School-Age NOTES. 1996. REPORT NO ISSN-0278-3126 PUB DATE 96 NOTE 98P.; for Volume 14, See ED 382 331; Volume 15, See PS 023 974

Home , Country Jam USA, Shiver and Shake

DOCUMENT RESUME

ED 402 083 PS 024 861

AUTHOR Scofield, Richard T., Ed. TITLE School-Age NOTES. 1996. REPORT NO ISSN-0278-3126 PUB DATE 96 NOTE 98p.; For volume 14, see ED 382 331; volume 15, see PS 023 974. AVAILABLE FROMSchool Age NOTES, P.O. Box 40205, Nashville, TN 37204; phone: 615-242-8464; fax: 615-242-8260 (1 year, 12-issue subscription, $22.95). PUB TYPE Collected Works Serials (022) JOURNAL CIT School-Age Notes; v16 n5 Sep 1995-Aug 1996

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *After School Programs; Caregiver Child Relationship; Child Caregivers; *Conflict Resolution; Curriculum Development; Discipline; Elementary Education; Elementary School Students; Enrichment Activities; Newsletters; *School Age Day Care IDENTIFIERS Developmentally Appropriate Programs; *Tennessee

ABSTRACT These 12 newsletter issues provide support and information for providers of child care for school-age children. The featured articles for each month are: (1)"To Be a Caregiver Again"; (2) "When To Talk to Parents";(3) "NSACA (National School-Age Care Alliance) Launches Accreditation Pilot";(4) "A New Way of Thinking about the Middle School 'Program"; (5) "Celebrating Exuberance: Is It Wildness or Is It Exuberance?" (6)"A Middle School After-School Philosophy";(7) "Freeing Children from Labels";(8) "Cities Concerned about Child Care and School Age Care";(9) "Encouraging Cross Gender Play";(10) "City of Tucson Proves Committed to SAC (School Age Care)";(11) "Rethinking Summer"; and (12) "Accreditation for School-Age Programs--Now." (WJC)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Volume XVI The Newsletter for School-Age Care Professions lat 1995'96

en O00 OC1

IC)

U.S. DEPARTMENT OF Office of Educational ResearchEDUCATION and Improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) MATERIAL HAS BEEN GRANTED BY XThis document has been reproducedas eceived from the personor organization originating it. Minor changes have been madeto improve reproduction quality.

Points of view or opinions statedin this document do not necessarilyrepresent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC)." CN4 (Z)

EST COPY AVAIIIA1.11 LE

2 Volume XVI #1 The Newsletter for School-Age Care Professionals September 1995

ISSN0278-3126 © 1995 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Field Since 1980 INSIDE C) To Be a Caregiver, Again! C) Self-Evaluation 2 by Rich Scofield I am about to embark on anotheraries to be aware of the rules for the New Caregiver Tips 2 oo C) adventure re-entering the world ofstudents, the rules for the staff, staff being a school-age caregiver. interactions, interactions with school Control the Climate 3 I have asked the question during pro- staff and with parents? At 47-years- O fessional development discussionsold, three step-children now in their TV as an Issue 3 Cl) about caregiver and teacher prepara- twenties and a background in school- . 7 41) tion, "How can we as trainers and col- age care, I bring certain knowledge and Resources on Youth lege instructors have credibility if we skills that a 20-year-old college student haven't been in the classroom or the doesn't have. But what about the skills SAN 15 Year child care program for 10, 15 or 20I haven't perfected leading a group years with the day-to-day responsibili-in a new game or activity? What about Retrospective ties that entails? my arts & crafts and music deficien- Our first issue of School-Age NOTES Lf) I have often been complimented aboutcies? (My arts projects always make was the September/October 1980 is- my training, that I really know what it's great examples of kid-made projects.) sue, an 8-page newsletter published six like working with school-agers. Butfor So like other new caregivers I will go times a year. Many things in the school- 0 the last several years I haven't felt thatabout the business of going to my doc- age care field have changed but also, is credible. I have forgotten the hun- tor for a physical and the clinic for a TB many have stayed the same. (1) dreds of examples of conflict resolu- test, and then getting three written rec- That first issue of SAN 15 years ago tion that were just a matter of thinkingommendations. (In Tennessee we don't Im" related the "day care" checklist pub- about what went on during the week -have to get fingerprinted, yet.) And I lished by the federal government and O like other new z now I often resort to examples out ofwill be wondering designed to help parents decide what to books or other caregivers' stories. caregivers What will the kids be 4) look for when seeking child care. The So how long has it been? I startedlike? Will I be able to handle them? quality indicators have changed very working with school-agers as a special And please, don't let anything happenlittle. See page 2 for items from that 0 education teacher in an elementarywhile I'm with them. k 1980 checklist that can be used as a 0 school 25 years ago this fall. The last "self-evaluation." time I was employed working with Rich Scofield, is the founder and edi- In 1980 we talked about record play- school-agers was nine years ago as a tor /publisher ofSchool-Age NOTES. ers and film projectors today its part-time director and the last time IHe will keep readers updated with histapes or CD players and videos and r4 was a full-time, 40 hour-a-week school- continuing "adventures" as a newVCR's. That first issue of SAN dis- age coordinator was in 1979 16 caregiver. cussed "TV as an Issue." Today that is years ago! probably more represented by the issue So what do I face? I will be working SAN Anniversary Memory: of video movies and video games. See two afternoons a week in a program page 3 for excerpts from that 1980 serving 150 children and youth al- This illustration from 1980, article on TV. most half being middle school 5th by Annette Shaw, later In 1980 "Stars Wars" play was big through 8th grade students. The pro- became the School-Age (based on the movies not future gram has two main locations in a multi- NOTES logo. President Reagan's Star Wars Defense 0 building school complex with a large System). "Disco" was the dance scene open playground set in an urban envi- for the older kids. Between then and ronment. now other fads have come and gone Am I anxious? Yes! I am confident in such as "break dancing," Garbage Pail 2-6Igo my interpersonal skills with school- (Continued on page 7) agers. But what about all the bound- DIRECTOR'S CORNER

A Self-Evaluation CIAt the same time, allow your child to make choices and gradually take re-Tips for New from 1980 sponsibility? Caregivers Beth Thornburg of the University 0 Understand the conflict and confu- Questions to ask yourself School After School Program in Nash- (and you staff) about sion that growing children sometimes feel? ville hands out to new employees a your program sheet entitled: "All-Purpose employee Included in the first issue of School-0 Help your child follow through on tips that you might miss in the hand- Age NOTES were some of the ques- projects, help with homework, and book." The following are some of those tions related to school-age care from suggest interesting things to do? tips: the 1980 publication, A Parent's Guide Wash your hands everytime you are to Day Care, from the U.S. Dept. of0 Listen to your child's problems and around food. Health and Human Services. It's inter- experiences? Rememberto answerthe walkie talkie esting to note that each question can each time. Please don't let the kids use still be a quality indicator for today's0 Respect your child when he or she them. And you are on the air, don't talk school-age programs, and in fact, many expresses new ideas, values, or opin- dirty or say mean and nasties about address the same issues that today's ions? anyone. Parents are listening! publications on quality and quality stan- Read the playground rules. dards address. o Understand the conflicts and confu- If they say, "Beth always lets us do The following is the introduction to sion older school-age children feel this," it's usually not true!! the questions from the September/Oc- about sex, identity, and pressure to WHEN YOU ARE OUTSIDE, conform? tober 1980 article: NEVER LEAVE A GROUP OF KIDS These are questions from a checklist ALONE!!! IN THE CASE OF AN 0 Provide places to store personal be- EMERGENCY OR A BATHROOM designed to help parents decide what to longings? look for when seeking child care. It BREAK, USE THE WALKIETALKIE provides a good model of qualities to TO GET A REPLACEMENT. examine in your own program. TheseAre There Opportunities To... Use chairs for sitting. Tables and apply to both centers and group and 0 Play quietly and actively, indoors counters are not chairs. family day homes. and out? The priority missions in the afternoon are: Does Your Child's Caregiver... 0 Play alone at times and with friends a. Help the children have a fun and 0 Seem to have a sense of humor? at other times? safe time. b. Assist the parents in pickup. 0 Join in activities herself? 0 Learn to get along, to share, and to c. Keep the environment clean. respect themselves and others? d. Be a great role model. Children CIHelp your child become independent hear every word you say! el4D in ways you approve? 0 Practice their skills (e.g.sports equipment, musical instruments, 0 Help your child learn to get along drama activities, craft projects)? 0 ES with and to respect other people, no matter what their backgrounds are? 0 Be with their own friends after Subscriptions: $22.95/12 issues school? Send To: School-Age NOTES 0 Accept and respect your family's cul- P.O. Box 40205 tural values? 0 Do homework in a quiet place? Nashville, TN 37204 615-242-8464 0 Help your child feel good about him0 Use a variety of materials and equip- 615-242-8260 (FAX) or herself by being attentive, patient, ment, including: art materials, table Office: 2608 Grissom Dr. positive, warm, and accepting? games, sports equipment, books, vid- Nashville, TN 37204 eos, tapes? 0 Give your child supervision and se- Editor/Publisher:Richard T. Scofield Assistant Editor:Joyce Maneck curity but also understand his or her 0 Use community facilities, such as a Office Manager: growing need for independence? baseball field, a swimming pool, a Mary-Helen Marigza recreation center? et, Published Monthly inNashville, Tennessee 0 Set reasonable and consistent limits?

