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V8 CHLI Tools | Early Childhood Program Assessment | 47
eARLy CHiLDHooD PRogRAM ASSeSSMenT
yMCA association/CHLI number: Assessment date:
Name of Community team:
CHLI point person:
Names of CHLI coordinators assigned to early childhood program:
Names and titles of individuals interviewed at early childhood program:
48 | Early Childhood Program Assessment | CHLI Tools V8
i. geneRAL inFoRMATion1. Name of early childhood program:
2. Location of early childhood program site:
2.a. Address: Street
City Zip code State
2.b. County:
3. years of operation at this program site: years
4. Total number of children attending on an average day, registered as of January 1st of current year:
5. Age group of children attending the early childhood program (check all that apply): ¨ Infant (birth to 12 months) ¨ Younger toddler (13 to 24 months) ¨ Older toddler (25 to 36 months) ¨ Preschoolers/Pre-Kindergarteners
(3 to 5 years old) ¨ “Young Fives” (5 to 6 years old)
6. Type of agent operating the early childhood program: ¨ For-profit ¨ Not-for-profit
7. Entity administering the early childhood program: ¨ Private ¨ Government (e.g., Head Start) ¨ Faith-based organization (e.g., church) ¨ Community-based organization (e.g., The Y) ¨ Community action agency ¨ Tribal government or consortium ¨ School system ¨ Community college/University ¨ Other (please specify: )
8. Type of facility operating the early childhood program: ¨ Center-based (e.g., Nursery school, child care center) ¨ Home-based (e.g., Family child care home, Group child care homes) ¨ School-based (e.g., Head Start operating at a public school)
V8 CHLI Tools | Early Childhood Program Assessment | 49
9. Program options provided by the early childhood program (check all that apply): ¨ Full-day (6 or more hours/day) on all weekdays ¨ Full-day (6 or more hours/day) on some weekdays ¨ Part-day (less than 6 hours/day) on all weekdays ¨ Part-day (less than 6 hours/day) on some weekdays
10. Period during which the early childhood program is open: ¨ Year-round (except major holidays) ¨ Around the school year (e.g., August/September through May/June) ¨ During only a portion of a year (e.g., Migrant/seasonal program)
11. Does the early childhood program require parent/guardian participation during class time (cooperative or “co-op”)? ¨ Yes ¨ No ¨ Don’t know
12. Is the early childhood program licensed by a state agency? ¨ Yes ¨ No ¨ Don’t know
13. Is the early childhood program accredited by a national agency? (Check all that apply) ¨ Yes, ACSI (Association of Christian Schools International) ̈ Yes, ACTS (Association of Christian Teachers and Schools) ̈ Yes, AMS (American Montessori Society) ̈ Yes, APPLE (Accredited Professional Preschool Learning Environment) ̈ Yes, COA (Council on Accreditation) ̈ Yes, MSAC (Montessori School Accreditation Commission) ̈ Yes, NAC (National Accreditation Commission for Early Care and Education Programs) ̈ Yes, NAEYC (National Association for the Education of Young Children) Academy for Early
Childhood Program Accreditation ̈ Yes, NAFCC (National Association for Family Child Care) ̈ Yes, NCA CASI (North Central Association Commission on Accreditation and School Improvement) ̈ Yes, NCPSA (National Council for Private School Accreditation) ̈ Yes, NECPA (National Early Childhood Program Accreditation) ̈ Yes, NLSA (National Lutheran School Accreditation) ̈ Yes, SACS CASI (Southern Association of Colleges and Schools Council on Accreditation
and School Improvement) ̈ Yes, UMAP (United Methodist Association of Preschools) ̈ yes, other (please specify: ____________________________________) ̈ No ̈ Don’t know
50 | Early Childhood Program Assessment | CHLI Tools V8
14. Early childhood program setting (check the best description): ¨ Urban ¨ Suburban ¨ Rural
Rough definitions of urban, suburban, and rural settings are below. Recognize that these are only general guidelines; each situation may be unique.
• Urban: an area that has an assortment of shopping destinations, a school, a place of worship, parks or recreational facilities, or other community destinations less than or equal to a half mile or a 10-minute walk from most homes.
• Suburban: an area that has an assortment of shopping destinations, a school, a place of worship, parks or recreational facilities, or other community destinations approximately one mile or a 20-minute walk from most homes.
• Rural: an area that has an assortment of shopping destinations, a school, a place of worship, parks or recreational facilities, or other community destinations at least two miles or a 40-minute or longer walk from most homes.
