# data[].attributes.attachment_link.readable_text
This Minnesota Department of Human Services training is for individuals mandated to report child maltreatment. This training is designed to help you understand the mandated reporter laws and requirements, including the actions you need to take if you know or suspect a child is being maltreated.

# data[].attributes.attachment_link.title
Mandated Reporter Training Overview / Minnesota Department of Human Services

# data[].attributes.attachment_link.description
This Minnesota Department of Human Services training is for individuals mandated to report child maltreatment. This training is designed to help you understand the mandated reporter laws and requirements, including the actions you need to take if you know or suspect a child is being maltreated.

# data[].attributes.attachment_link.readable_text
Click here for a printable version of this page. Overview
Children across North Carolina suffer Adverse Childhood Experiences (ACEs) in various forms of abuse and neglect. The trauma of ACEs can cause children to develop toxic stress, affecting them not just emotionally but psychologically and biologically. Toxic stress is associated with everything from misbehavior at school to heart disease; it can shorten the lives of the kids who suffer from it. However, adults can help children with toxic stress, not by erasing their trauma but by helping children develop resilience. Resilience is the capacity that allows kids to cope with their imperfect situations and to move on with confidence and optimism. Teaching children resilience requires trained and attentive school personnel. This learned skill set can act within a child as a buffer for the ACEs they have endured.

Although children across the economic spectrum suffer ACEs, they disproportionately affect children living in poverty. In North Carolina, 1 in 5 children experience food insecurity. Almost half of North Carolina's children live in poor or low-income households North Carolina is ranked 40th in the US in terms of Child Poverty according to the most recent estimates . The Child Poverty rate in North Carolina is 20.9 percent. An estimated 585,000 Black and Hispanic Children live below 200% percent of the federal poverty level. The geographical disparity of wealth in our state - with child poverty rates ranging from a low of 9% to a high of 44% - reveals the significant challenges of the very counties least able to compensate for them.

The toxic stress these kids suffer affects their school performance and their very ability to learn. This transfers to their academic setting and can cause educators to experience secondary traumatic stress. In many distressed NC communities, schools are yet another source of stress rather than a safe buffer zone because they are chronically underfunded and lack the professional services that help children who are struggling to succeed in-and out-of-school.

In addition to underfunding necessary support personnel, state policies have triggered a teacher pipeline shortage and resulted in inadequate funds for staff development and classroom resources. Too few resources and too many substitute teachers leave children without consistent adults who know them and leave teachers more stressed and less able to promote resilience in their students.
Summary
Children come to school with varying levels of adverse experiences. They need educators and other helping professionals who are trauma-informed and trained to be responsive and compassionate to help remove barriers that are impacting social, health and academic success. These helping professionals are needed to train all educators on how they can create school cultures that teach resilience. In turn, every educator in the school building can help children build resilience so they can moderate the impacts of ACEs in order to be able to come to school and graduate with a chance at a healthy and productive future.
Critical Need
North Carolina's schools are ill-equipped to deal with consequences of kids' ACEs. School resource officers are not always trauma-informed and may act to push children out of school through various short-and-long-term disciplinary measures. Not serving our children while they are in school creates generations of adults who are unprepared for successful lives. All of this has taken place - or failed to take place - amidst a backdrop of the many other ongoing public health emergencies impacting children like foster care needs. As of 2018, t he number of children in the state's foster system passed 17,000. This is due in part to the opioid epidemic.
ACEs and Resilience: What Can We Do?
Our schools need more support personnel; nurses, social workers, counselors and child psychologists to help kids and teachers cope with ACEs in order to lead healthier, more productive lives. Currently, our public schools are woefully understaffed to meet the needs of our trauma- impacted children. Further, NC needs a Social Work Director position at the Department of Public Instruction to help coordinate and provide support to efforts across all school districts (recommended by the NCGA's Child Fatality Task Force).
Here is what experts recommend schools have: 1 school counselor for every 250 kids. The state pays for 1 for every 413 students. 1 school nurse for every 750 kids or at least one per school.