Program Element #2 ognized, in accordance with their par- Control the Physical Environment: traffic pat-ticular age and developmental level. Climate, Not the terns, room arrangements, furnishings Making them dependent on you for and the way space is set up toys and games, art materials, snacks, Children permission to go to the bathroom, etc., The following ideas and quotes areProgram Element #3 runs counter to their basic needs and from Dale Borman Fink's new bookActivities and Schedules: what is tak- will sooner or later foster misbehavior. Discipline in School-Age Care: Con- ing place and the duration and sequence "Eating and autonomy over one's trol the Climate, Not the Children, pub-in which it is taking place own food intake is a basic need of lished by School-Age NOTES and just school-agers. Many are ravenous after arrived from the printers. Program Element #4 spending the day in a classroom. Most Fink believes if we set out to controlSocial Groupings: the size and com- children will stop when they have eaten children and do that by beginning withposition of groupings and how theenough and will still have an appetite rules and a list of consequences (orgroups are formed for supper later on. Strict limits on punishments) that result for those who snack consumption set by staff should break the rules, we send a specificProgram Element #5 be the exception, not the rule, in SAC negative message. The message says, Rules: the way expectations for appro- programs." art. "I am trying to control the children. I dopriate behavior are communicated (or *Fink describes a "disciple" as "a not trust children to be naturally re- not communicated) willingfol lower, someone who is happy sponsive and cooperative, but I believe to respond to your requests and de- that with enough rules and enough con- Program Element #6 mands because you have won that sequences we can keep everything un-Consequences: the way positive be-person's trust and confidence." der control." haviors and undesired behaviors are (or (See page 8 of this issue on how to On the other hand if we start by are not) reinforced order this book.) looking at "whether we are addressing the basic needs of children and aboutChildren's Basic Needs TV as an Issue the appropriateness of our use of physi- "All the motivation in the world will cal space, our activities, our schedulenot make a disciple* out of a child The first issue of SAN in 1980 dis- and our social groupings," we can set a whose basic needs are denied or over-cussed the pros and cons of having a one positive tone for our program looked. How well does your programtelevision in a school-age program. that sends a very different message. Itaddress these needs? Today the issue goes beyond TV to but communicates that we are trying to "The first and most basic need is formovie videos and video games develop a climate that is healthy forrecognition. Are children greetedthe argument remains the same. The children and that is responsive to theirwarmly by name on arrival each day? following is a summary of that 1980 needs. The message says, "I am tryingDo they have a private space to keep article. to control the climate and I trust that the Some Considerations their belongings? TVs [video games, VCRs] are in vast majority of children will respond "Children also need attention. Is there ... positively to a healthy climate." an opportunity for individual attention most homes and because activities in Fink bases his ideas about "controland interaction with them over thegroup and family day homes are less the climate, not the children" on six key course of the time in the SAC setting?open to the public, TV watching is a elements of a school-age care pro gram. "They need to be free of fear. Aregreater issue for them than centers that The following, from pages 6 and 9 of don't think they are worth the money or you knowingly or unknowingly Fink's new book, are those six ele- allowing older or more dominant chil-are concerned about the center's image. ments and his description of the firstdren to threaten or abuse younger or- When interesting activities and play- key element. less confident children? What aboutmates are available, school-agers are less "glued" to the TV set. Those that fears that children bring with them from Six Key EDements of a School- first crammed around the set wander Age Care Program outside the setting, e.g. the fear that the parents will forget "whose turn it is tooff to something more attractive. How- pick me up"? Is there space and time inever, those remaining often are the more Program Element #1 passive, reclusive children exactly Children's Basic Needs: recognition, your program for these fears to be addressed and calmed? the one's who don't need it. attention, freedom from fear, autonomy - What impression does a program and food "They also need autonomy. That means their independence must be rec- (Continued on page 7)

1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 SEPTEMBER 1995 3 tii)Printed on Recycled Paper OCTOBER ACTIVITIES Trick or Treat? Ripple Effect clean environment, etc. Resources can include pamphlets, books, films. Try these math problems - do you find a bargain? Activities What about a trip to a recyclingO plant? Maybe they can bring some of A clever young woman called and(from the Sept /Oct 1980 issue) the trash. Aluminum cans are fetching offered me free 1-year subscriptions to Many caregivers use a unit or theme 25¢ a pound. Then they can start learn- 6 popular women's magazines. Theyapproach to planning activities. They ing about economics! are free, she said, because the maga-take a main idea such as ecology and (The funny thing is, the 25¢ a pound zines have lots of coupons, so they haveplan activities related to that general price is the 1980 price. The price fluc- to show the advertisers a certain num- subject. (Forexamples of this approach, tuates and had fallen well below that in ber of subscribers receiving the maga-see page 5.) the Nashville area, but has recently zines. While the magazines are free, Another way to plan can be to take worked its way back up to today's rate the caller said, they would bill me $3.45one small activity and build on that of 27¢ a pound.) a week just for the mailing. In one year,outward like a ripple effect. An For children, writing for things and at $3.45 a week, what would my 6example of ripple effect activity is the receiving them in the mail can be excit- "free" subscriptions cost me? "Collecting" activity below. Both ways of planning can be funing, as well as opening up a variety of possible experiences. Here are two free Suppose someone offered to sell youbecause you never know which direc- resources children can write and re- a bicycle for the following payments:tion activities will take or how long quest by mail: You would own the bicycle after 20they will last. That will be determined days. On each of those days you wouldby the children's interest and enthusi- Reynolds Aluminum Presents Michael Recycle, a free comic book, is pay double what you had paid the dayasm as well as that of the staff. The staff available from Reynolds Aluminum Re- before. Your first day's payment is oneoften needs to plant the seed of ideas cycling Co. Individual requests from penny. Would you buy? and inquiry. On the first day, you would pay I Resources the children can be mailed to P.O. Box 27003, Richmond VA 23261. (Teach- cent. On the second day, you would payThere are many sources you can use for ers and administrators only can call a double that, or 2 cents. On the third day,ideas and obtaining materials. One of toll-free number to request bulk quan- O you would pay 4 cents. So far you havethe two sources suggested in 1980 still paid 7 cents. Get a calculator. You'lloffers a free resource, the Consumertities of the comic book, also free to the school or program. Call 800-562-7087.) need it. Figure out how much you wouldInformation Catalog from Consumer The Adventures of Garbage Grem- pay in 20 days. dlo Information Center, Pueblo CO 81009, Hint: The process is more important than 719-948-3334. lin, a free comic book and poster for the answer. The kids should quickly deter- (Another excellent resource avail-school-age children is available from mine from working the problem that thereable now is School-Age NOTES Afterthe Environmental Protection Agency, is no "bargain" here! School Program 1996 Catalog. Sub-Public Information Center, Mail Code 3404, 401 M Street, SW, Washington scribers, watch your mailbox. Others, call 615-242-8464.) eflo DC 20460. (A teacher's kit is also avail- Shadow Maker able. Requests should be specific Cut out of black paper a shape the whether you're asking for children's right size to cover the end of yourCollecting comic books, or the teacher's resource flashlight. Out of that shape, cut a(from the Sept /Oct 1980 issue) kit.) spooky design. In a darkened room, Traditionally, when fall comes people Connections shine the flashlight on the wall to see athink of collecting leaves as an activity. Positive fallout from recycling magnified image. Have you ever thought of a fall "clean-projects can be: If you have a large, strong lamp, such up?" More cooperation from custodi- as a slide projector, you can make larger- Have kids collect trash around theans and others in the building. than-life images. eila building. They can count it, weigh it, Family day home providers can sort it for recycling. Chart itmake aspruce up not only their own yard, but game of it. Get publicity for your centerthe neighbors' as well with the neigh- in the newspaper from the perspectivebors' permission, of course. eit, of a clean environment and ecology or community pride. 43 Activity Ideas Check library and other teachers.The minimum number of Activity Have available materials on recycling,Ideas in this issue is 43. 4 SEPTEMBER 1995 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Paper OCTOBER CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday October 1, 1908 October 6, 1927 October 24, 1946 October 25, 1881October 28, 1995 Henry Ford intro-first motion picture United Nations Day.birthday of Pablofifth annual "Make duced the Model Twith sound. WhatBrainstorm aboutPicasso. Use ana Difference Day," W 0:1 Ford and the assem-were movies like what you could do tooverhead projectora national service bly line concept.without sound? Pan-observethe UN's 50thand a good art bookday. Join a local ob- E-1 tomime a story with C-) Demonstrate a prac- year October 24,to look at some ofservance or create music played for1995 to October 24, your own project. tical use of an assem-background but no his work. bly line. dialogue. 1996. r., Locate fire exits be-Draw a diagram ofMake posters on fireInvite a fireman toDiscuss fire safety R sides those nor-your home. Plan atprevention. speak on fire safetyrules and prose- ;r mally followed in aleast two fire es- or visit a firehall bydures for various 4 Wfire drill. cape routes from appointment if within situations. 4 W each room. walking distance. 4

Play "Poor Pussy."Play "Hot Potato" "LooseCaboose."Play- Write the namesJoin hands in a circle.

;cf.i Players sit in a circle. with a beanbag or ers are in lines of three of the bones onIT is in the center. IT IT says "Meow" to anerf ball. In a circle,holding one another'sjef--\ a paper skele-tries to roll a ball out tt players toss the hot waist If the Loose Ca-4ipi c... player. The player ton. Thenof the circle. Players boose attaches to the 1i pets /Tand says "Poorpotatohand to hand ' label your-use their feet to keep until the music stops. back of a train, the En Pussy!" If the player self with theit in. When the ball The player caughtgine must break away , names of all goes out, get a new glaughs, that playerwith the hot potato and becomestheLoose c...7 your bones. IT. becomes IT. restarts the game. Caboose. zMake your ownHow many differ-Swap internationalLearn to say "HowOn a world map or W world trade fairwithent countries canrecipes or have ado you do ?" or "How globe locate the N pproducts of variousyou represent withtasting party. Rep-are you?" and thecountriesrepre- CI countries. Look atstamps and coins? resent as many re-reply in at least threesented in your pro- qgarment tags, appli- gions and traditionslanguages. gram. Do you have i-4 a4 ances,an foods, shoes, as you can. at least one country 0knicknacks,and on each continent? electronics.