15. An estimated median household income (half the incomes are above this number and half are below) of the attending children (check the best estimated category): ¨ < $25,000 ¨ $25,000 – $40,000 ¨ $40,001 – $60,000 ¨ $60,001 – $75,000 ¨ > $75,000
16. An estimated income level of the majority of children attending the early childhood program (check the best description): ¨ Low income ¨ Lower-middle income ¨ Middle income ¨ Upper-middle income ¨ High income
17. Does the early childhood program participate in Child and Adult Care Food Program (CACFP)? ¨ Yes ¨ No ¨ Don’t know
18. Does the early childhood program receive donated food/snacks regularly (e.g., from a charitable organization, local business)? ¨ Yes ¨ No
19. Percentage of attending children eligible for a free and/or reduced-price meal programs, including National School Lunch, School Breakfast, and Summer Food Service programs (check the best estimated category): ¨ 0% - 20% ¨ 21% – 40% ¨ 41% – 60% ¨ 61% – 80% ¨ 81% - 100% ¨ Don’t know
20. Percentage of children of Hispanic, Latino, or Spanish origin of any race attending the early childhood program (provide approximate percentage for each category to add up to 100%):
% Hispanic, Latino or Spanish origin (Mexican, Mexican American, Chicano, Puerto Rican, Cuban, Argentinean, Colombian, Dominican, Nicaraguan, Salvadoran, Spaniard)
% Not Hispanic, Latino or Spanish
V8 CHLI Tools | Early Childhood Program Assessment | 51
21. Racial makeup of children attending the early childhood program (provide approximate percentage for each category to add up to 100%):
% White
% Black or African-American
% American Indian and Alaska Native
% Asian
% Native Hawaiian and Other Pacific Islander
% Some other race/two or more races
52 | Early Childhood Program Assessment | CHLI Tools V8
ii. PRogRAMS, PHySiCAL enviRonMenT, PRoMoTion, AnD PoLiCyThe CHLI assessment process is not a measure of success or failure but rather an important part of developing a plan for improvement in your community. Please be candid and accurate as you answer the questions below.
Inansweringage-specificquestions,pleaseusethefollowingagegroupdefinitions: infant (birth to 12 months); toddler (13 to 36 months).
A. PHySiCAL ACTiviTy oPPoRTUniTieS1. A research-based curriculum is in use
for children (in both part- and full-day program) to have opportunities for physical activity indoors and outdoors, including gross motor skill development activity (e.g., I am Moving, I am Learning; CATCH Kids Club; Head Start Body Start; SPARK EC).
¨Yes
¨In
development
¨ No
2. Each day, the early childhood program incorporates movement opportunities within other program components. (e.g., dancing to the music, acting out a story).
¨ Always/
almost always81%–100%
¨ Usually
61%–80%
¨ About half41%–60%
¨ Sometimes21%–40%
¨ Rarely/never
0%–20%
3. Physical activity opportunities are supervised by staff who have received job training in providing guidance for children’s physical activity, motor skill practice, and safety.
¨ Always/
almost always81%–100%
¨ Usually
61%–80%
¨ About half41%–60%
¨ Sometimes21%–40%
¨ Rarely/never
0%–20%
4. Staff model positive behaviors related to physical activity by participating in physical activities with children and demonstrating movements.
¨ All staff/Almost all
staff81%–100%
¨ Most staff61%–80%
¨ About half the staff
41%–60%
¨ Some staff21%–40%
¨ Few to no staff0%–20%
5. Each day, staff assist children with developing skills by providing creative ideas to enhance play (e.g., play “Follow the Leader” or “Simon Says” to develop desired motor skills; provide obstacle course; use targets or containers to throw balls at/into).
¨ Always/
almost always81%–100%
¨ Usually
61%–80%
¨ About half41%–60%
¨ Sometimes21%–40%
¨ Rarely/never
0%–20%
6. During active play time, staff notice and reinforce activity through engaged guidance (e.g., “You skipped across the playground; that looked fun!” “Look how far you threw the ball!” “I like how you step when you throw.” “I saw that first you stepped and then you hopped when you showed me how you skip.”)
¨ All staff/Almost all
staff81%–100%
¨ Most staff61%–80%
¨ About half the staff
41%–60%
¨ Some staff21%–40%
¨ Few to no staff0%–20%
7. During active play time, staff engage children in activities to increase participation (e.g., “Let me see you jump higher,” “Let me see you hop on one foot”).
¨ All staff/Almost all
staff81%–100%
¨ Most staff61%–80%
¨ About half the staff
41%–60%
¨ Some staff21%–40%
¨ Few to no staff0%–20%
V8 CHLI Tools | Early Childhood Program Assessment | 53
A. PHySiCAL ACTiviTy oPPoRTUniTieS (ConTinUeD)8. Each day, staff encourage children to
explore their surroundings through various movements (e.g., climbing, jumping, swinging, sliding, dancing) and incorporate discussion of locations/positions in their dialogue (e.g., “Can you get on the bike closer to you?”) to promote children’s development of spatial awareness.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
9. Staff guide children to experience successes in physical activity so that children feel confident around physical activity.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
10. All children are given an equal opportunity to participate in physical activity regardless of physical ability or skill level. Staff modify activities, if necessary, so that every child can participate.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
11. The early childhood program is free from the use of television, video, and computers (unless they are being used for instructional/educational purposes and less than 30 minutes per half-day or less than one hour per full-day program for children 2 years of age and older).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
12. Staff avoid imposing physical activity as a form of punishment.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
13. Staff avoid withholding active play time from children as punishment (distinguished from short time-outs).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
14. Under inclement weather conditions, the early childhood program has specific plans for active play indoors to substitute activities that would normally occur outdoors.