NC, on average, has one school counselor for every 350 students.* 1 social worker for every 250 children. The state pays for 1 per 1,922 students.

NC, on average, has one school social worker for every 1,427 students. 1 school psychologist for every 700 kids. The state pays for 1 per 2,483 students.

NC, on average, has one school psychologist for every 1,857 students.

What Can We Do?

NC, on average, has one school nurse for every 2,315 students. (*Note: Some school districts use local funds to supplemental state dollars.)

First, educate ourselves and others to understand ACEs and resilience. We can educate ourselves to understand the impact of adverse childhood experiences (ACEs) and resilience ( the ability to thrive, adapt and cope despite tough and stressful times). We know that the presence of a caring, stable adult at school and being raised in a safe, stable and nurturing environment are two critical factors to build resilience. We know that resilience is a skill that can be taught, learned and practiced. We all can become resilient with the right training and people around us. R esilience isn't just for children; adults can also learn these skills.

Second, advocate for more state and local resources to hire more helping professionals. School social workers, counselors, nurses and child psychologists are needed to train/support educators who work with children with high ACE scores. They provide direct services to traumatized children or connect them to vital community resources. (See ratios.)

Third, advocate for trauma-informed training for all school staff and for implementing trauma-informed district-wide policies and programs. Talk to your school board members and state legislators. Tell them how o ur public schools can and must play a critical role in helping children. For many children, school is the only safe and stable place in their lives. Children are more likely to get needed mental health services at school than through any other source. Teachers and other educators have a role to play but they can't do it all. As community members we must also be allies for children with high ACE scores.
ACEs and Resilience: What Can We Do?
Finally, we can advocate for better healthcare and mental health services for children and families in our community. We can work to reduce poverty that keeps our children and their families from achieving the economic and health outcomes they deserve. We can talk to others and share the information about reducing the impact of childhood trauma on our children.

What strategies help promote Resilience? Here are a few strategies you can use to help to build resilience or mitigate the effect of ACES, to help educate communities and encourage local leaders to take action. (Adapted from the Facilitator's Guide to Resilience by Prevent Child Abuse/KPJR Films.)

Strategy: Changing the discussion from "what's wrong with you?" to "what happened to you?" Neuroscience research shows how the brain is constructed through an ongoing process that begins prenatally and continues into our twenties. While ACEs undermine this development and negatively affect the foundation of the brain, resilience can help repair these structural problems and allow a person to "bounce back" from the trauma or adversity they had experienced. The ACEs study shows how changing the conversation when a child is acting out from "what's wrong with you" to "what happened to you and how can we help fix it?" is a powerful tool. The presence of compassionate teachers, caring coaches, or other adult mentors can help build resilience.

Strategy: Recognizing systemic racism contributes to toxic stress. While the results of the original Resilience study were groundbreaking, and incredibly valuable, many racial justice advocates have noted the research tended to focus on middle class, college-educated, white populations. Looking at Resilience with a racial equity lens is also necessary to fully understand the impacts or systemic racism in regards to childhood trauma.

Strategy: Recognizing toxic stress as the largest public health issue of our generation. ACEs can have long-term effects on our bodies and lifelong health. When we equip our children and families with the tools they need to overcome ACEs, we can reduce the costs that future generations incur for health care. Eliminating toxic stress among children would profoundly impact on the health and well-being of individuals and entire populations and lower health care costs.

Strategy: Building critical collaborations: The consequences of ACEs cuts across professional disciplines, personal relationships and all socioeconomic demographics. Creating trauma-informed agencies and disciplines to work in collaboration will give us a better chance of improving child and family well-being overall.

Strategy: Promoting safe, stable, nurturing relationships & environments: Caring adults and stable environments are necessary for a child's healthy development and for building resilience. Safe, stable, nurturing relationships between children and their parents or caregivers act to buffer the effects of toxic stress and other ACEs. If parents are struggling, other adults - like teachers or coaches - can be present to provide the safe, stable, nurturing relationships that a child needs. PTAs can also invest in supporting and promoting policies and providing programs that strengthen families.