Choose a sport thatFind out where andInvite a team doctorPractice several of Find out about careers is popular at yourwhen your sportor sports medicinethe drills used to de-related to your sport: school, possibly bas-originated. Howspecialist to talk tovelop skills useful in manager,coach,trainer, ketball or soccer.havetherulesyou aboutpreventingyour sport. representative,re Get a schedule ofchanged over time?and treating injuries sportsrts writer or com- games. Is your sport ancommon inyour mentator,gameofficial, g Olympic event? sport. grounds maintenance person, . .. ID2 Use 10 2-liter sodaMake a treasureBring in baby pic-/Tgoes out. A playerArrange 90cooins like bottles as bowlinghunt with clues from tures. Put them on ais selected to leave athis: 0 0 0 pins and a rubbermagazines. Work inposter or bulletinfootprint in a tub of 0 0 0 0 C.7 players: Player 1 re- teams in differentboard. Assign awet sand. IT comes pball for the ball. The m2'oyes as many coins bottles may need torooms'Take turnsnumber to each.back and tries to doing each other's as she likes, but from be partially filled Players list the num-guess whose foot-only 1 row per turn. hunts. Part of the fun She must remove at with water. is watching the otherbers and try to iden- print it is. tify the photos. least1. The winner = team do your hunt. picks up the last coin. Nashville, TN 37204 615-242-8464 © 1995 School-Age NOTES PO Box 40205 SEPTEMBER 1995 Printed on Recycled Paper 5 Washington Notes after-school programs under this prior-age professionals could have used (such ity.Deadline: Oct. 24. as the Family & Community Endeavor by Charles Pekow CNCS has set aside $3 million for the Schools Grant Program and the Ounce O Charles Pekow is editor of "Day Care above two categories. of Prevention Council). The House also USA." This report is written exclu- AmeriCorps Disability Demonstra-approved appropriations bills for the sively for SAN readers. tion Projects:Existing AmeriCorpscoming year without the funding. Three Grant Programs grantees and groups that work with But if you want a grant to keep chil- children with disabilities or providedren away from gangs, crime and drugs, Available technical services to them can apply forthe House is willing to give you a new If you want a grant from the Corp. for a share of the $2 million pot.Deadline:option. It passed an appropriations bill National & Community ServiceOct. 31. covering the Justice Dept. for FY 96 (CNCS), your last chance may have (H.R. 2076) that wouldn't fund the new arrived. Congressional Republicans are crime bill programs for youth activities. But the bill would fund a new trying to close the agency immediately, CNCS still has $5 million to but it still has $5 million to give away $1.95 billion Local Law Enforcement for three grant programs that couldgive away for programs that Block Grant. Some money would land include school-age activities. CNCScould include school-agenear you, as each state and local law plans to award about 20 grants of up toactivities. enforcement agency in the nation would $300,000. get a share, as long as it followed the rules. Top priorities include using school- Under the rules, grant recipients could age youth in community service learn- Grantees must pay at lease 20 percentsupport programs to reduce or prevent ing activities for all the programs. CNCS of program costs with non-federal fundsjuvenile crime. Such activities could wants state and local projects that will or in-kind services. At least 10 percentinclude after-school programs. But in- test new projects' impact on schools, of the match must consist of cash. Theystead of asking Washington or your communities and participants. Ideas:can spend only 5 percent of federal state for a grant, you'd have to find out Link businesses, foundations and gov-funds on administration. the local law enforcement agency in- ernment together; strengthen existing For applications, contact Margaretvolved. Then you'd have to persuade O volunteer programs; use volunteers whoRosenberry, Director of Planning andthe agency how your prgram keeps receive no stipends (unlike mostDevelopment, CNCS, 1201 New Yorkyoungsters off the streets, away from AmeriCorps programs); include vol- Ave. NW, Washington DC 20525, Ph: bad influences, and out of trouble. If unteers with disabilities and create202-606-5000, ext. 154, FAX: 202-you do so, they could give you some intergenerational programs. CNCS is565 -2786. The visually impaired canfederal money. also particularly interested in ruralget applications in an alternate format Your work will be cut out for you as projects. by calling 202-606-5000, ext. 260. 6,0you'd compete against a variety of other The three programs: possible compelling uses of the money, Governor's Innovative Programs: ranging from hiring more beat cops to Your state commission on NationalCrime Bill Funding paying overtime to existing officers, buying law enforcement equipment, Service must apply, though other stateOutlook Changing and local governments can serve as starting domestic violence and sexual partners. The commission must, how- Crime bill money that could haveassault programs, etc. ever, turn the grant money over to otherbenefited school-age programs was Separately, the bill contains $10 mil- eliminated this year. Congress doesn't groups, such as governments, colleges lion for the Part D Youth Gangs pro- and universities, Indian tribes and appear eager to fund the new programs gram for grants to governments and next year either. Butdon 't despair com- nonprofits, to run the program. Your non-profits to keep at-risk youth out of pletely in its place the House hasgangs. governor must sign the application.approved new grant money that can go Deadline: Nov. 7. The Senate may prove even less gen- to school-age programs. The moneyerous. Its Appropriations Subcommit- National Nonprofit Demonstration doesn't have "after-school care" writ-tee on Commerce, Justice, State, and Project: Only nonprofits with nation- ten all over it. But if the legislationthe Judiciary approved a bill with only wide activities can apply. They mustpasses and you know where to go, you$1.7 billion for the State & Local Law represent networks of youth groups ormight get a share of nearly $2 billion. Enforcement Assistance Block Grant. provide technical assistance to them. Congress enacted a rescissions billIt also voted to kill the Ounce of Pre- Programs can operate in up to threefor FY 95 that eliminated virtually all vention Council and all othernew crime sites. CNCS especially wants to fund the federal grant programs that school-bill programs. etik,

. The hot, national topic in the school- Publications on 15 Years.. age field (which hadn't realized yet (Continued from front page) that it was a professional field) reported Early Adolescence Kids, and Cabbage Patch Dolls. Recy- on in that first issue of SAN was the As we reported in the May, 1995cling was also big back then. See page inconsistency with which the IRS was issue of SAN, the Center for Early 4 "Collecting" for activities re- granting non pro fit status to after school Adolescence was to close in June. Whilelated to recycling that came from the programs. By working together the field the Save Our Schools program was 1980 issue but with a 1995 update on solved that problem and went on to taken over by the Department of Pedi-resources. solve many more which SAN has re- atrics at the University of North Caro- In many ways, little has changed about ported on over the years and will con- lina, the many publications and train- how we do programming, especially tinue to report on in the future. coo ing materials of the Center were up for valuing "the process over the product." bid. (See page 4, "Ripple Effect Activi- We have been informed that Searchties.") What has changed is the moreTV. . Institute of Minneapolis, Minn. has specific emphasis (and sometimes dif- (Continued from page 3) acquired the distribution rights to the ficulty) on planning and programming reflect to parents and outsiders when Center's publications, and will be mar- for older school-agers. In 1980 only the TV is going all the time? keting those materials, as well as theirabout 15% of training audiences said - Some programs use a portable TV own on youth issues. they served sixth graders. It was not anbrought in by a staff person as a special Search Institute is a non-profit orga- issue of middle schools taking overtreat, a scheduled weekly event, or on nization dedicated to research, re-sixth grade classrooms from elemen- school closing. sources, and services on positive youthtary schools but rather parents weren't The bottom line is if you have a TV development. According to its presi-sending their eleven-year-olds to child[or movie videos or video games] in dent, Peter Benson, Ph.D. , the Institute'scare. Today, parents have grown toyour program, both children and staff work "involves in-depth research ex-expect to have an adult-supervised pro- will watch it. If you don't have a TV [or ploring the issues and needs of children gram for their "older children." Train- movie videos or video games], then and youth, and the effectiveness ofing audiences today almost unani-you, your staff and the children will programs that address those needs." mously say they serve sixth gradershave to create a more responsive pro- Search Institute also carries a line ofunless their school site doesn't havegram to meet individual needs. videos, books, and other training re- that grade. A final consideration: children have sources which translates their research In 1980 "kids killing kids" was un- TV [movie videos and video games] at findings into practical information forheard of, "McMartin" was not an infa- home (more homes have TVs than in- educators, parents, youth leaders, con-mous name in child care, the Wellesleydoor plumbing!), while they don't have gregations, and others who care aboutSACC Project was one -year old andaccess to the facilities, staff expertise, the well-being of young people. the birth of the National School-Ageand playmates of the extended day pro- Benson is dedicated to promoting theCare Alliance was seven years away. gram. coo ideas and issues begun by the Center 1 for Early Adolescence. "Our goal is to continue to enhance the Center's leadership role in address- SENDTO: P.O. Box 40205 Nashville, TN 37204 615-242-8464 ing the needs of young adolescents," he said. "We will continue to rely on Peter Yes, sign me up for: New Subscription 1:11 Renewal Scales, Jim Conway, and other former (check mailing label for expiration datemonth/year) staff members from the Center to pro- 1 year $22.95 Canada $25.95 U.S. Funds Foreign $27.95 U.S. Funds vide expertise and training based on the Center's work." For more information on Search In- Name stitute, call 800-888-7828, or write Search Institute, 700 South Third St., Program Name Suite 210, Minneapolis, MN 55414. coo Address SAN Anniversary Memory: The first issue of SAN went out to 200 paid subscribers. Today, SAN has over 5,500 paid City / State / Zip subscribers with an estimated readership of 15,000. L 0 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 SEPTEMBER 1995 7 ePrinted on Recycled Paper FIRST CLASS U.S.Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 September 1995 ADDRESS CORRECTION REQUESTED FIRST CLASS SAC CONFERENCES

ILLINOIS September 30, 1995 4th Annual Fall SAC Conference, Effingham Contact: Vera Durbin, 618-283-1104 or Kevin Johnson, 217-244-8959

COLORADO Oct. 5-7, 1995 CAQSAP 2nd Conference on Older Children, Keystone Resort Contact: Sandy Whittall, 303-321-4722

KENTUCKY Oct. 6-7,1995 KECA Annual Conference, Owensboro, School- Age Track, Contact: Terry Green, 502-831-5153

OHIO Oct. 8-10, 1995 OH Early Childhood & S-A Conference, Columbus, Contact: 614-262-4545

NSACA '96 April 25-27, 1996 8th Annual National Conference, St. Louis MO Contact: Bonnie Vento, 314-225-4494

DO WE HAVE YOUR SAC CONFERENCE DATES? RESOURCES

New Title on $15.95. There are no shipping and handling charges for prepaid orders or creditAdministration Youth Violence card orders. It can be ordered from Two books helpful with the business end of running a program are: Dealing with Y outh Violence: WhatNational Educational Service, 812 -336- Schools and Communities Need to 7700. coo Profitable Child Care: How to Start Know is available from the National & Run a Successful Business by Nan Educational Service.We received the Lee Howkins. Shows how a child care following information about this book, Fink & Discipline center can be run profitably and still but have not reviewed it. Hot off the presses! School-Ageprovide an important community ser- The book is a compilation of articles NOTES has a new publication Dalevice. 261 pages. Order from Facts on and ideas from more than 30 national Fink's Discipline in School-Age Care:File, Customer Service, 460 Park Av- leaders, practitioners, professors and Control the Climate, Not the Chil- enue, S., New York, NY 10016, or call parents. It "expose[s] many of the root dren. This little book offers right-on- 800-322-8755. Fax orders to 800 -678- causes of youth aggression and vio- target advice on how to change the3633. $24.95 plus $2.50 S/H. lence, and propose[s] strategies forprogram environment to improve reaching hostile youth." It includes 19 children's behavior, instead of blaming101 Ways to BuildEnrollmentinY our articles on topics such as "Disarming or punishing the children. Fink basesEarly Childhood Program by Ellen Our Children: What Every Parent Can his discipline theories on the "Six Key Montanari. 162 pages. Specific, prac- and Should Do," "Students as Conflict Elements of a School-Age Care Pro-tical tips on how to attract more fami- Resolvers in School," "Family Vio- gram." See page 3 for more about thislies to your center, without spending a lence and the Schools," "School Vio- new book. 48 pages. Order now fromlot of money. Available from CPG lence: Preparing the Pre-Service Teach- School-Age Notes, P.O. Box 40205, ers" and "What We Can Do About Publishing Co., P.O. Box 50062, Phoe- Nashville TN 37204. $5.95 ($4.95 fornix, AZ 85076. Phone: 800-578-5549. Gangs." subscribers) plus $2.50 S/H. coo The book is 112 pages and costs The cost is $12.95 and $2.75 S/H. eft. Volume XVI #2 The Newsletter for School-Age Care Professionals October 1995