¨Yes
¨In
development
¨No
15. The early childhood program routinely communicates with parents/guardians (e.g., in person, via e-mail or notes) about their child/children’s physical activity at the site.
¨Yes
¨In
development
¨No
16. [infants] Staff engage with infants in daily physical activities that are dedicated to promoting the exploration of their environment.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
54 | Early Childhood Program Assessment | CHLI Tools V8
A. PHySiCAL ACTiviTy oPPoRTUniTieS (ConTinUeD)17. [infants] Staff promote the
development of movement skills in infants by facilitating the practice of small and large muscle activities (e.g., letting infants reach for toys instead of handing them what they want).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
18. [infants] Provide daily “tummy time” (time in the prone position).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
19. [Toddlers and older] Moderate, fun physical activity and play (i.e., time to engage in a variety of physical activity that allows children to be able to walk, run, climb, skip, jump, throw, etc.) is offered through multiple occasions during the normal routines of the day:
• At least 4 occasions daily for full-day programs
• At least 2 occasions daily for half-day programs
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
20. [Toddlers and older] The physically active play time includes outdoor activities wherever possible and is offered daily for the following amounts of time:
• At least 120 accumulated minutes for full-day programs (15 minutes per hour)
• At least 60 accumulated minutes for half-day programs (15 minutes per hour)
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
21. [Toddlers and older] At least half of the above physical activity time is provided as staff-planned and led structured physical activity opportunities.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
22. [Toddlers and older] Each day, staff plan and lead physical activity sessions that promote traveling motor skills for all children, such as walking, running, hopping, jumping, galloping, sliding, skipping, climbing, crawling, or leaping.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
23. [Toddlers and older] Each day, staff plan and lead physical activity sessions that promote stabilizing motor skills for all children, such as twisting, turning, swinging, swaying, stretching, bending, pushing, pulling, balancing, sitting, standing, landing, or curling.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
V8 CHLI Tools | Early Childhood Program Assessment | 55
A. PHySiCAL ACTiviTy oPPoRTUniTieS (ConTinUeD)24. [Toddlers and older] Each day,
staff plan and lead physical activity sessions that promote manipulating motor skills for all children, such as throwing, catching, kicking, striking, bouncing, tossing, trapping, rolling, object handling, or open and close hand movements.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
25. [Toddlers and older] Staff informally educate children about benefits of active play by drawing attention to positive impact of physical activity throughout the day.
¨ All staff/Almost all
staff81%–100%
¨ Most staff61%–80%
¨ About half the staff
41%–60%
¨ Some staff21%–40%
¨ Few to no
staff0%–20%
¨N/A (No
toddlers and older in the program)
26. [Toddlers and older] Staff avoid using practices that result in some children spending considerable time being inactive during physical activity programs (e.g., having many children stand in line or on the sidelines watching others and waiting for a turn) and instead keep children moderately to vigorously active in physical activity programs.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
26. [Toddlers and older] Children are free from an extended period of sedentary time (e.g., sitting, lying down, standing still, with minimal body movement) for more than 30 minutes at a time, except sleeping/resting and meal times.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
Rate your confidence in your answers for this section:
¨Very high
¨High
¨Medium
¨Low
¨Very low
b. PHySiCAL enviRonMenT ReLATeD To PHySiCAL ACTiviTy1. outdoor play space includes a
large, unobstructed, open area for all children to participate in active group and free play (e.g., bigger than an area where 15 preschool children can hold hands in a circle). This includes sufficient space to run and accommodate wheeled toys (circulation areas or a track/pathway).
¨Yes
¨In
development
¨No
2. The outdoor play space includes shaded areas.
¨Yes
¨In
development
¨No
56 | Early Childhood Program Assessment | CHLI Tools V8
b. PHySiCAL enviRonMenT ReLATeD To PHySiCAL ACTiviTy (ConTinUeD)3. The outdoor play space is safe (e.g.,
impact material under climbers and swings, fenced outdoor area, free from significant air pollution, safely enclosed, shielded or buffered from the fumes and danger of adjacent parking areas (e.g., buffering by shrubs, solid fencing, wall or distance from parked vehicles)).
¨Yes
¨In
development
¨No
4. The outdoor play space is easily accessible by all children, regardless of their physical abilities.
¨Yes
¨In
development
¨No
5. indoor play space is suitable to perform all gross motor activities, including running.