Strategy: Preventing intergenerational transmission of toxic stress: To create good outcomes for children we need to support adults. Resilience makes very clear the inter-generational effects associated with ACEs and trauma. What a parent teaches their children will get passed on to their children's children. We need businesses, churches and synagogues, PTAs and other civic organization and community advocates to work together on programs to support families who are dealing with trauma that impacts children.
ACEs and Resilience: What Can We Do?
Strategy: Promoting hope: If you watched the film Resilience, you heard one clear message - there is always hope! Science shows the effects of ACEs do not have to be permanent. Different disciplines, agencies and people can come together and make a difference in the lives of trauma- impacted children. Get educated and then get involved in helping our children and our community be stronger and healthier.

W hat Are ACEs? The experiences included in the CDC-Kaiser Permanente Adverse Childhood Experience (ACE) Study, a landmark study on childhood trauma (occurring before the age of 18), include:

emotional, physical, or sexual abuse

emotional or physical neglect

witnessing violence against one's mother

a parent's addiction to alcohol or other substance, or a family member's mental illness

separation or divorce

the incarceration of a parent

involvement with the foster care system

witnessing community violence

living in an unsafe neighborhood

experiencing racism

Traumatic experiences may be one-time events or they may be frequent and repeated (part of a child's environment). The adverse childhood experiences result in toxic stress that elevates unhealthy stress levels. One in four children experience more than one ACE, and ACEs have been proven to negatively impact brain development, learning and memory, social skills, and mental and physical health. The National Child Traumatic Stress Network (NCTSN) defines trauma as "the physical and emotional responses of a child to events that threaten the life or physical or emotional wellness of the child, or of someone critically important to the child (such as a parent or sibling)."
What Helps?
Children respond to trauma differently but research is clear that traumatic childhood experiences not addressed can have serious long-term effects on children's well-being.

The good news about resilience is that our brains and our bodies are resilient with protective factors that can lessen the impact of trauma:

Parent/caregiver resilience and knowledge: parents who can cope and who understand their child's development, positive parenting strategies, and their own responses to trauma;

Nurturing and attachment: supporting the child through loving relationships and being attuned to their needs;

Social connections: family, friends, neighbors, and community members who help;

Basic needs: having food, shelter, clothing, and health care;

Social and emotional skills: kids & parents being able to manage emotions & share feelings.

All the research point to the single most effective protective factor being the consistent presence of one or more caring adults in a child's life. Parents and other close caregivers (including teachers) hold the greatest power in their hands to help traumatized children. Parents, teachers, coaches, guardians, and other care providers have a powerful ability to buffer trauma's negative effects on our children.
For a list of resources, please visit Last revised: April 1, 2020 https://www.publicschoolsfirstnc.org/know-the-issues/resilience/resilience-resources/
Go to acestoohigh.com and kpjrfilms.co/resilience to learn more and find your ACE score. Visit our website for more information and research and how you can see the film.

# data[].attributes.attachment_link.keywords[]
supporting public schools through information

# data[].attributes.attachment_link.title
Public Schools First NC | ACEs and Resilience: What Can We Do?

# data[].attributes.attachment_link.description
Click here for a printable version of this page. Overview Children across North Carolina suffer Adverse Childhood Experiences (ACEs) in various forms of abuse and neglect. The trauma of ACEs can cause children to develop toxic stress, affecting them not just emotionally but psychologically and biologically.

# data[].attributes.attachment_link.readable_text
One of the best things you can do for your baby is start him or her off with healthy, nutrient-rich foods. At every age and stage, you can't go wrong when you help your child learn to appreciate a healthy diet.

