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SLIDE 1 / 10 · 10 minutesWelcome and outcomes
Identify a hazard, choose an age-appropriate response, plan staff coverage, and document a corrective action.
Read-aloud scriptWelcome. Today we will practice decisions you can use before, during, and after outdoor play. Think of one difficult playground moment from your own program. We will return to that example at the end.
Facilitator activity
2 min introduction; 3 min individual recall; 3 min partner sharing; 2 min state outcomes. Record your starting question.
SLIDE 2 / 10 · 10 minutesIn-service hours and records
Record actual participation. A quiz score alone does not establish two hours of attendance.
Read-aloud scriptThis is Sandywood Institute in-service education in education partnership with NAHCE. Our certificate records completed instruction. It does not certify your playground or replace mandated DCF introductory courses.
Facilitator activity
3 min explanation; 4 min locate your correct annual record and training period; 3 min discuss what attendance evidence you will retain.
SLIDE 3 / 10 · 15 minutesAge 2 compared with age 4
Compare individual readiness, communication, impulse control, climbing and descending, and support needs. Avoid assuming all children of one age have the same skills.
Read-aloud scriptBoth ages are in the CPSC preschool equipment band, ages two through five. Equipment labels and individual readiness still matter. Ask: can this child enter, use, and leave this activity safely with the support we can provide?
Facilitator activity
5 min discussion; 5 min complete the age comparison worksheet; 5 min read back your two different supervision responses.
SLIDE 4 / 10 · 15 minutesCase A: a two-year-old at the climber
A child climbs up, freezes at the top, and cannot explain what is wrong. Another child waits behind.
Read-aloud scriptPause the scene. What do you notice before deciding what to do? Explain how you will support this child while another adult maintains coverage for everyone else. If you work alone, describe how you will organize the group safely.
Facilitator activity
3 min read scene; 4 min mark immediate needs; 4 min role-play adult communication; 4 min debrief. Expected response: secure coverage, calmly assist using safe access, and adjust the activity to demonstrated readiness.
SLIDE 5 / 10 · 15 minutesBefore-play hazard check
Check equipment labels, surface condition, use zones, clothing hazards, gates, sight lines, and weather. Close unsafe equipment pending correction.
Read-aloud scriptFollow the equipment and surfacing documentation. One mulch depth is not correct for every material and fall height. Grass and ordinary artificial turf are not proof of impact protection. Ask for the applicable tested surface documentation.
Facilitator activity
4 min explain; 6 min inspect a drawing or empty playground without children; 5 min complete a hazard/correction record. CPSC guidance informs safety practice; applicable Florida licensing rules govern compliance.
SLIDE 6 / 10 · 15 minutesCase B: a four-year-old and a busy play area
A child invents a running game crossing the swing path. Another adult turns toward a parent at the gate.
Read-aloud scriptA child may be confident and still need an adult to change an unsafe game. Say exactly how you will stop the crossing, establish a safe route, and maintain supervision while the parent waits or another adult takes the conversation.
Facilitator activity
3 min scene; 4 min identify competing tasks; 4 min role-play redirection and handoff; 4 min debrief. Expected response: protect the swing path, reorganize the game, and confirm responsibility before an adult changes position.
SLIDE 7 / 10 · 15 minutesBuild the supervision plan
Arrange the space; assign positions; watch and count; listen; anticipate; engage and redirect.
Read-aloud scriptDraw where you will stand and move. Explain how you can account for each child and respond promptly. Agree on a short spoken handoff that includes the group, the responsibility, and confirmation from the receiving adult.
Facilitator activity
4 min teach; 7 min draw an original zone plan showing gate, climber and open play; 4 min partner read-back. Include adaptations for mobility, communication, sensory needs, and children who may wander.
SLIDE 8 / 10 · 10 minutesTransitions and interruptions
Use name-to-face checks when leaving and arriving. Plan toileting, injuries, family arrivals, and staff changes before outdoor play.
Read-aloud scriptPractice a transition aloud. If a count does not match, keep the group supervised and immediately follow the program’s missing-child procedures. A quick head count is not a substitute for recognizing each child.
Facilitator activity
3 min explanation; 4 min simulate a transition using name cards; 3 min explain how supervision will continue when one adult must respond to an injury.
SLIDE 9 / 10 · 10 minutesKnowledge check and corrective feedback
Complete five questions. Sandywood sets a course passing score of 80%: four of five correct.
Read-aloud scriptComplete the knowledge check independently. We will review each decision, explain any missed answer, and allow a documented reassessment. Passing this quiz is one part of completion.
Facilitator activity
5 min quiz; 3 min feedback; 2 min correction plan. If reassessment needs longer, extend the session and record actual time.
SLIDE 10 / 10 · 5 minutesAction plan and completion
Choose one change, one responsible person, and one review date. Verify attendance and completed activities before signing.
Read-aloud scriptReturn to your opening example. Tell your partner what you will change and how you will check that it worked. The trainer will review your attendance and work before issuing a completion record.
Facilitator activity
2 min action plan; 2 min participant feedback; 1 min record review. Any additional administrative certificate processing occurs outside instructional time.