ISSNO278-3126 © 1995 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Field Since 1980 When to Talk to Parents INSIDE Letters p. 2 School-age staff know the value of aa "time out" for hitting. good relationship with the parents of Opinions on the value of "time out" More on Parents p. 3 children in their program. The parents aside, should staff tell Joey's mom when have entrusted you with the care ofshe picks him up that he hit Johnny? Fall Mosaics p. 4 their children for a part of the day andNO: Lawyer-Tarr states that since the you want to maintain that trust. Yet,incident was handled satisfactorily and Washington Notes...p. 6 staff also seeks to develop a trustingis over, there is no reason to tell Joey's relationship with the children onemother. Her knowledge of the incident Custodians P. 7 which enhances a child's self-esteemadds nothing to the resolution and un- and will lead to honest, open communi-dermines Joey's ability to resolve the cations. In such a relationship, childrenproblem himself. "Hey, You in the trust that their words and actions whichScenario #2: Larry attends a school forRed Shirt!" occur at the program stay therethatchildren with emotional problems. parents don't have to know everything.When he arrives at the after school program, he tears up a door decora- SAN' s editor, Rich Scofield, has re- tion. Staff talk with him and he repairsturned to being a caregiver two after- At what point do programthe decoration, but he appears verynoons a week in a SAC program. The staff inform parents aboutfrustrated. following is his first few days experiences. their child's behavior? Does staff tell Larry's parents? YES: Even though the incident was They've placed me in thelowerschool resolved with Larry repairing the deco-program. That's 130 kindergarten Caregivers like to think they have theration, his parents need to know whatthrough fourth graders with enrollment resources at hand to resolve behavior happened. Staff should emphasize thatdipping down on some days to 80. (The problems "in-house" and that tellingthe parents are not being told becausemiddle school 5th-8th has 140 enrolled parents of a problem incident with their for a total program enrollment of 270.) they are expected to do anything about child is unnecessary and potentially It all varies according to who has after it but rather that staff realizes they destructive to the caregiver's relation-need to know how Larry is acting outschool drama, music, dance lessons ship with the child. So at what point dohis frustrations. and which days which children are at- program staff inform parents about theirScenario #3: Third graders Jenny andtending. Fairly overwhelming to figure child's behavior? When is it necessaryJoey have been kissing and passingout for a new caregiver, but I'm as- for the child's (and parents') well-be- "dirty word" notes to each other for the signed my own niche which makes it ing, and when is it "tattling?" past month. Both children have been ineasier. In her training manual, School-Age the program for more than 2 years, and Like riding a bike, some tricks of the Child Care Professional Training, Sue have never exhibited this type of behav-trade are always there as automatic Lawyer-Tarr looks at several scenarios ior. Staff have talked with the childrenresponses. On the job the second day involving behavior problems and of- about the behavior everytime they see itand knowing only some of the children's fers reasons why staff should or shouldoccur. The children seem to under-names, I have no hesitancy to yell 200 not inform the parents of the incident. stand it is inappropriate, but continuefeet across the playground "Hey! You Scenario #1: Joey and Johnny are two in the red shirt!"at the child climbing the behavior. eight-year-olds who have been playing Should their parents be told? precariously on top of the railing. With together. Joey hits Johnny over the This is an unqualified YES. Anytime exaggerated head movement from left head with a stick because he won't give children's behavior alters significantlyto right signifying "No" and my hand a toy back. Johnny is mad, but not hurt. motioning down, the child climbs down! in a short period of time and they seem Staff help the boys determine what they Ah, classic playground management. incapable of changing the behavioreven can do the next time, and Joey is given (Continued on page 7) (Continued on page 2)

11 1 Dear Rich, 'Hey You!'... Being part-week like many other part- I have just finished reading your "To time caregivers adds to the burden of (Continued from front page) Be a Caregiver, Again!" article and I Other things did not go so well in learning names. However, it may be O wanted to affirm your perspective andfact it was a little like Arnoldone of the best child management tech- integrity in making the choice to re-Schwarzenegger's first day of schoolniques for new caregivers. Learning enter the "adventure." In your positionin the movie "Kindergarten Cop." I had names and using them when communi- of SAC leadership, it is so critical thatbeen assigned to go upstairs to get thecating with children is also a great way credibility remain intact. There can be2nd graders, taking roll first and thento show your genuine interest in them no question as to your competencies in leading them down to the program. All as individuals beyond the person in the theory and your conunitment to profes-to be done quietly since other classes"red shirt." ft sional growth and development. Yourwere still in session. Well, there were endeavors have motivated, inspired and two of us new caregivers and we man- supported thousands of us to reflect aged to completely lose control over 16 "Poor Pussy" and respond to community need withsecond graders. respect and relevance. I applaud your It was their second day of school but Poor Choice decision and admire your dedication to most of the second graders had already The October Curriculum Corner in the field and, more importantly, to chil- been in the school-age program for two the September 1995 issue of School- dren. years and knew the routine. They wereAge NOTES contained the group game ready to go downstairs to the after school "Poor Pussy" which is a giggle game Dahna Willis program whether these two new peoplefor younger school-agers. In today's YWCA, Clayton, MO were ready or not. We were trying toworld, even with young children, quietly call the roll in the hall and figure "pussy" for pussy cats is something out why we had one extra child whenmany school-agers might snicker about Dear Rich, suddenly off they went. Not being ablefor its slang meaning. We suggest us- Congratulations on 15 wonderfulto yell "Hey you in the blue, green,ing the word "kitty" or "kitty cat." Our thanks to Bonnie Johnson, former years! I was so thrilled to read aboutbrown and white shirts," we justlooked your new adventure as a school-age editor of SAN, for pointing this out. As at each other, threw up our hands and O caregiver. How fortunate you are to be editor I should have picked this up. followed them downstairs. Needless to able to give yourself this wonderful Substituting the word "kitty," the ac- say they were not models of how totivity would read: gift. "walk" in the halls. I look forward to your articles "Rich Play "Poor Kitty." Players sit in a circle. IT As a new caregiver it was obvious says "Meow" to a player. The player petsIT Experiences"and know that the kidsthat learning names was important. you work with will get almost as much and says "Poor Kitty!" If the player laughs, "Hey you," only goes so far in commu- that player becomes IT. out of it as you do. Keep up the wonder- nicating with kids. In particular, this ful work. program uses walkie talkies when par- Rich Scofield ents arrive to locate which area theirEditor /Publisher Mary Ellen Savarese child is in. It is a lot easier to look Kensington, MD around fora child who you can connect Mary Ellen was the creator of the sum- a name to a face then to keep yelling out NOTES mer THEME chart that Rich Scofield has names and tapping children's shoul- distributed in workshops for over 13 years. ders to see if they heard you. I quickly Subscriptions: $22.95/12 issues learned to continuously check if I could Send To: School-Age NOTES P.O. Box 40205 Something to think about... name all the kids that were in my area. Nashville, TN 37204 "It is who we are more than what weThose I didn't know or had forgotten I asked, saying that I wanted to make 615-242-8464 say that builds character in children. 615-242-8260 (FAX) [They] learn from what they observesure I knew their name so I didn't miss Office: 2608 Grissom Dr. and experience in the environment; theythem when their parent's arrival was Nashville, TN 37204 develop the values that you model. Theannounced. This seemed to be a rea- younger the [child] the stronger thesonable request to them. After all, their Editor/Publisher:Richard T. Scofield Assistant Editor: impact of models on development." names are very important to them and Joyce Maneck (Source: Character Education in they don't understand how you can Office Manager: Mary-Helen Marigza America's Schoolsby Akin, Dunne, forget them. Published Monthly in Nashville, Tennessee Palomares & Schilling)