¨Yes
¨In
development
¨No
6. The indoor play space is easily accessible by all children, regardless of their physical abilities.
¨Yes
¨In
development
¨No
7. The indoor play space provides safe, age-appropriate, plentiful, and various types of spaces for active play.
¨Yes
¨In
development
¨No
8. The indoor play space is equipped with floor play equipment such as soft structures (e.g., wedges, steps), portable props, and defined play spaces like carpet squares or circle time rugs.
¨Yes
¨In
development
¨No
9 The early childhood program provides age-appropriate, plentiful and a wide variety of fixed play equipment for active play (equipment that is anchored or fixed within the site’s outdoor environment) so that children don’t wait in line to participate. Examples include a slide, climbing structure (jungle gyms, ladders, etc.), balancing surfaces, swinging equipment (swings, rope, etc.), or basketball hoop.
¨Yes
¨In
development
¨No
10. The early childhood program provides age-appropriate, plentiful and a wide variety of portable equipment for active play (that can be transported and used in various locations) so that children don’t wait in line to participate. Examples include balls, hula hoops, ropes, wheeled toys (wagons, tricycles, cars, etc.) and twirling play equipment (ribbons, scarves, batons, etc.).
¨Yes
¨In
development
¨No
V8 CHLI Tools | Early Childhood Program Assessment | 57
b. PHySiCAL enviRonMenT ReLATeD To PHySiCAL ACTiviTy (ConTinUeD)11. The early childhood program has
natural play space and various natural components such as fruit-producing trees, shrubs and vines, and natural loose parts (e.g., sticks, smooth rocks, stones, dirt, mulch, leaves, pine cones, shells, acorns) to enrich interactions and exposure to plant lifecycles and healthy living.
¨Yes
¨In
development
¨No
12. These facilities and equipment are well-maintained and checked regularly for safety according to the state licensing or accreditation agency guidelines.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
13. The early childhood program is free from the prominent display of equipment that promotes inactivity (e.g., televisions, VCR/DVD, computer, video and electronic games).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
14. The early childhood program is free from the use or display of products that encourage sedentary lifestyles (e.g., a book showing a scene of people sitting around watching TV, or playing computer games).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
15. The early childhood program uses or displays products in classrooms and/or common areas that emphasize the importance of physical activity and encourage physically active lifestyles (e.g., books read, games played, posters, pictures, displayed books, and other print materials).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
16. The early childhood program ensures that children are dressed properly for active play in any weather conditions (e.g., sunscreen, hats and mittens, coats, comfortable and closed-toe shoes).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
17. [infants] Infants are placed in safe floor settings that facilitate physical activity and do not restrict movement for prolonged periods of time (e.g., limited use of swings and seats).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
Rate your confidence in your answers for this section:
¨Very high
¨High
¨Medium
¨Low
¨Very low
58 | Early Childhood Program Assessment | CHLI Tools V8
C. HeALTHy eATing oPPoRTUniTieS1. A research-based curriculum is in use
for children to learn about healthy eating (e.g., Color Me Healthy).
¨Yes
¨In
development
¨No
2. Do children eat any meals and/or snacks while they are at the early childhood program? (Check all that apply)
¨Breakfast
¨Lunch
¨Dinner
¨Snacks
¨No meals or snacks
3. Who provides meals for the children? (Check all that apply)
¨The early childhood program
¨Children
bring their own from
home
¨N/A (No
meals at the site)
4. Who provides snacks for the children? (Check all that apply)
¨ The early childhood program
¨Children
bring their own from
home
¨Parents/guardians take turns to bring snacks to all
children
¨N/A (No snacks at the site)
if meals and/or snacks are prepared and provided by the early childhood program, answer Q5 through Q11. otherwise skip to Q12.
5. Meal/snack times introduce a variety of appealing healthy food and beverage options to children, based on the following standards:
5.a. Offer a variety of vegetables (e.g., dark green, red, orange or yellow vegetables) other than fried or pre-fried vegetables (e.g., French fries, tater tots, or hash browns) daily.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5.b. Provide fruits that are fresh, frozen or canned in their own juice (no syrup) daily.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5.c. Offer more whole-grain products (e.g., bread, cereals, pasta, rice, tortillas and crackers) than non-whole-grain options.
Note: Ingredient lists can help to determine if a product contains whole grains. One easy way to identify whole grain products is to look for the word ‘whole’ in the first ingredient, as in whole wheat or whole oats. In contrast, common examples of ingredients that are not whole-grain options may include wheat flour or enriched flour.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
V8 CHLI Tools | Early Childhood Program Assessment | 59
C. HeALTHy eATing oPPoRTUniTieS (ConTinUeD)5.d. Serve foods that are low in
saturated fat and have no trans fats.