Breastfeeding

Breast milk contains a unique mix of fatty acids, lactose, amino acids, vitamins, minerals, enzymes, and other important factors that combine to make the perfect infant food. It has everything a baby needs for easy digestion, brain development, and protection from illness and infections. Breastfeeding is also healthy for mom, reducing risk of ovarian cancer, breast cancer, and osteoporosis.

For the first 6 months, breast milk is all your baby needs to meet his or her nutrition needs. If you wean your baby before 12 months of age, be sure to give an iron-fortified formula.

Breastfeeding should continue until your baby is 12 months old (and after as long as baby and mom would like to continue). Do not give your baby cow's milk until they are at least 12 months old as it does not provide the right kind of nutrition for your baby.

Your breastfed baby also needs vitamin D supplementation when exclusively breastfeeding (or mostly breastfed). Babies can become vitamin D deficient, especially in the winter when sun exposure is low. Vitamin D is important for bone health. Your baby should be taking 400 IU of vitamin D daily. Feel free to talk to your baby's doctor about vitamin D.

How much should my breastfed baby eat?

Most breastfed babies eat more frequently than those who are formula fed. They tend to nurse every 1-3 hours. Plan to nurse your baby on demand, which is about 8-12 times per day in the beginning.

Watch for signs of hunger such as waking up, putting hands in and around the mouth, turning the head from side to side, smacking lips, sticking out tongue. These are all cues that your baby is hungry.

Crying is a late sign of hunger and fussy babies can be more frantic at mealtime so try to feed your baby when you see the early cues of hunger, before the crying begins.

Try to nurse your baby 10-20 minutes on each breast during each feeding. Do not let your baby stay latched longer than 20 minutes on each side.

Storing breast milk

Safe storage of breast milk can extend the life of your breast milk and help keep your baby safe. Milk can be stored safely at room temperature for several hours, and in the refrigerator for several days. Carefully freezing breastmilk can allow you to preserve your milk for months. Review milk storage guidelines and consider posting a copy somewhere convenient so you'll have the information handy when you need it.

How to warm milk

From frozen: thaw in refrigerator overnight or run under cool running water

Refrigerated milk or thawed milk: run under warm running water or immerse in a pan of warm water. Mix/swirl the bottle and test the milk on your wrist to make sure it is not too hot.

Never microwave formula or breast milk. Microwaves can have uneven heating, causing some areas of the bottle and milk to be so hot it could burn your baby. It could also cause the loss of the beneficial properties of breast milk.

Breastfeeding information and support

It may seem like breastfeeding is natural and it should "come naturally." However, it can take a lot of work, especially in the beginning. . Here are some places to find support while breastfeeding:

Formula Feeding

Infant formula is also a safe, healthy way to feed your baby. In some health situations, your pediatrician may recommend it. Infant formula that you can buy in stores must meet well-defined standards established by the U.S. Food and Drug Administration, and have the nutrition your baby needs to be healthy. Formulas can be made with different ingredients, some are cow's milk protein based, some are soy based, and some are "hydrolyzed" or broken down into smaller proteins. If you have questions about which formula to use, please discuss the options with your pediatrician. Note that your formula-fed baby most likely does not need any vitamin D or other vitamin supplementation as all vitamins are included in infant formula.

How much should my formula-fed or bottle-fed baby eat?

Formula preparation

Follow the mixing instructions on the formula can for powder formulas unless otherwise instructed by your pediatrician.

If you plan to refrigerate prepared formula, always store it in bottles.

Never microwave formula or breastmilk. Microwaves can heat unevenly, causing some areas of the bottle and milk to be very hot. This could burn your baby.

According to the CDC, formula and food prepared with well water may have excess nitrate. If you use well water, have it tested for nitrate content. Even when mothers take in very high levels of nitrates, a breastfed baby is not at risk.

Feeding Your Baby (2 - 6 months)

Around 2 months of age, most babies will begin to stretch out their sleeping at night to 4-8 hours. As long as they are growing well and still having an adequate number of wet and poopy diapers, it is fine to let them sleep and not wake them up to feed. They will compensate for these longer stretches by taking more at other feeding times.