2 OCTOBER 1995 © 1995 School-Age No rES PO Box 40205Nashville, TN 37204 615-242-8464 e Printed on Recycled Paper 2 CONFLICT RESOLUTION How to Talk with that you think requires action of somepossible so the child will recognize his kind. This would include unusuallyor her accountability for correcting his Parents About passive or withdrawn behavior as well actions and will not think we are 'tat- as destructive, aggressive or verballytling' or 'talking behind his back.' At Behavior Problemsabusive behavior." the conference, requesting the child Reporting problem incidents to par- Sisson stresses the importance of howfirst share with his or her parents why ents requires tact, sensitivity, and ob-to describe a problem incident in awe are having the conference is an jectivity. In his book, Discipline in report: effective tool for focusing accountabil- School-Age Care, Dale Fink says, "Par- 1) Be objective: Describe what actu-ity for action and solutions with the ents may sometimes seem difficult toally happened. Do not attribute mo-child." speak with and defensive particu-tives or use value-laden terms. (e.g.- larly if, in the past, teachers have madewrite "He turned around and screamed them feel their children's behavior was at me 'You suck!' as he ran out of the"[By] includ[ing] the child a reflection of their own character orroom," rather than "He was very angry in the conference... the child lack of parenting ability. Part of yourand disrespectful.") will not think we are job is to put parents at ease and assure2) Be clear: Use vivid language to them that you are not blaming them foraccurately describe behavior and the'tattling' or 'talking behind their children's behavior problems." order of events. (Instead of writinghis back." "Marcia was fighting with Sandra on Sue Lawyer-Tarr the playground." write "While Marcia "Part of your job is to put was standing at the top of the slide, she Dale Fink adds that"a cardinal rule in parents at ease and assuredropped a pail on the head of a childsuch a conference is to always begin by them you are not blamingwho was standing below her. When shereporting on the positive points of them for their children'scame down the slide, the other childchildren's participation." Another of grabbed her by the feet and dragged herFink's 'cardinal rules' is to "not make behavior problems." through the gravel.") vague comments about 'poor behav- Dale Fink3) Be accurate: If you didn't see ex-ior' or 'lack of cooperation.' Be pre- actly what happened, don't fake it. As-pared with specific illustrations of the No matter how serious the incident orcertain as well as you can what hap-misbehavior that concerns you. Avoid how angry the caregiver, the problempened, but be clear about what youclinical terms or labels such as 'aggres- must be presented to the parents calmlyactually observed, as opposed to whatsive' or 'disturbed' or hyperactive' and and rationally, with objective observa-you were told. stick with the facts as you have ob- tions about the incident instead of what4) Save your opinions for the appro- served them." may be perceived as value judgmentspriate place: You may express your Finally, confidentiality must abso- about the child or parents. Sue Lawyer-opinion, but do so under "comments,"lutely be maintained. When reporting Tarr, in School-Age Child Care Profes-not when you are describing the actual an incident to a parent, whether it is sional Training, stresses the impor- incident. when they pick the child up that after- tance of having the child explain to the Sisson also suggests keeping the child noon or at a scheduled conference, the parents what happened before staffinformed of when an incident is beingconversation should be private, with states their 'side.' "By allowing the reported to the parents: "Explain to the only the parents and the child hearing child to talk first, you gain valuablechild that you are writing the report and the report. Nothing should ever be said insight into what is being perceived by will give it to his or her parents. Read itin front of other children or parents, this child. When staff speaks first, the to the child and ask him or her if that isunless they are directly involved in the child could be put in the position ofwhat happened. (Write on the reportincident. coo reacting and trying to prove staffthat you've read it to the child and add All three of the sources quoted in this wrong." whether the child agrees or disagreesarticle are available from School-Age Linda Sisson, in Kids Club: A School- with your account of the events.)" NOTES. If you have not received your Age Program Guide for Directors, rec- Sometimes behavior problems arefree 1996 catalog , call 615-242-8464. ommends creating incident reports,serious enough to merit a scheduled which can be given to parents and aconference with parents. Lawyer-Tarr copy kept in the child's file. According again advises involving the child in the to Sisson, the incident report"is used toconference. "Include the child in the describe to the parent unusual behaviorconference whenever appropriately Nashville, TN 37204 615-242-8464 @ 1995 School-Age NOTES PO Box 40205 OCTOBER 1995 3 e Printed on Recycled Payer 13 NOVEMBER ACTIVITIES Paper Snakes Bird Feeders Decorative This snake is easy to make all youWhat's needed: need is an old newspaper and a pair of tissue paper roll or pine cone, yarn orLanterns scissors. string, bird seed, peanut butter, holeMaterials needed: Unfold your page of newspaper andpuncher, cookie sheet or aluminum foil wallpaper, construction paper, or any cut two strips of paper just alike from lightweight paper, glue, scissors, paints the longest edge. Now taper the ends ofWhat to do: and brushes, crayons, staples the strips so the snake will have a tail. 1. Punch 2 holes in side of roll, 1/2" Younger children will want to use afrom the top edge What to do: wider strip, which will make a shorter 2. Spread a thin layer of bird seed Fold paper lengthwise (9" x 12") snake, but it will be easier to complete.onto cookie sheet or foil. Make cuts along folded edges, leav- The older children will want to make a 3. Smear thin layer of peanut buttering 1-11/2" margin on both sides longer, thinner model. over the outside of the roll or cone, then Glue or staple edges together To fold the snake, start at the wideroll in bird seed. - Open paper into diamond shape ends of the strips. Hold the strips at 4. Attach yam to bird feeder to make Glue 1" wide strip paper to top for right angles to each other and lap the a hanger. eRo hanger end of one strip over the other. Fold the (from From Kids with Love) Experiment with other lantern de- strip on the bottom up and over the top signs. coo strip. Continue folding the bottom strip over the top in the same manner until all the paper has been folded (strips will alternate being on bottom). Now stretch the snake out gently. Make his face and Dot Day decorate him as you like. cf-4o Using magnifying glasses, have kids examine comic strips, magazine photos, even the TV screen. They shouldRecycle Comic be able to see how the pictures are made up of many dots: small round circlesCorrection which blend together to make pictures In our September issue we gave an of people, animals, objects. Have avail- address and phone number for Reynolds able paper and pencils (regular andAluminum where requests for the free colored) forkids to create their own dotcomic book Michael Recycle could be pictures. dile sent. The emphasis was on having the (According to Amazing Days, Frenchchildren in the program send requests for the comic book to the P.O. box we listed, artist George Seurat "used tiny dots ofand teachers and administrators could Mosaics color to make large, brilliant pictures. ") call the toll free number. While Reynolds Aluminum is delighted with the number Materials Needed: Starched String of requests they have been receiving, Indian corn, pumpkin seeds, squash Materials: they did inform us that the toll free num- seeds, acorn tops, glue ber is incorrect - and the office to which string, yam, flour, water, small con-the number is connected is not equipped What to do: tainers, wax paper, tissue paper. to handle the phone call requests. They Some children might like to draw have asked us to inform staff persons and their designs on paper first. Glue corn,What to do: directors who may be calling to ask for seeds, acorn tops to paper or other firm Mix flour and water to make a thick, bulk quantities of the comic book, to material. d creamy paste instead also send that request in writing - Cut string of different lengths to Reynolds Aluminum Recycling Com- Dip and cover one piece of stringpany, P.O. Box 27003, Richmond VA with paste 23261. efla - Arrange pasted string on wax paper to create a design. Dip and add more36 Activity Ideas string until a sculpture has been made.The minimum number of Activity Dry overnight. dib Ideas in this issue is 36. 4 OcroaEa 1995 CD 1995 School-Age NO.i PO Box 40205Nashville, TN 37204 615-242-8464 ej Printed on Recycled Paper NOVEMBER CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday With a warm iron,Make walnut shell Make seed mosaics.Cut 2" lengths of press colored leavesturtles, acorn dolls Or try weaving withpaper towel or toi- between sheets ofor tea sets, pine pine needles or make let tissue rolls to waxed paper. It helpscone turkeys or pine needle placemats. decorate as napkin hold the colors. sweetgum ball crit- rings. ters.

The National PTAAmerican Educa-In preparation forCheck local librariesFor National Chem- observes Novembertion Week pro-World AIDS Day,and book stores foristry Week, read and as "Child Safety andmotes support forcollect stories aboutNational Children'sprepare to drama- Protection Month."publicschools.persons you know orBook Week activi-tize the story of Make up and illus-Plan how to showknow about who ties, or plan your own. Marie Curie. trate a list of precau-appreciation forhad/have AIDS. tions to prevent ac-teachers. cidents.

Leftover pieces of Collect old T-shirts orSave old socks andTell a story with aMake bean bags in new fabric used to becotton-blend clothingmittens for sockpuppet glove. Glue interesting shapes, or stitched together insuitable for tearingdolls or sock pup-a felt circle to theuse the end of an old patterns to make ainto strips for braid-pets. Yarn, buttonsend of each glove sock. quilt top. Use theing. Try making aand markers willfinger. Use them to same technique tobraided rug by coilinghelp too. create your cast of the braids and sewing characters. make a pillow coverthem together. or placemat.

See how many win-Build a snowman.Make a giant cornu-Make up a storyEach winter the Sioux ter words you canRushing the season?copia of chickenabout a turkey. Il- tribe used to do awin- think of, or competeTake turns drawingwire and papierlustrateit.Share ter count,recording in two teams fall/a snowman by lay-mache. Fill it withyour stories withevents of the previous winter vs. spring/ing the paper on acanned goods for theeach other. year in pictures. Draw summer. table and reachingfood bank. a picture of something behind your back. nice that happened to you since last winter.

Make your ownMake and exchangeOn Nov. 5, 1924, theTry making the pa- During October a set checkerboard andpogs. first book of cross-per snake shown onof stamps featuring checkers and play word puzzles waspage 4. cartoons was issued the game with a sold. Try inventing by the post office. friend. your own puzzle re- Most of those car- lated to November toons no longer run. events. Invent a new cartoon strip.

November is Na-Contact a local mu-Listen to real NativeNovember is Cre-Nov. 11 Share tional American In-seum or NativeAmerican music onativeChildandthe meaning of dian Heritage Month. American Indiantape. Many NativeAdult Month. CanVeteran's Day to In your area, what ac- Association for re-American dances,parents or familiesdifferent families. complishments dosources and morelike other ethnicoffer suggestions for O information on lo- Native Americanscal observancesdances, are just forcreative activities or take pride in? and exhibits. fun. Try one, orresource persons? move to the music.