Note: Foods that are high in saturated fat include fried or pre-fried (frozen and breaded) foods such as chicken nuggets, fish sticks, tator tots, french fries, fried okra, fried zucchini and hashbrowns, and high fat meats such as corn dogs, hot dogs, bologna, ground beef, ham, or other lunch meat, sausage and bacon.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5.e. Offer nonfat and low-fat (1%) dairy products (e.g., milk, yogurt) or equivalent non-flavored milk alternative (e.g., soymilk, rice milk) instead of full-fat for children 2 years of age and older.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
children 2 years old
and up in the program)
5.f. Provide a lean source of protein daily such as chicken or turkey breasts, fish and beans/lentils that are baked or broiled, with the type of protein varying day to day.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5.g. Offer water during meals and/or snacks and throughout the day.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5.h. Avoid serving sweetened drinks (with natural or artificial sweeteners), such as juice drinks that are not 100% fruit juice, sports drinks, flavored (chocolate or strawberry) milk, sweet tea, punches, or soda.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5.i. Limit 100% juice to 4-6 ounces per day.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5.j. Avoid serving sugary, fatty, and/or salty snack items (e.g., cookies, cakes, muffins, candy, or chips).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5.k. Provide meals and snacks in age-appropriate portion sizes.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
6. Food is served in a form suitable for easy consumption by young children without choking (e.g., foods such as grapes and meats are cut into small pieces).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
60 | Early Childhood Program Assessment | CHLI Tools V8
C. HeALTHy eATing oPPoRTUniTieS (ConTinUeD)7. Seasonal produce is included in meals
and/or snacks.¨
Always/almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
8. Produce/foods used in meals are purchased from local farms to potentially reduce costs, and support local farmers.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
9. Menus are developed in the cycle of 3 weeks or greater.
¨Yes, menus
are developed in the cycle
of 3 weeks or greater
¨Yes,
menus are developed but cycle in less than 3
weeks
¨No, menus
are not developed
10. Foods served agree with the menu developed or any substitutions are equally nutritious/healthy.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No menu
available)
11. Healthy foods from a variety of cultures are presented to children.
¨Once a month
or more
¨7X–11X
/ yr
¨4X–6X / yr
¨1X–3X / yr
¨Rarely or
Never
12. Meals and snacks are scheduled at regular times, at least every 2 to 3 hours.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
13. Staff sit with children and creates a positive, pleasant, calm and relaxed meal and/or snack time.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
14. Staff model healthy eating behaviors during meal and snack times by eating healthy meals and snacks themselves and avoiding eating or drinking unhealthy foods (especially sweets, fast food, salty snacks, soda and sugary drinks) in front of children.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
15. During meal/snack time, staff positively and gently encourage children to try new or less favorite foods.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
16. Staff talk with children about trying and enjoying healthy foods (e.g., talk about day’s lunch and how it is good for the body).
¨ All staff/Almost all
staff81%–100%
¨ Most staff61%–80%
¨ About half the staff
41%–60%
¨ Some staff21%–40%
¨ Few to no
staff0%–20%
17. Staff prompt children throughout the day to drink water (multiple times throughout the day, not just specific occasions such as coming in from outdoor play).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
V8 CHLI Tools | Early Childhood Program Assessment | 61
C. HeALTHy eATing oPPoRTUniTieS (ConTinUeD)18. Staff help children determine if
they are still hungry before serving additional food or if they are full before ending the meal and/or snack by prompting the children to listen to and feel their bodies (e.g., ask questions like “Are you full?” or “Are you still hungry?”)
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
19. Staff notice and provide positive feedback when children exhibit healthy eating behaviors (e.g., when they crave fresh vegetables and fruits).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
20. Staff avoid offering food as an incentive or reward.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
21. Staff avoid withholding food as punishment.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
22. Adequate time (greater than 20 minutes, counted from the time children are seated) is allowed for children to slowly chew foods and enjoy meals.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
23. The early childhood program enforces hand-washing practices with running water, for both staff and children, after activities and before eating and serving foods.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
24. Celebrate holidays, special occasions, and events (e.g., birthdays, end-of-year party) with mostly healthy foods or with non-food treats (e.g., stickers).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
25. The early childhood program avoids fundraising efforts consisting of unhealthy food items (e.g., candy, cookie dough).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
fundraising efforts)
26. [infants] The early childhood program provides support for exclusive breastfeeding by mothers of infants up to six months and in conjunction wtih complementary foods for infants up to one year or more by allowing them to breast-feed infant as needed at the site and/or to bring and store expressed breast milk to be fed during the program hours.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
62 | Early Childhood Program Assessment | CHLI Tools V8
C. HeALTHy eATing oPPoRTUniTieS (ConTinUeD)27. [infants] Infants are always held
when bottle-fed, and staff avoid propping a bottle.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
28. [infants] Feeding times and food consumption information is communicated to parents/guardians of infants (e.g., in person, notes) at the end of each day.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
29. [Toddlers and older] Children are involved in healthy snack or meal preparation and/or clean up daily to make healthy foods more enticing.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
30. [Toddlers and older] The early childhood program offers opportunities to increase children’s interest in healthy eating through occasional activities that involve healthy foods such as taste-testing and small group cooking projects.