Feeding Your Baby (4 - 6 months)

Breast milk or formula is far more nutritious than any solid food you could give your baby. Wait until your baby shows signs that they are ready. Some babies are ready around 4 months.

When you do start solid foods, keep in mind that solids are not nutrition at this age. Solid foods at this age are for taste and the practicing the mechanics of a new texture.

Look for developmental signs of readiness including:

Baby has steady head and neck control in an upright position

Baby shows interest in food when you eat

Baby can transfer food from a spoon to their mouth

Babies that are breastfed should start with single grain cereals, such as rice or oatmeal. These cereals are fortified with iron, which can help prevent anemia. These can be found in the baby section at the store. They are not the same as the rice or oatmeal cereals that kids and adults eat.

When first introducing cereal, mix cereal with breast milk or formula into a thin consistency. Your baby is learning the mechanics of swallowing and moving solid food in his/her mouth. When your baby handles this well, you can make it thicker.

Offer your baby 1-2 tablespoons of cereal in a bowl once per day. As they enjoy it, you can increase to twice a day

Be patient! Your baby may refuse to eat the cereal at first. It is fine to wait a few days before trying again.

Once your baby can eat one food well, it is ok to introduce other foods

Introduce one new pureed fruit or vegetable to your baby every few days. This way, if your baby develops a rash, you will be better able to tell which food may have caused it.

Pureed beans and lentils are a good source of protein, as well as pureed meats.

Tips for Starting Solids

Food Allergies and Prevention

The science and opinion about food allergies and prevention have changed in recent years. New studies show that delayed introduction of peanuts increases the risk for developing peanut allergy. For most infants, it is now recommended that foods containing peanuts be introduced, along with other varieties of solid foods, between 4 and 11 months. If there is a strong family history of food allergies or your baby has severe eczema or an egg allergy, he or she should be tested for a peanut allergy first. Most other babies, even those with mild to moderate eczema, are encouraged to start foods containing peanuts.

One way to introduce foods containing peanuts is to add peanut powder to cereal. You can also mix peanut butter in pureed fruit (like applesauce) or infant cereal. Talk to your pediatrician if you notice signs of a food allergy such as vomiting, diarrhea, or rash after eating a new food. If your baby ever has facial swelling or trouble breathing after eating a food, call 9-1-1 immediately. And remember, whole peanuts are a choking hazard to children under 4 years of age.

Feeding Your Baby (8 - 12 months)

Around 8 months is a good time to introduce finger foods - small, soft, bite-size pieces of food. Let your baby touch, smell, and taste many different kinds of foods. Be patient, though, because your baby may take longer to eat now that they are becoming more independent.

You can start to add cheese, yogurt, and cottage cheese for protein and calcium. However, still no cow's milk at this time. Tiny proteins in cow's milk are difficult for your baby to digest. In yogurt or cheese, the milk proteins are de-natured by heat in such a way that your baby can digest them.

Even if your baby doesn't have teeth, you can add ground meat or small pieces of deli meat. There is power behind those gums! However, avoid steak or meats that need molars for grinding.

Choking prevention is important, so make sure foods are cut into small pieces for safety.

Never leave your baby alone while they are eating. You should be close by to make sure they do not fall out of the high chair or choke on his or her food.

The following foods are difficult to chew without a full set of teeth. They can cause choking. Only offer them to your child if cut into very small pieces that he or she can chew and swallow well.

Feeding Your Toddler (1 - 2 years old)

At 1 year of age, babies can switch to whole cow's milk. It is important to use whole milk because children under 2 years of age need the extra fat for brain development. 1-year-old breastfed babies will benefit from continuing to nurse for as long as both mom and baby are happy with the arrangement. When it comes time to wean from nursing, your baby can also start to take whole milk. Your toddler should get 16-24 ounces of milk per day. This allows them to get enough calcium, vitamin D and fat. However, if your child gets too much milk and fills up on this, he may not get enough nutrients from other foods.