CI 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 e Printed on Recycled Paper OCTOBER 1995 5 15 Washington Notes Social Services Block Grant funding They are seeking participants of the from $2.8 billion to $2.52 billion. But"Advanced Seminar in Child Care Ad- by Charles Pekow both bills would fund CCDBG at $934.6ministration" alumni, instructors, and O Charles Pekow is the editor of "Daymillion, WACC at $734 million, TCC participants. The Advanced Seminar Care U.S.A." This report is writtenat $220 million and At-Risk care atSeries has had a week long school-age exclusively for SAN readers. $300 million. Both bills would elimi-child care course since 1987. As a trib- nate the Dependent Care Block Grant.ute to the organizer, Gwen Morgan, Both houses have also passed sepa- they are seeking postcards or short notes Reform Bills Would Cut rate appropriations bills that would kill summing up participants experiences Subsidies the Corp. for National & Communityfor a scrapbook to be given to Gwen. A Welfare reform is likely to make theService. President Clinton, however,scholarship fund in Gwen Morgan's process of getting federal subsidieshas threatened to veto any bill thatname is also being set up. For more much simpler. But it is also likely to cutdoesn't fund the agency. information contact: (617) 734-5200 the amount of funds available for The houses also must go to confer- Ext. 211 school-age care. The House and Senateence on a bill funding the Dept. of have each passed bills to overhaul the Justice. Both versions would knock outTA Event at NAEYC nation's welfare system, called the Fam- all the crime bill money and create a The Center for Career Development ily Self-Sufficiency Act of 1995 (H.R.Local Law Enforcement Block Grant,in Early Care and Education at 4). Each version would combine fivewhich local governments could use toWheelock College and the Families programs that subsidize school-age caresupport school-age activities (SAN,and Work Institute in New York are into one (the Child Care & Develop-September 1995). The House would sponsoring an afternoon preconference ment Block Grant (CCDBG), Workprovide $1.95 billion, the Senate onlysession at NAEYC Wednesday, No- Activities Child Care (WACC), At-$1.7 billion. And the Senate added $2vember 29, 2-5 p.m. titled "How Dif- Risk Child Care, Transitional Childmillion for the Ounce of Preventionferent Approaches to Technical Assis- Care (TCC) and the Dependent CareCouncil, which could support grantstance Can Facilitate Change Efforts in Block Grant (DCBG)). for school-age activities. State and Community Early Childhood But while replacing five sets of rules Meanwhile, the government is run- Initiatives." This is an opportunity to and paperwork with one, each bill couldning under a continuing resolution,learn from others what works and what also cut funding. Funding for the fivewhich pretty much means business asdoesn't in the field of TA (technical programs comes to $2.1 billion$2.2usual until November 13, unless regu- assistance). 63k, billion per year. The House version la r appropri ations laws get enacted first. would cap funding at $2.1 billion whileAll programs funded last year continue the Senate would provide only $1.6to exist, even if both Houses voted to Custodians... billion. And unlike current law, thekill them. CNCS is going on as usual, (Continued from page 7) legislation wouldn't mandate that fami-still spending FY 95 money. Theoreti- the school office or personnel files (if lies be given child care. Nor would it cally, the resolution would allow about your employee) when the custodian's mandate that Congress provide fund-$1 million for DCBG. But the Admin- birthday is. Have the children give a ing every year for welfare-related care,istration for Children and Families says party but they clean up afterwards! as is currently the case. it doesn't plan to spend the money, Remember the custodian with cards House-Senate conferees must meetsince its budget doesn't call for it.coo and/or gifts on holidays the program to iron out differences. The Senate bill, or school celebrates. Teach the chil- but not the House's, for instance, sets dren to tell the custodian "Thank you" aside $150 million a year for quality on a regular basis, especially if he is improvement and supply activities. Spent a Summer responding to an immediate cleanup Meanwhile, Congress still hasn't re- need. (90 solved funding issues for FY 96, whichWeek in Boston? began October 1. The Senate has not Wheelock College in Boston is "Cel- Did You Know... yet passed an appropriations bill cover- ebrating Two Decades of Training Early that the YMCA is the largest provider of ing the Department of Health & Human Childhood Leaders 1975-1995" and school-age care in the U.S? School-age Services, as Democrats, unsatisfied with will have a birthday celebration at thecare programs exist in more than 7,000 funding levels, threatened a filibusterNAEYC Conference in D.C. onsites, serving more than 250,000 children. of an Appropriations Committee-passed Wednesday November 29, 1995 7:30- measure. The Senate bill would cut (Source: Child Care InformationExchange, 9:30 in East Salon, Renaissance Hotel. Sept./Oct. 1995) 6 OCTOBER 1995 10 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 63 Printed on Recycled Paper IR ADMINISTRATIVE N Parents Fink says, "Demonstrate an ongoing What does he do when a toilet or sink is interest in getting to know parents and leaking? (Continued from front page) how they are doing in their home lives Try to make the custodian's job easier. though they know it is inappropriate, is and work lives. Do not give the impres-What kinds of clean-up can you in- indicative of a serious problem. In this sion that your interest is confined onlyvolve the children in that will create case, parents and staff should be alerted to the times when their children exhibitless work for him? to the possibility of questions children behavior problems." have about sex, too much exposure to In a recent article in Child Care In- Some behaviors are indicative of a sexual situations, either through ob- formation Exchange (Sept./Oct. 1995), more deep-seated problem. Besidescustodians from various child care pro- serving parents or sexually-explicit vid- simply reporting the incident, staff can eos, or much worse, that one or both grams offered some tips which help offer parents resources to investigatethem do their jobs better. They re- children have been sexually abused. for more professional helps quested that staff and children in pro- (See related article on page 3.) grams: "Demonstrate an ongoing Pick up after themselves interest in getting to know Put things back where they belong Clean up paint stains parents and how they areAppreciation for Try not to make black marks on doing in their home lives the floors and work lives." -Dale Finkthe Custodian Take things out of cubbies It's easy to overlook the contribu- Keep sand outside tions made to a school-age program by Scenario #4: Janie forgets to clean up the person responsible for cleaning up For smaller programs who do not her mess in the crafts room. Staff has her come back to clean it up. Janiethe program site or who makes neces-employ custodians, and have to clean sulks and claims that "It's not fair!" sary and numerous repairs. The custo-up themselves, the following may be dian is oftentimes unseen, doing mostuseful: although she does clean up the mess. of his or her work in the evenings after One part wax to three parts clean Do staff tell Janie's parents about her children and staff have gone home. Butwater makes an effective floor cleaner whining and not wanting to clean up? for those sites located in a school build- "Goo Gone" is a cleaning product NO: Janie accomplished the task, which ing, the custodian is a valuable link was to clean up her mess. Focus more which removes gum, scuff marks, between the before and after school crayon and tar on what the child does, and less on what program and the school's administra- Keep bathrooms and garbage cans is said. tion. smelling fresh (it's easieron everyone's Good sense says that the occasional Although an employee of the schoolnoses!) minor skirmishes children get into ev- system, the school custodian is prob- eryday, regardless of where they are, Finally, don't forget to show appre- do not merit reporting to the parents. ably the only person who is going to beciation for the custodians who keep at the school as early as you are or stay However, prolonged and repeated beyour program site clean. Find out from as late as you do. Principals and teach- (Continued on page 6) haviors which are disruptive to the pro- ers, even cafeteria workers, have long gram, violent acts, withdrawal and ex- since departed when an emergency pressions of anxiety and fear previ- arises. Who do you call? The custodian ously not exhibited and flagrant disre- is an important ally and a key relation- Conferences... gard of stated rules and policies should ship that merits careful attention. (Continued from page 8) be brought to the parents' attention. In his book, Discipline in School-Age Custodians can offer many resources ONTARIO Nov. 16-18, 1995 besides just being called on to clean up Ontario SACA, Kingston Care, Dale Fink suggests making sure Contact: Wendy Mitchell 613-544-5400 ext. 1133 parents have a copy of the programa mess. Ask the custodian to take the children on a tour of the "inner work- BRITISH COLUMBIA Nov. 17-18, 1995 New rules which they can go over with the Listing SACCA of B.C. 2nd Annual SA Confer- ings" of the school. Where are the heat- children at home. He also says that by ence, Vancouver, Contact: Carol Anderson, 604- ing and cooling elements? What kinds 739 -3099 asking parents to keep staff informed of of "treasures" are stored in the base- INSACA '96 April 25-27, 1996 changes in the children's lives such as ment? 8th Annual National Conference, St. Louis MO a move to a new house many unchar- Contact: Bonnie Vento, 314-225-4494 Ask him to show the children his acteristic behaviors are better under- tools. How does he fix a radiator so the DO WE HAVE YOUR stood. school will stay warm in the winter? SAC CONFERENCE DATES? © 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ePrinted on Recycled Paper OCTOBER 1995 7 FIRST CLASS NOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 October 1995

ADDRESS CORRECTION REQUESTED FIRST CLASS

SAC CONFERENCES

NEW JERSEY Oct. 20-21, 1995 NJSACCC Coalition Conference, Forrestal Village Contact: Dennis Groomes, 609-582-8282

VIRGINIA Oct. 20-21, 1995 New Listing VSACC 2nd Annual Conference, Richmond Contact: Elizabeth Moreau, 804-358-6153

MICHIGAN October 24, 1995 MI SACC Conference, Detroit Contact: Barbara Papania, 313-467-1574

ALASKA Oct. 26-28, 1995 AEYC, Anchorage Contact: C&C Services, 907-696-5884

NEW MEXICO Oct. 28, 1995 NMSACA Alliance Annual Conference, Albuquer- que Contact: Mike Ashcraft, 505-292-2298

INDIANANov. 10-11, 1995 AYS Child Services SACC Leadership Conference, Indianapolis, Jim 'Merrell Contact: Kathy Wilsong, 317-920-3781 (Continued on page 7) RESOURCES

LEGO® Training Free Contests Other Catalogs Guide Tricycle Press also carries a full Available line of colorful and educational post- LEGO Dacta, the educational divi- Need an exciting and unique group ers, including food posters, space and sion of The LEGO Group, offers freeproject for your program? How about the zodiac, dinosaurs, and others. Call in-service training to demonstrate howentering a contest? Tricycle Press, intheir order department to request their to use LEGO® bricks in ways to exciteconjunction with their new book All the complete poster catalog. the imaginations of children. Best Contests for Kids #5, by Joan and School-age programs are included in Craig Bergstrom, also offers a free guide the groups the Dacta people are willingon how and why to enter contests withOther "must have" to provide staff development work-your group. catalogs: shops for when their materials are in- To order the guide (available in Janu- These companies offer a full range volved. The group also has age-appro-ary) send a 9x12" SASE with two first of books and other resources which priate construction activities to fit inclass stamps to: Best Contests Guide, enhance any school-age program's li- c/o Tricycle Press, P.O. Box 7123, Ber- with curriculum development and have brary. Call and request their catalogs already developed curriculum matri-keley, CA 94707. Ask for ISB Nr2#1- today: ces showing how LEGO DACTA® sets883672-35-X. All the Best Contests for Kids #5 is can be used to implement curriculum Gryphon House: 800-638-0928 models such as The Creative Curricu-the 1996-7 version of a book the Bergstroms first published in 1990. It lum, High/Scope, National HeadStart Redleaf Press: 800-423-8309 Standards and NCTM Mathematics will be available from Tricycle Press in December. 288 pages. $8.95 ($12.75 Standards. National Association for the Canadian). ISBN #1-883672-29-5. Call For a catalog and more information, Education of Young Children: call 800-527-8339. goo 800-841-2665 to order. cw 800-424-2460 Volume XVI #3 The Newsletter for School-Age Care Professionals November 1995