¨Once a month
or more
¨7X–11X
/ yr
¨4X–6X / yr
¨1X–3X / yr
¨Rarely or
never
¨N/A (No
toddlers and older in the program)
31.a. [Toddlers and older] Children are encouraged to serve themselves during meals and/or snack time.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A
(No toddlers and older in the program
or no opportunity for children
to serve themselves)
if you chose any option other than Rarely/never or n/A in question 31.a, answer question 31.b. otherwise, skip to question 32.
31.b. [Toddlers and older] If children serve themselves, staff provide oversight on portion sizes so that children have child-appropriate portion sizes.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
32. [Toddlers and older] Children are encouraged to eat independently (i.e., without being fed).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
toddlers and older in the program)
33. [Toddlers and older] The early childhood program routinely communicates with parents/guardians (e.g., in person, via e-mail or notes) about their child/children’s food intake at the site.
¨Yes
¨In
development
¨No
¨N/A (No
toddlers and older in the program)
Rate your confidence in your answers for this section:
¨Very high
¨High
¨Medium
¨Low
¨Very low
V8 CHLI Tools | Early Childhood Program Assessment | 63
D. PHySiCAL enviRonMenT ReLATeD To FooD/nUTRiTion1. The early childhood program facilities
(e.g., sink, counter, refrigerator) allow preparation of healthy meals and snacks.
¨Yes
¨In
development
¨No
¨N/A (No
food prepared at
the site)
2. The early childhood program provides pleasant, clean, safe, and comfortable eating environments for children to sit and enjoy meals and snacks with others.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
3. Children’s allergies and subsequent food and beverage substitutions are posted in the kitchen and classroom areas (e.g., milk allergies, peanut allergies).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
4. Size- and age-appropriate furniture, utensils, and dishes are provided at mealtimes.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
5. Are there vending machines on-site? ¨Yes
¨No
if you chose yes in question 5, go on to question 5.a. if you chose no, skip to question 6.
5.a. Primarily healthy food and beverage options are provided (e.g., vegetables, fruits, whole grain products, water).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
if you chose any option other than “Always/almost always” in question 5.a, answer question 5.b. otherwise, skip to question 6.
5.b. There is a policy limiting the use of vending machines during early childhood program hours.
¨Yes
¨In
development
¨No
6. Menus for meals and snacks are posted or made available to parents/guardians.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No menu
planned)
7. The early childhood program site is free from the display of materials promoting unhealthy food and beverages (including on vending machines, t-shirts, posters, pictures, displayed books, other print materials, mass and internal media, and music).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
8. The early childhood program site displays posters and pictures about healthy food and good nutrition visibly in classrooms and/or common areas.
¨Yes
¨In
development
¨No
64 | Early Childhood Program Assessment | CHLI Tools V8
D. PHySiCAL enviRonMenT ReLATeD To FooD/nUTRiTion (ConTinUeD)9. Education and play materials used
(e.g., books read, storybooks, coloring books, dramatic play items such as grocery store items and play food) promote healthy eating by including positive reference to healthy foods and avoiding endorsement of unhealthy products such as fast food or cookies.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
10. There are on-site or nearby farmers’ markets or educational gardens where children plan, cultivate, and enjoy vegetables and fruits with the help of staff, instructors, farmers, gardeners, and/or nutritionists.
¨Yes
¨In
development
¨No
11. A clean source of drinking water is always visible and available indoors for self-serve any time (e.g., child-level working drinking fountain or pitcher/cups on table).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
12. A clean source of drinking water is always visible and available outdoors for self-serve any time (e.g., child-level working drinking fountain in the outdoor play area, pitcher/cups on table, children encouraged to bring their own water bottles to the facility).
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
13. [infants] The early childhood program offers a clean, private space for breastfeeding mothers to breast-feed infants or express breast milk and safely store expressed milk during the program hours.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
Rate your confidence in your answers for this section:
¨Very high
¨High
¨Medium
¨Low
¨Very low
V8 CHLI Tools | Early Childhood Program Assessment | 65
e. geneRAL HeALTHy Living1. The early childhood program
regularly educates families on ways to encourage physical activity (e.g., advising them to increase active play by limiting use of television) through formal programming (e.g., workshops) or informally through educational pamphlets or flyers.
¨≥ 4X / yr
¨≥ 3X / yr
¨≥ 2X / yr
¨≥ 1X / yr
¨Rarely or
never
2. The early childhood program regularly educates families on child nutrition, healthy eating and cooking (e.g., tips on how to prepare healthy meals and snacks, healthy recipes) through formal programming (e.g., workshops) or informally through educational pamphlets or flyers.
¨≥ 4X / yr
¨≥ 3X / yr
¨≥ 2X / yr
¨≥ 1X / yr
¨Rarely or
never
3. The early childhood program regularly educates families on the importance of a healthy home environment and practices (e.g., not having a television in the bedroom, no smoking, plenty of sleep, proper brushing of teeth, the importance of breast-feeding).