Your toddler should be joining you at the table for meals and be learning about mealtime as family time. Family meals have many benefits as they grow.

Your child should be getting foods from all food groups: veggies, fruits, proteins, grains, and dairy

Encourage your child to use a cup and not a bottle

Start to teach table manners, including using a fork/spoon

Be patient! Toddlers can be picky eaters, deciding to like one thing one day and not want to eat it the next. Offer small portions of all foods and keep mealtime interesting! Serve colorful foods with different flavors and textures. Even if they refuse a food today, continue to serve it and encourage them to try it, but don't force them to eat it.

For family meals, everyone should be eating the same food. This encourages your child to try what is on his or her plate.

Offer your child three regular meals and 2 snacks per day

For tooth health, your child should drink 8 ounces of fluoridated water each day (city water has fluoride in it

Every baby is special. Don't worry if your baby eats a little more or less than this guide suggests. In fact, this is perfectly normal. Suggested foods and portion sizes are only guidelines to help get you started.

Milk and Juice

If your child doesn't want to eat food but drinks a lot of milk and juice, he or she may be filling up on calories (energy) from these liquids.

Preschoolers should not drink more than 24 ounces of milk each day. After 2 years of age, give your child reduced-fat milk (skim or 1% milk fat).

Juice is not as nutritious as fresh whole fruit. It is not needed in your child's diet at all. It adds excess sugar and calories to your toddler's diet and frequent consumption can cause tooth decay and cavities. According to the American Academy of Pediatrics, unless clinically indicated, juice should never be introduced prior to 12 months of age.

To reduce the amount of juice your child takes in, try diluting it with water and add more water gradually each day until your child is drinking plain water to quench her thirst. This will help your child make the change little by little. Or, for a yummy alternative to juice, try a fruit smoothie made with whole fruit and yogurt in the blender.

Soda Pop

Your child should not drink soda pop or other sweetened drinks. Soda fills your child up with either empty calories or artificial sweeteners and often contains caffeine. It is not good for your teeth to have acidic, sugary liquid pass over them as you drink. Remember to model good nutrition habits and, if your family likes these drinks, save them for an occasional, special treat. Start healthy habits early and don't introduce your child to soda/pop until they are older. Water should be your child's main thirst-quencher.

Picky Eaters

When it comes to knowing what to do about picky eating behaviors, know your responsibilities and your child's responsibilities around food. You decide what to offer, and your child decides what to eat and how much from the choices offered. As long as your child has energy and is healthy and growing, they are probably getting enough food. If you are concerned about picky eating behaviors, talk with your child's doctor.

Snacks

The earlier you start healthy snacking habits, the better. Think of snacks as mini meals and use them to get more grains, fruits, and vegetables into your child's diet. Try to include at least two food groups in every snack.

Additional Resources

Originally written and compiled by Kyla Boyse, RN

Revised by Alyssa Wojciechowski, MD, Kelly Orringer, MD and Sara Laule, MD

Updated March 2018

# data[].attributes.attachment_link.title
Feeding Your Baby and Toddler (Birth to Age Two)

# data[].attributes.attachment_link.description
One of the best things you can do for your baby is start him or her off with healthy, nutrient-rich foods. At every age and stage, you can't go wrong when you help your child learn to appreciate a healthy diet...

# data[].attributes.attachment_link.readable_text
Kenneth R. Ginsburg, and the Committee on Communications, and the Committee on Psychosocial Aspects of Child and Family Health; The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics January 2007; 119 (1): 182-191. 10.1542/peds.2006-2697

Download citation file:

# data[].attributes.attachment_link.title
The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds

# data[].attributes.attachment_link.description
Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents, time for free play has been markedly reduced for some children.

# data[].attributes.attachment_link.title
Kids Morning Workout - Kids Daily Exercises

# data[].attributes.attachment_link.readable_text
Whether at home or within a child care or preschool environment, creating rich, playful spaces for children inspires them...