ISSNO278-3126 © 1995 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Field Since 1980 NSACA Launches INSIDE Accreditation Pilot Colo. Conference p. 3 Holiday Activities.... p.4 Culmination of $1.6 NM, TX, GA, CO, KY, MD, NC, NJ, Million Investment IL, MA. Some sites will be on Army Coordination Grants.. p.6 and Air Force military bases. The Dewitt Wallace-Reader's Digest Business $ for SAC.. . p.7 Fund has awarded the National School- Age Care Alliance (NSACA), in col-What If You Want To Be .... p.7 laboration with the Wellesley School-Accredited? National Models Age Child Care Project, a grant of If your program is interested in $100,000 over a three-year period toschool-age accreditation, you will have develop and implement a national ac-to wait for completion of the pilot phase. Solving Conflicts creditation system for school-age childDuring that time the pilot standards and care programs. (See the two articles onthe accreditation process will be tested. through Entering page 7 for more about funding for thisThe pilot standards will be available forthe Child's World purchase and comment in January and, project.) This system, called the Na- SAN' s editor Rich Scofield, has re- tional Program Improvement and Ac-of course, ASQ has been available from turned to being a caregiver two after- creditation System (NIAS)will improvethe Wellesley SACC Project (617 -283- noons a week in a SAC program. The the quality in three ways, one of which2547) for those interested in a self- following are some of his observations. will be granting accreditation. The otherstudy program. two ways of improving programs are Well, we've finally gotten past the I- by setting professional standards andOfficial Title comments of "Who's that old man on 0 supporting program improvement with The following title description is from the playground?" Now, I am "Rich," ongoing technical assistance. It is thisthe official pilot standards: someone the kids can come to when O last part which builds in support for "The National School-Age Care Al-there are problems. improvement that makes this systemliance Pilot Standards for Quality much more comprehensive than just anSchool-Age Child Care developed by accreditation system. the National School-Age Care Alli-If I had been closer... [the O The $100,000 grant received byance and the School-Age Child Care NSACA is just part of the funding thatProject at the Wellesley College Center kids] would have tried to has led to the launching of a pilot ac-for Research on Women for the Pilotbring in "the adult" to creditation system. The National Pro-Phase of the National Program Im- intervene... gram Improvement and Accreditationprovement and Accreditation System System is based on ASQ (Assessing(NIAS) with the support of the DeWitt School-Age Child Care Quality), a self-Wallace-Reader's Digest Fund, the It becomes clear that there are both study process developed by SusanAmerican Business Collaboration fordifferent awareness levels and differ- O'Connor of the Wellesley SACC Quality Dependent Care, the U.S. Army, ent skill levels of how we interact with >0 Project. The SACC Project began work-the U.S. Air Force and the National children and how we help children with ing on ASQ in 1990, since then a total Association of Child Care Resource their conflicts. Two incidents reminded of $1,640,000, including the recentand Referral Agencies. Based on theme of the need for staff to be able to $100,000 to NSACA, has been awarded ASQ (Assessing School-Age Child differentiate appropriate times to inter- toward work on developing, rewriting, Care Quality) Program Observation In- vene and to utilize multidimensional and site testing of ASQ and now devel- strument and Questions for the Direc- skills when they do intervene. opment and testing of standards for the tor by Susan O'Connor, Thelma Harms, One of the great balancing acts that accreditation system. Debby Cryer and Kathryn A. Wheelerimprove with skills and experience is if There are over 70 pilot sites of NIAScopyrighted by the National School- in the following states: WA, CA, AZ,Age Care Alliance 1995." k (Continued on page 3) ir9 to see an open parking space right in discretionary time a time which repre- front of the school. I parked the van and sents opportunities for exploration and then realized, as I was boxed in bygrowth. Collaboration companies will other vehicles, the reason why the spotsupport a study of what works best for was vacant. Disgusting, black, oily sew- this age group. age was puddling in front of the school Based on the research results, partici- where I had parked. I intended to help pating Collaboration companies will de- each child into the van and avoid the velop, test and provide technical support mess, but they just jumped in over thefor three pilot programs next summer. puddle. As we waited for the last youth, Additional pilot programs will be tested I saw him running towards me, full in 1997. speed. He stopped short at the curb, The other two national Championship Model Programs are: looked down and said, "Oh, a crushed Backup Care.A series of backup Keynote speaker James Conway regales therainbow," and then jumped into the and elder care programs will be devel- audience with stories about his experiences van. We had both looked at the same working with 9 to 15-year-olds. oped starting this fall. The programs will reality from different perspectives (Photo by Sandy Whittall) abe designed to meet the specific needs of dark, messy pool or a rainbowboth individual companies and communities Young Adolescent are the two realities of this age group.and could include in-home care, pro- Therefore, we are the guardians of the grams for mildly ill children and backup Needs Addressed present and the future for youth. We're care registries. in Colorado the "Keepers of the Rainbow." Voice Technology.In an effort to Editor's note:The Center for Earlyimprove communication between par- by Sandy Tsubokawa Whittall Adolescence at Chapel Hill has trans- ents and teachers, a school-based voice ferred its materials to the Search Insti- messaging system will be piloted in 97 Governor Roy Romer of Colorado,tute in Minneapolis (see SAN, Septem-schools in 10 cities starting in Septem- in collaboration with the Colorado Al-ber 1995). James Conway is contractedber. The system will provide individual liance for Quality School-Age Pro-with the Search Institute and can be voice mailboxes for teachers so they can grams, sponsored the second confer-contacted at 1416 Pennsylvania Ave., leave daily messages for parents regard- ence, "Growing Up and No Place toDurham NC 27705 or by calling 919- ing school activities. Go: Developing Successful Programs 286 -5635. dila The project is designed to support the for the 9-15 Year Old," October 5-7 at desire of working parents to become more Keystone Resort. The conferenceModel Programs.. involved in their children's schools and started Thursday evening with a key- education. Studies show that parent in- (Continued from page 7) volvement in their children's education note address by James Conway, formerCenter for Research on Women and the Director of Training, Center for Early is a stronger predictor of a child's success National School-Age Care Alliance will than family income or education level. cop Adolescence at the University of Northjointly oversee the project. Carolina at Chapel Hill (which closed In the first phase of the American Busi- in June 1995). ness Collaboration, participating compa- Conway set the tone for the confer- nies found that school-age programs were NOTES ence by interspersing comments on the particularly important for their employ- current research with personal anec- ees but believed that the quality of many Subscriptions: $22.95/12 issues dotes in dealing with 9 to 15-year-olds, of the existing programs did not meet the Send To: School-Age NOTES for examplehe once asked his niece needs of their employees. P.O. Box 40205 why the phone was off the hook beside Middle School Youth Program Nashville, TN 37204 her when she was watching TV. Her Collaborating companies will support 615-242-8464 reply was that she was watching TVthe development of innovative after 615-242-8260 (FAX) with her friend! As Conway remarked school and summer programs for middle Office: 2608 Grissom Dr. developmentally appropriate behav- school children (ages 10-14) that address Nashville, TN 37204 their interests and needs as well as the ior for the young adolescent. Editor/Publisher:Richard T. Scofield concerns and anxieties of working par- Conway concluded his remarks with Assistant Editor:Joyce Maneck a story from his days as a practitioner: ents. Office Manager: Mary-Helen Marigza Working in a mobile after school Critical out-of-school time for middle Published Monthlyin Nashville, Tennessee program in New York City, I was thrilled school children is typically unsupervised,

G _FLI-CT RESOLUT

children to be in their own world isonstrate as walking). So we can be A Child's World important. playful in applying safety rules without (Continued from front page) The other incident reminded me ofcontinually nagging over enforcement. and when to intervene in child-child the multidimensional skills needed by How do we help staff with recogniz- conflicts. One of the great advantages staff to enhance children's experience.ing the different awareness levels of of the program I work in is that it has a how and when to intervene in the very large playgroundboth blacktop children's day-to-day conflicts and how and grass with trees - that allows chil- Allit took to solve thisdo we help staff obtain the different dren to feel like they are out in the skill levels? Because of time and bud- neighborhood away from the pryingconflict was a one sentenceget constraints we can't have eyes of adults. Of course there is con-suggestion based on the"debriefings" after each episode. How- stant adult supervision but somehowchild's imaginary world. ever, it may be good to think about how sitting by a tree talking with your best some form of debriefings can occur. friends or playing an intense game of These can be informal and even spon- tetherball on the other side of the field Two first graders were playing in the taneous but should allow staff to share allows the illusion that it's a child'slarge outdoor sandbox. One came tosuccessful interventions or non-inter- world. me upset and complaining, "He's mess-ventions and to ask for ideas on other ing up the rules!" I immediately startedways that may be more helpful. I get thinking about ways to help him talk tomy best ideas from other caregivers. One [first grader] came tothe other child so they could resolve itWorking with the staff's own experi- me complaining, "He'sthemselves. But that wasn't neededences is what will have the highest messing up the rules!" when I learned what was going on. success rate in changing staff behavior New sand, which was white, hadand improving their child interaction been added to the sandbox. The oldskills and ability to "enter the child's Several second and third graders weresand underneath was a golden brown. world." efsb very involved in a tetherball game. IIn digging down and discovering this was obscured by a piece of playgroundbrown sand the one child had pro- equipment but could see and hear whatclaimed that it was "gold" and that it was going on. An argument began overwas all his. The second child was upset the rules and who got to play next. Itat this "messing up of the rules" which started to get more intense and thereI guessed to mean not sharing the "gold." Reader Comments was some jostling over the tetherball. IOf course there was lots of room to dig Dear Rich, decided to stay out of it and see whatin other places but I realized this first When I read about your experience happened. It resolved itself. Maybe notgrader was "into" his imaginary playon the first day back in the "trenches" I to everyone's complete satisfaction butand wanted to continue to play with the was reminded of my own first days at that's what compromise is about other child. So, I entered the child's various school-age programs. It almost giving up something to get somethingworld and suggested that he pick up a sounded like you were at one of my old else. In this case, what everyone gotmagic wand (any available stick) andcenters when you spoke of the children was continuation of the game. If I hadproclaim that whatever it touches itrunning ahead and you chasing after been closer and they had seen me, mostturns into gold. His eyes lit up with thethem. I appreciated your honesty be- likely they would have tried to bring in sudden realization that in this imagi-cause, I too have been there! It is valu- "the adult" to intervene and it would nary world he could make it the way he able to me, as a reader, that you offer a have taken longer to resolve. This waswanted it to be and triumphantly re-perspective that I can relate to. I look entering the child's world by recogniz-turned to the sandbox with his magicforward to more accounts that make me ing their need to resolve conflicts on wand. and others realize that we are not alone. their own. All it took to solve this conflict was a For staff, this example means they one sentence suggestion based on theSincerely, need to know when to be blind to cer-child's imaginary world. Often simple tain actions and perhaps even how toconflicts and problems can be solvedDebra Nasdor position themselves so they aren't soby getting into the children's world ofTraining Coordinator conveniently available to solve everyplay. For running inside it may meanBaltimore City Child Care dispute. For programs, this exampleasking children to obey the school zone Resource Center means that having lots of space forspeed limit of 15 mph (which you dem- Nashville, TN 37204 615-242-8464 © 1995 School-Age NOTES PO Box 40205 NOVEMBER 1995 3 SPrimed on Recycled Paper 21 DECEMBER ACTIVITIES Stained Glass their hands like modeling clay into thin snakes. Arrange each into a design on aGames with Easy Medallion cookie sheet covered in aluminum foil. Props O You will need a 6" square of light-The designs can be any sort of holiday weight cardboard from which to cut a shape. Peanuts circle 6" in diameter. Draw another Pinch the ends of the snake together Fill a cold drink cup with peanuts in circle 1/2" in from the edge of the firstso that the outline of the design is onethe shell. For each player's turn, dump circle. To draw concentric circles use acontinuous piece, to hold in the meltedthem from the cup onto the table. See compass or let the children draw aroundcandy. Sprinkle a thin layer of thehow many you can pick up without 2 plates. crushed candy inside the design. causing any of the other peanuts to You will also need black poster paint Bake at 375° for 9 minutes. Coolmove. Take turns in groups of 2-4. The or black tempera paint, colored cello-before removing from the foil. coo winner is the player with the highest phane, scissors, glue and a craft razor. score 1 point per peanut. Inside your circles create your design. Below are samples of two that areMarbelous Gift workable. Paper Bags Bags/Paper 1) Tie large paper bags on your feet You will need: a 13" x 9" x 2" pan orfor elephant feet. Do a relay. If out- larger, oil-based paint in a variety ofdoors you can run, but if indoors you colors, plain white paper or paper bags,may need to skate or slide your feet. turpentine or paint thinner (for clean- up), a paint stirrer; newspaper, rubber 2) Blow up small paper bags and gloves and aprons or old shirts forburst them. (Good for New Year's.) Cut away the parts to be replacedsmocks to protect clothes and work with cellophane and paint the circle andarea. the design black. Save the pieces of Put 1/2" of water in the pan. PourToothpicks cardboard cut away. Use them as pat-small amounts of the different colors of 1) A game for 2 players Put down terns for cutting the cellophane. Thepaint on the surface. Swirl the paint15 toothpicks. On your turn you can cellophane needs to be a little largerwith a stick to create a pattern. Float thepick up 1, 2 or 3 toothpicks. The object than the pattern all the way around so aspaper on the surface of the water, mak-is to make your opponent pick up the to have room for the glue. e40 ing sure it contacts the paint. Lift thelast one. paper off the paint by first one corner and then the other. Lay the paper out to 2) Use only 17 toothpicks and make StainedGlass dry. eila 6 equal squares. Cookies 3) Using different colored toothpicks, have children make holiday creations. 1 c. sugar 21/2 c. flour These "puzzles" may be glued to paper, 1/4 c. butter 1 t. baking powder cardboard, felt, or burlap. 1 egg pieces of hard candy 3 T. milk crushed (life savers or 1 t. vanilla suckers)

In a large bowl, cream the butter and Holiday Ornaments sugar. In another bowl, sift together the You will need plastic candy molds, flour and baking powder. In a third plaster of Paris, empty mustard squeeze bowl, beat the eggs, milk and vanillabottles, ornament hooks and paints. together. Add the flour mixture and the Mix the plaster of Paris and put it in milk mixture alternately to the butter/the squeeze bottles so the children can sugar mixture, mixing well 'until fill their own molds. smooth. Chill dough until firm enough Place the ornament hooks while the to handle. plaster of Paris is still wet. 41 Activity Ideas Let the children roll the dough with Let the ornaments dry overnight be-The minimum number of Activity fore painting. coo Ideas in this issue is 41.