¨≥ 4X / yr
¨≥ 3X / yr
¨≥ 2X / yr
¨≥ 1X / yr
¨Rarely or
never
4. The early childhood program staff regularly inform children and their families, formally or informally, about community-based health and safety programs related to physical activity/recreation (e.g., children’s sports and recreation programs and activities sponsored by organizations such as the Y, Parks and Recreation departments, Boys & Girls Clubs, American Center Society, and American Heart Association).
¨≥ 4X / yr
¨≥ 3X / yr
¨≥ 2X / yr
¨≥ 1X / yr
¨Rarely or
never
5. The early childhood program staff regularly inform children and their families about community-based health and safety programs related to healthy eating/nutrition (e.g., Women, Infants and Children (WIC); Supplemental Nutrition Assistance Program (SNAP); activities sponsored by organizations such as the Y, Parks and Recreation departments, Boys & Girls Clubs, American Cancer Society and American Heart Association).
¨≥ 4X / yr
¨≥ 3X / yr
¨≥ 2X / yr
¨≥ 1X / yr
¨Rarely or
never
66 | Early Childhood Program Assessment | CHLI Tools V8
e. geneRAL HeALTHy Living (ConTinUeD)6. Upon enrollment, parents/guardians
receive written guidelines for appropriate clothing that would enable children’s active participation in physical activity while they are at the early childhood program site (e.g., no flip-flops, no clothing that restricts child’s movement (too tight or too loose clothes), warm coat/hat/gloves for winter time).
¨Yes
¨In
development
¨No
7. Upon enrollment, parents/guardians receive written guidelines that require food and beverages brought from home for regular meals/snacks and holiday/birthday celebrations to be healthy or encourage such celebrations without food (stickers, books, pencils, etc).
¨Yes
¨In
development
¨No
¨N/A
(No outside food or
beverages allowed)
8. Staff have received training by a qualified professional (e.g., designated trainer with early childhood development credentials) or as part of their early childhood education training to effectively instruct children regarding physically active living (e.g., to be aware of the importance of physical activity including developmentally appropriate motor skills, to encourage and model active living behaviors, to reduce children’s sedentary time while at the early childhood program site and to increase movement throughout the day).
¨ All staff/Almost all
staff81%–100%
¨ Most staff61%–80%
¨ About half the staff
41%–60%
¨ Some staff21%–40%
¨ Few to no
staff0%–20%
9. Staff have received training by a qualified professional (e.g., nurse, registered dietitian, doctor) or as part of their early childhood education training to effectively instruct children regarding healthy eating (e.g., to familiarize children with healthy food options, to prepare healthy food options, to provide meals and snacks in child-appropriate portion sizes, and to encourage and model healthy eating behaviors).
¨ All staff/Almost all
staff81%–100%
¨ Most staff61%–80%
¨ About half the staff
41%–60%
¨ Some staff21%–40%
¨ Few to no
staff0%–20%
10. Staff participate at least once a year in professional development, continuing education, or training opportunities on- and/or off-site to enhance their capacity to lead physical activity and healthy eating activities.
¨ All staff/Almost all
staff81%–100%
¨ Most staff61%–80%
¨ About half the staff
41%–60%
¨ Some staff21%–40%
¨ Few to no
staff0%–20%
V8 CHLI Tools | Early Childhood Program Assessment | 67
e. geneRAL HeALTHy Living (ConTinUeD)11. The early childhood program has
a plan for outdoor first aid and emergency communication systems in place (e.g., health care plans for severe allergies or injuries).
¨Yes
¨In
development
¨No
12. Staff have knowledge of emergency first aid, including safe management of bleeding injuries and food allergies.
¨All/Almost all81%–100%
¨Most
61%–80%
¨About half41%–60%
¨Some
21%–40%
¨Few to none
0%–20%
13. The early childhood program regularly provides opportunities for participating families to connect through social events.
¨≥ 4X / yr
¨3X / yr
¨2X / yr
¨1X / yr
¨Rarely or
never
14. The early childhood program provides an opportunity for families to promote the health and wellness in the children through an advisory board, committee, or other means (e.g., program planning related to physical activity and healthy eating).
¨Yes
¨In
development
¨No
15. The early childhood program promotes oral hygiene by providing children opportunities to clean their teeth after meals and/or snacks and assisting with their tooth brushing:
15.a. [infants] Infants without teeth: clean babies’ gums with a soft cloth or a baby toothbrush and water
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
15.b. [infants] Infants with teeth: brush the teeth with a soft baby toothbrush
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No infants in
the program)
15.c. [Toddlers and older] Toddlers up to age 2: brush teeth with a soft baby toothbrush
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
children of this age
range in the program)
15.d. [Toddlers and older] Children over age 2: brush teeth for at least 2 minutes and encourage them to spit out after brushing if fluoridated toothpaste is used.