- Inspires them to play in more purposeful, meaningful ways.

- Inspires them to learn through those play experiences.

- Inspires them to value what they have.

- Inspires them to help maintain the space in an organised way.

- Inspires who they become...

"The space we live in has a powerful influence over us, particularly the space we grew up in...The spaces that teachers [parents/child care educators] create for children seem to hold enduring memories for them that have a powerful influence on what that will value later in life."
-Susan Fraser, Authentic Childhood, 2000

10 Tips for Creating a Great Space to Play [and Learn]

I believe a great play [ and learning] space for children of any age is one which;

1. Is welcoming, inspiring and engaging
The space should feel nurturing and familiar at the same time as inviting children to explore and investigate by capturing their attention and provoking their interactions with the space. For more information about making play spaces inviting, visit Irresistable Ideas for Play Based Learning for simple but effective ideas to use at home or in a group setting.

2. Is rich with good quality children's literature and a range of 'texts' - fiction, non fiction, magazines, catalogues, maps, menus, brochures, photo albums
Encouraging children to see reading (and writing) as both enjoyable and useful from a young age can be achieved by engaging them with a range of texts. For example, a child who is less interested in story time may enjoy looking at and talking to you about the map of a zoo from a recent outing.

3. Includes space for using and easily storing a range of creative materials
Creative materials provide children with the opportunity to express their knowledge, ideas, theories and feelings about the world. Having a system and space for using and storing pencils, paints, crayons, glue, scissors, etc, will make the use and clean up easier and more efficient, which is what every Mum needs 🙂

4. Includes elements of nature and natural materials
The natural colours and textures of materials such as stones, seedpods, pinecones, tree blocks, and wool, make a nice change from the bright colours and flashing lights of many modern day toys. They also encourage children to play more creatively as seedpods become 'food' in their home corner play or pinecones a 'family' enjoying a day out.

5. The majority of toys are 'open ended,' allowing for active exploration and many different types of play
Before purchasing a toy consider if it is something which can be used flexibly, in many creative ways. These are they toys which will be worth the hard earned dollars you spend on them as they will offer an infinite number of new play scenarios, and not just now but for many years to come.

6. Feels cozy and comfortable, with a sense of homeliness achieved through including sentimental family items and/or beautiful objects
Plants, photos in frames, thoughtfully displayed artworks, cushions - all create a sense of homeliness. By including objects important to the family, you have an opportunity to help children learn to treasure and respect their belongings and those of others.

7. Includes areas where children can play together or alone
Children need time and space to play both alone and with others. By setting up an activity at a small table with just one chair (or alternatively two or more chairs), you are providing an indication of how that space should be used - like the space shown to the left, perfect for a single child to play in. Consider a balance of small, independent play and larger, collaborative play spaces when planning your space.

8. Includes space for 'works' in progress
Know when it is NOT so important to pack away and have a plan in place to store important works in progress. Read more about not packing away here.

9. Represents the interests and developmental needs of the people (both small and large) who use it
Children are given so much nowadays and they just don't need it all, especially not all at once. To help keep children engaged with what is there, take away toys that they have outgrown or are not currently showing any interest in. Create special spaces for those toys your child is really interested in at the moment, you can find an example of how and why here.

10. Is clean and organised in such a way that the children can easily access what they need and easily assist to maintain the environment
Most of us think more clearly when we work within an organised, uncluttered space. By planning an easy to access way of organising toys and materials, you empower children to make their own choices when playing, at the same time as making pack away time a whole lot easier.

I also ideally believe a play space should include space for and resources to encourage;
Where do your kids play? What do you love about your child/ren's play space, or what changes do you wish to make?
Christie Burnett is a teacher, presenter, writer and the mother of two. She created Childhood 101 as a place for teachers and parents to access engaging, high quality learning ideas.

