healthy eating to parents and their toddlers and preschoolers. There is free child minding for infants so that parents can participate with their older children. Parents are free to use or not use the service as they see fit.

Job Description We require someone who loves working with children, can work well within a team, and respects many different parenting styles. We are looking for someone who is comfortable with the physical requirements of looking after infants (sitting on the floor, getting up, holding, and carrying babies).

Duties include • Being flexible. Because the program is a drop-in, participants may vary from session to session. • Setting up and taking down the child minding area, fifteen minutes before the program starts and fifteen minutes after it ends. • Ensuring that infants are kept safely away from the activity of the program. • Assisting with the program, if there are no infants, as required. • Assisting with the snack as required.

Requirements • Child Abuse Registry Check • Criminal Record Check

Please be aware of boundary issues • It is not appropriate to give babies food unless asked to do so by the parent. • Do not take pictures of the children. • Do not advise or counsel parents even if asked.

WIGGLE, GIGGLE & MUNCH 103 REGISTRATION FORM

Adult’s Name:______

Address:______Phone:______

Alternate Contact Name:______Phone:______

CHILDREN: Name(s): ______Age: ______

Child minding required? ❏ Yes ❏ No Relationship to Adult: ______

❏ I want ❏ don’t want Wiggle, Giggle & Munch staff to call and remind me about the program.

MEDICAL INFORMATION: Do you or your children have any medical concerns that could affect your participation in the program?

______

Do you have any food allergies or other dietary restrictions?

______

OTHER INFORMATION: How did you hear about Wiggle, Giggle & Munch?

______

What interested you in attending Wiggle, Giggle & Munch?

______

Is there anything that might make it difficult for you to attend Wiggle, Giggle & Munch?

______

104 WIGGLE, GIGGLE & MUNCH PHOTO RELEASE FORM Date: ______

I give my permission to be photographed and for my child/children to be photographed. These pictures may be used in the following way: • On the Wiggle, Giggle & Munch website • In Wiggle, Giggle & Munch brochures, booklets, & newsletters • On display boards promoting the work of Wiggle, Giggle & Munch. • In applications to funding agencies when looking for future funding.

❏ It is OK ❏ Not OK for me and my child(ren) to be photographed

Name of Parent/Guardian (Please print) ______

Name of Child(ren): ______

______

Parent/Guardian (Signature): ______Date: ______

WIGGLE, GIGGLE & MUNCH 105 SUPPLY LIST Date: ______

FREE PLAY ❏ ______❏ ______

❏ ______❏ ______

COMMUNITY HIGHLIGHT ❏ ______❏ ______

❏ ______❏ ______

SKILL ❏ ______❏ ______

❏ ______❏ ______

MAKE & TAKE ❏ ______❏ ______

❏ ______❏ ______

SNACK ❏ ______❏ ______

❏ ______❏ ______

MUNCH MINUTE ❏ ______❏ ______

❏ ______❏ ______

OTHER NOTES ______

______

106 WIGGLE, GIGGLE & MUNCH SIGN-IN SHEET Date: ______

Adult’s Name Child’s Name Age ✔ if Infant

TOTALS: ______Caregivers ______Children ______Visitors ______Moms ______Participating ______Visitors (Who?) ______Dads ______Child minding ______Others

Staff ______

Child minders ______

WIGGLE, GIGGLE & MUNCH 107 DEBRIEFING FORM Date: ______

PROGRAM ACTIVITY: What worked? What didn’t work? What did we change?

______

Follow up needed: ______

______

SNACK: What was it? How did it work? Comments/Feedback

______

INCIDENTS (IF ANY):

______

TOPICS GENERATED &/OR COMMENTS FROM PARTICIPANTS:

______

108 WIGGLE, GIGGLE & MUNCH EVALUATION

Have you attended other sessions of Wiggle, Giggle & Munch? ❏ No > go to Part A ❏ Yes When? ______> go to Part B

PART A – HAVE NOT ATTENDED ANOTHER SESSION

1. How did you hear about Wiggle, Giggle & Munch?

______

2. How often did you attend this program? Circle one: 1 2 3 4 5 6 7

3. a) Would you like to have attended more often? ❏ Yes ❏ No ❏ N/A b) If so, what prevented you from attending more often? ______

4. a) What do you think is the purpose of the Wiggle, Giggle & Munch program?

______

b) Was the purpose met? ❏ Yes ❏ No ❏ N/A

5. What did you like about the Wiggle, Giggle & Munch program?

______6. What would make this program better?

______7. Would you prefer a morning or afternoon program? Why?

______8. Have you tried any of the physical activities from the program at home? Which ones?

______9. Have you tried any of the snacks from the program at home? Which ones?

______10. Have you noticed any difference in your child’s behaviour since taking part in the program?

______11. Would you attend a similar program in the future? ❏ Yes ❏ No

WIGGLE, GIGGLE & MUNCH 109 EVALUATION (CONT.)

PART B – HAVE ATTENDED ANOTHER SESSION

1. Why did you come back to the Wiggle, Giggle & Munch program?

______

2. Please rate the way these factors affected your decision to attend Wiggle, Giggle & Munch:

a) Would you like to have attended more often? ❏ Yes ❏ No ❏ N/A b) If so, what prevented you from attending more often? ______

Not at all important Very important a) Location 1 2 3 4 5 b) Time of day (morning/afternoon) 1 2 3 4 5 c) Day of the week 1 2 3 4 5 d) Child minding 1 2 3 4 5 e) Family considerations 1 2 3 4 5 f) Other (please specify) ______1 2 3 4 5 g) Other (please specify) ______1 2 3 4 5

3. Would you attend Wiggle, Giggle & Munch again?

a) If the location changed? ❏ Yes ❏ No b) If you had to take a bus? ❏ Yes ❏ No

4. What would make the program better?

______

110 WIGGLE, GIGGLE & MUNCH EXPENSE FORM

Date Company Description of Expense Amount GST

Total

Employee Signature: ______Date: ______

WIGGLE, GIGGLE & MUNCH 111 Certificate of Appreciation

THIS CERTIFICATE IS AWARDED TO:

Thank you for participating with us in COMMUNITY HIGHLIGHT Main Street Family Place On Main Street between River and Road

• Healthy Baby site • Cooking club • Clothing exchange • Computers • Community store • Play room for kids • Free laundry facilities • Drop-in for adults • Breakfast club • And more!

Know of any other great programming? Be sure to let us know!

115 APPENDIX H: SAMPLE POSTERS No Phones

Parents and Children Playing Together Why isn’t my child joining in?

Kids want to explore a new space. Children take time to observe a new activity. It’s part of learning.

When parents play along, kids often join in soon. Be patient. Balance Hop Gallop Run Throw Strike Kick Jump Catch Body Management Notes ______

______

______Notes ______

______

______Communities 4 Families Email: [email protected] Voicemail: 204-475-5755 Website: www.communities4families.ca

Supported by Healthy Child Manitoba – Putting children and families first.