¨Always/
almost always81%–100%
¨Usually
61%–80%
¨About half the time
41%–60%
¨Sometimes21%–40%
¨Rarely/never
0%–20%
¨N/A (No
children over age 2 in the
program)
68 | Early Childhood Program Assessment | CHLI Tools V8
e. geneRAL HeALTHy Living (ConTinUeD)16. The early childhood program has
written guidelines or rules or policies that meet or exceed those of the licensing agency covering the following physical activity opportunities and environment:
16.a. The amount of time for physical activity opportunities
¨Yes
¨In
development
¨No
16.b. The frequency of physical activity opportunities
¨Yes
¨In
development
¨No
16.c. Physical environment of play area and equipment
¨Yes
¨In
development
¨No
16.d. The quality of physical activity opportunities provided at the early childhood program to guide motor skill development
¨Yes
¨In
development
¨No
16.e. Prohibiting withholding active time or using physical activity as punishment
¨Yes
¨In
development
¨No
16.f. Prohibiting the use of sedentary equipment and the display depicting sedentary lifestyle
¨Yes
¨In
development
¨No
16.g. Training, assisting, and encouraging staff to serve as role models for children
¨Yes
¨In
development
¨No
16.h. Routinely providing information about physical activity and active living to parents/guardians
¨Yes
¨In
development
¨No
if meals and/or snacks are prepared and provided by the early childhood program, answer Q17.a through Q17.c. otherwise, skip to Q17.d.
17. The early childhood program has written guidelines or rules or policies that meet or exceed those of the licensing agency governing the following healthy eating opportunities and environment:
17.a. Providing a variety of healthy meals and/or snacks daily, as outlined in C.5.a through C.5.k (regarding vegetables, fruit, whole grains, lean protein sources, beverages)
¨Yes
¨In
development
¨No
V8 CHLI Tools | Early Childhood Program Assessment | 69
e. geneRAL HeALTHy Living (ConTinUeD)17.b. Providing meals and snacks in
age-appropriate portion sizes¨Yes
¨In
development
¨No
17.c. Purchasing food from local farms ¨Yes
¨In
development
¨No
17.d. Maintaining safe and sanitary eating environment
¨Yes
¨In
development
¨No
17.e. Allowing enough time for children to eat meals and snacks.
¨Yes
¨In
development
¨No
17.f. Prohibiting the use of food as a reward or punishment.
¨Yes
¨In
development
¨No
17.g. Prohibiting the use and display of materials depicting unhealthy eating
¨Yes
¨In
development
¨No
17.h. Training, assisting, and encouraging staff to prepare healthy foods and snacks, to eat healthily and to serve as role models for children
¨Yes
¨In
development
¨No
17.i. Requiring outside foods and beverages brought into the early childhood program (e.g., meals and snacks brought from home, foods and beverages brought for holidays and celebrations) are predominantly healthy.
¨Yes
¨In
development
¨No
¨N/A (No
outside food or beverages
allowed)
17.j. Limiting sales of unhealthy foods and beverages in fundraising projects
¨Yes
¨In
development
¨No
¨N/A (No
fundraising efforts)
17.k. Routinely providing information about healthy eating and nutrition to parents/guardians
¨Yes
¨In
development
¨No
17.l. Frequent hand-washing for children and staff
¨Yes
¨In
development
¨No
17.m. Implementing age-appropriate tooth brushing
¨Yes
¨In
development
¨No
18. The early childhood program has funding to support physical activity opportunities, covering the items listed in section A (e.g., a research-based curriculum, staff training).
Note: These funds could be raised or received from public or private sources such as grants and/or tuition.
¨Covers all/most costs
¨Usually covers costs
¨Covers half the costs
¨Covers
some costs
¨Rarely/never covers costs
70 | Early Childhood Program Assessment | CHLI Tools V8
e. geneRAL HeALTHy Living (ConTinUeD)19. The early childhood program has
funding for environments that support physical activity in the program, covering the items listed in section B (e.g., appropriate outdoor and indoor spaces, fixed and portable equipment).
Note: These funds could be raised or received from public or private sources such as grants and/or tuition.
¨Covers all/most costs
¨Usually covers costs
¨Covers half the costs
¨Covers
some costs
¨Rarely/never covers costs
20. The early childhood program has funding to support healthy eating opportunities, covering the items listed in section C (e.g., provision of healthy meals and snacks, staff training).
Note: These funds could be raised or received from public or private sources such as grants and/or tuition.
¨Covers all/most costs
¨Usually covers costs
¨Covers half the costs
¨Covers
some costs
¨Rarely/never covers costs
21. The early childhood program has funding to support physical environment related to healthy eating in the program, covering the items listed in section D (e.g., safe and sanitary eating environment, display materials related to healthy eating).
Note: These funds could be raised or received from public or private sources such as grants and/or tuition.
¨Covers all/most costs
¨Usually covers costs
¨Covers half the costs
¨Covers
some costs
¨Rarely/never covers costs
Rate your confidence in your answers for this section:
¨Very high
¨High
¨Medium
¨Low
¨Very low