# data[].attributes.attachment_link.title
Space to Play [and Learn]: 10 Tips for Creating Great Play Spaces

# data[].attributes.attachment_link.description
Whether at home or within a child care or preschool environment, creating rich, playful spaces for children inspires them... - Inspires them to play in more purposeful, meaningful ways. - Inspires them to learn through those play experiences. - Inspires them to value what they have.

# data[].attributes.attachment_link.readable_text
Be inspired by these totally amazing ideas for outdoor play spaces, with dens, nooks, climbing structures, mud kitchens, imaginative small world play and more! The one-stop shop for finding play space inspiration for your backyard, garden or outdoor classroom!

Over on my Imagination Tree FB page I often share inspirational images and ideas for outdoor play and learning, as nature play and creativity is one of my biggest passions as both a teacher and educator. Not surprisingly, these ideas are so popular with all my readers and I've decided to round up the best ones into visual collections so that you can find them all in one places and refer back to them frequently when you need more ideas!

They're being featured in photo collages with the links to the actual projects below each one.

Firstly, let's get inspired by these gorgeous outdoor cooking areas and mud kitchens! There are SO many of these around to be inspired by at the moment, but these particular ones caught my eye for being child-sized and natural in their set up. There are also some lovely storage baskets for displaying loose materials in easy distance.
Clockwise: Pallet kitchen and sink Hanging Baskets Mud Pie Station Cooking in the woods
Next let's look at these amazing play structures! If only I had the space for some of these!
Clockwise: Climbing Wall Play House Tree stump table and chairs Amazing tree house
Dens, forts and nooks are amongst my absolute favourite type of outdoor playspace for kids! These are all wonderful and use a great range of materials. The sandpit in a boat is simply genius too, as is the natural climbing and sliding structure- perfect!
Clockwise: Sand Pit Boat Bean teepee Natural climbing frame Den Building Natural Reading Nook Living Willow Den
Here are some more, similarly inspiring large play structures and dens.
Clockwise: Metal bridge Willow teepee Outdoor learning area Natural puppet theatre
More wonderful features to add to the outdoor play and learning environments! How incredible is that boat and the puddle jumping! Perfection.
Clockwise: Hobbit play structure (amazing!) Bridge for wheeled toys Giant puddle jumping play
I would love to see every one of these in every outdoor classroom! Shallow streams are my kids absolute favourite place to play!
Clockwise: House divider Shallow stream and bridge Natural play structure Natural loose parts and a mirror
And these are just irresistible little seating and small world play areas!
Clockwise: Tyre small worlds Cable reel small worlds Planter small world Logs for cooking play Toadstool seats Log table and chairs
And these are some of the most inspiring ideas for diverse small world play I've seen! The ball chutes wall is awesome too for so many motor skills.
Clockwise: Car tunnels Train tracks in planters Dinosaur shelves Tree stumps and animals Ball chute wall Nature small world tray
And here are yet more fantastic mud kitchens, car ramps and free play spaces! Inspiring.
Clockwise: Upcycled spool table Outdoor kitchen space Guttering play Loose parts in construction play
Lastly, how wonderful are these DIY additions to the backyard playspace?! Brilliant.
Clockwise: Shower curtain reading nooks DIY chalkboard Up-cycled chairs for imaginative play Construction site digging pit
And here are some fun ideas for outdoor play and learning from my own site right here too!
Construction site gravel pit Dinosaur Sensory Garden Make a play garden Plant a vegetable garden together DIY concoctions kitchen
Still not enough ideas?! Come and follow my Outdoor Play and Learning Pinterest Board too!

If you enjoyed this outdoor play spaces post please pin it for easy reference in future!

See all our other outdoor play ideas here in the archives!

# data[].attributes.attachment_link.title
Inspiring Outdoor Play Spaces - The Imagination Tree

# data[].attributes.attachment_link.description
Be inspired by these totally amazing ideas for outdoor play spaces , with dens, nooks, climbing structures, mud kitchens, imaginative small world play and more! The one-stop shop for finding play space inspiration for your backyard, garden or outdoor classroom!