4 NOVEMBER 1995 ID 1995 School-Age NOTES PO Box 40205Nashville, TN 37204615-242-8464 22 @Printed an Recycled Paper DECEMBER CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday SirIssac Newton cn Dec. 1,1955 ThisDec.10, 1830 Dec. 10, 1948 Dec. 18, 1865 was the day thatBirthday of EmilyUnited Nations Hu-Ratification of the (1642)andClaraBarton '..tt (1821) were both bom ARosa Parks refusedDickinson. Olderman Rights Day. Get 13th amendment to give up her seatschool-agers will a copy of the Univer-ending slavery in theonDec.25.Heinvented LT4 like some of her po- salDeclarationofHu- Calculus. She started rs1 on a Birmingham US. How manythe American Red bus. Dramatize thisems. Read a few justman Rights. What ar-years ago was it? W Cross. How manymore C..) event. for enjoyment. eas do we need toHow many genera Dec. 25 birthdays can A work on as a nation?tions? you find? Give each one apineMake a wreath ofHang icicles onMake a giant holiday Use white shoe cone to decoratehandprints or bend acrepe paper stream-card. Think big as polish for snow cr4 E., with poster paints,wirecoathangerinto aers. in refrigerator box for scenes on win- gmetallic paints, glit-base for a wreath of cardboard, covered in dows. A paste of 0ter or sequins. greens. whitepaperand BonAmiworks c..) *** W painted like a muralalso. A a group activity, 41,11,A* naturally., Glue yarn aroundMake blocks for aFrame a special pic-Decorate a cigarMake bath powder. W w and around a frozenyounger child byturewithaframemadebox or a metal boxUse 10 drops of es- juice can to make asanding and paint-of small twigs, craftwith a hinged lid. sentialoilorperfumed pencil can. ingwooden block sticks, toothpicks orThink about the re- oil foreach 1/2 cup of 0 possiblysawing matchsticks. cipient and whatcomstarch.Mixitwith E- All cop your own wood the box would beyour hands. Package E-1 tobegin '--r blocks used for and deco-it in an airtight con- F-1.1 -:----..--.' with. c...... rate appropriately. tainer.

DipheavystringinglueToilet paper tubesMake marbelousCut a potato in halfTry wrapping a and create adesignon a make nice contain-wrapping paperorand carve your de-package in alumi- blockofwood. Wheniters for wrappinggift bags.(Direc-sign out of the cutnum foil. Make a dries,useitwithastampsmall gifts or can-tions on p.4) side of the potato.bow with curly rib- a. pad orpaint itwith tem- dies. al..11. Use tempera paint tobon. ..t print your designs. g pera paints to print the 4 )1 design on wrapping pa- Ia*4,) Pe :&

IT goe,,s out of the room Play non-el i m i na-Throw a ball within a Blow up balloons. Pass a ring on a string. while thegroupchooses tion musical chairs.circle. IT is outsideTie one to each Thestringistiedtoform a leader. All begin anPlayers stay in butthe circle and tries toankle. Players try to a circle large enough cn w action such as clapping the chairs are elimi-tag a player in thestomp others' bal-for all the players to hands. IT comes backnated one by one. circle while thatloons while saving hold itoverhanded with 'et in. The leader keeps both hands. IT tries to (.7 player is holding thetheirown. No body changing the action and guess who has the ring ball. contact! all follow the leader. IT as itpasses hand to hand tries to guess the leader. along the string. Dec. 26 BoxingDec. 26 WrenDec. 26 Kwanzaa Dec. 22First day ofDec. 31 New Year's Day (English). MakeDay (Irish). Make begins(African-Ameri- winter and longestnight Eve(Romancalendar). = cA 4 M.small gifts for publicholly bushes out ofcan). Discuss the7 prin- of the year. Try a night- When does the New W ..:t servants (cookies,red and green con- ciplesofKwanzaa.Find time activity such as aYearbeginonothercal- cn = structionpaper. e ndars (Chinese, Jew 1 candles, bookmarkers, pp. out about local celebra- glow-in-the-dark craft :an Make wrens out of ish, Islamic?) How do lions. Make a craft item item ormaking shadow W'et (:e.) =paperweights,etc.)clay, paper or felt. those celebrations dif- >" When you give it, say using red, green and pictureswithaflashfight. fer?Try somethingnew "Happy Boxing Day." black as the colors. this year. Nashville, TN 3720461 -24464 © 1995 School-Age NOTES PO Box 40205 NOVEMBER 1995 5 ®Prin ed on Recycled Paper " 2 3 Washington Notes New Youth Services Bill quent years. Counties must use at least Clears Committee 85% of the money for direct services. by Charles Pekow Communities must designate a boardO Charles Pekow is the editor of "Day The Senate Labor & Human Re-to administer the program. The local Care U.S.A." This report was written sources Committee approved the Youthchief executive, youth services provid- exclusively for SAN readers. Development Community Block Granters and the local school system would Act (S.673). Most of the money wouldjointly appoint a board to oversee ac- go directly to the counties with few tivities. Boards must have between five Coordination Grants strings attached and every county in the and eleven members, and must include Available- Deadline country would get a share. The first mayors or managers of an city contain- December 15th $900 million could come as early as ing at least 30% of county population. this year, with unspecified sums in the Counties could create larger advi- If you want to strengthen links withnext four years. other youth and family service organi- sory boards. So school-age providers Local agencies would decide how to who want funding will need to contact zations, your chance for a federal grantuse the funds for youth development may have arrived. But you have to local officials and get themselves on needs "broadly defined as nonacademic the boards, or at least persuade the work in a federally-designated Enter-activities designed to help youth de- prise Zone or Empowerment Commu- boards how their programs help chil- velop social, moral, emotional, physi- dren develop and steer them away form nity. The Ounce of Prevention Councilcal and cognitive competencies using and Dept. of Housing & Urban Devel- gangs, crimes, drugs, etc. active, experiential learning methods." opment (HUD) are offering $1.2 mil- The new program would replace 18 Any organizations or individual could lion in grants for coordinating youth current funding streams on the books, get a county grant, including non-prof- some of which haven't received full, if activities, especially linking after-its, governments, schools, etc. Reli- school care with other programs. Grant- any, funding. These include The Ounce gious organizations could compete, as ees can get up to $150,000. of Prevention Council, Local Crime long as they don't use funds for sectar- Grantees must use the funds to coor- Prevention Block GrantProgram, Fam- ian activities. dinate and integrate existing services ily & Community Endeavor Schools Ninety-five percent of the funds will designed to keep youth out of violence Grant Programs, Community Schools O go directly to state and local commu- and crime, not for new services or to Youth Services & Supervision, Assis- nity boards. Indian organizations would support existing ones. Grantees can, tance for Delinquent & At-Risk Youth, get 1.5% and 5% would go to overseas however, hire staff, assess needs, link etc. The funds may be in addition to the territories. The Administration forChil- services and develop plans to address Law Enforcement Block Grant Con- dren & Families (ACF) would get the community needs. Ideas: School-age gress is still considering, which allows remaining 3% for administration, train- providers can work with programs in- school-age providers to compete for ing and technical assistance (T&TA), volving adult role models or substance funds (SAN, Sept. 1995). But school- monitoring, evaluation, etc. age providers would face less competi- abuse and family service programs. States would have to pass at least Grantees must pay at least 25% of tion for the youth development money. 92.5% of their shares to local govern- program costs, either in cash or in-kind. ments. They could keep up to 4% for If you want the match requirement management, T&TA, etc. They could CNCS Seeks Comments waived, send three years of financialuse up to 3.5% for emergencies or How's your AmeriCorps® experi- statements and explain why you can't additional projects in low-income ar-ence? If you want any changes in the meet it. Grants can last up to 18 months. eas. States would get their share based law, here's your first chance to suggest Governments, Indian tribes, institutes on formula giving equal weight to the them. Authorization of the Corp. for of higher education, non-profits, En-number of children in the state, the National & Community Service terprise Zone/Empowemient Commu- number from low-income families and (CNCS) expires next October and the nity governing structures and consortia state juvenile crime rates and each state agency seeks public input on reauthori- of the above groups may apply. Such would get at least .5%. zation legislation it will send to Con- local governing structure must endorse Grantees must use funds for new gress. Send comments by Dec. 15 to all applications from their areas. services, not to supplant current fund- Terry Russell, general counsel, CNCS, For applications, contact Office of ing. They have to pay 20% of costs with 1201 New York Ave. NW, Washing- Economic Development, HUD, Room non-federal funds or in-kind contribu- ton DC 20525. coo 7136, 451 7th St. SW, Washington DCtions the first year, 30% the second 20410, (202) 708-6355, TDD (800) year, 40% the third and 50% in subse- 877-8339. Deadline: Dec. 15.

6 NOVEMBER 1995 © 1995 School-Age NOTES PO BQX 40205Nashville, TN 37204 615-242-8464 24 ePrinted on Recycled Paper ADMINISTRATIVE NOTES work and personal responsibilities,"New Championship ABC Business they said. Collaboration to The statement was signed by thePrograms Will CEOs of Aetna Life & Casualty, Allstate Invest $100 Insurance, American Express, Amoco,Serve as National AT&T, Bank of America, Chevron,Models Million for Citibank, Deloitte & Touche LLP, Dependent Care, Eastman Kodak, Exxon, GE Capital As part of the new phase of the Ameri- Services, Hewlett-Packard, IBM,can Business Collaboration for Quality Including SAC Johnson & Johnson, Mobil, NYNEX,Dependent Care (see previous article), Price Waterhouse LLP, Texaco, Texasthere will be a significant research and development component designed to In a major commitment to supportInstruments and Xerox. The announcement actually beginsinvest in Championship Model Pro- their employees, 21 major corporations grams. have announced a joint $100 million the second phase of the American Busi- initiative to develop and strengthenness Collaboration for Quality Depen- preschool, school-age, and elder care dent Care, a national effort launched projects in communities across the three years ago to increase the supply ...The quality of many of country. and enhance the quality of child andthe existing [school-age] The companies are expected to takeelder care programs throughout theprograms did not meet the the lead in funding more than 1,000 country. projects over the next six years in a During the first phase, some 156 busi- needs of their employees. massive, collaborative effort that in- nesses, governmental entities, and not- for-profit organizations invested more cludes support for research and devel- To qualify as a Championship Model, than $27 million in 45 communities in opment for national pilot programs, projects must be innovative, national in includingschool-age child care ac-25 states and the District of Columbia. scope, and replicable. The first four They supported 355 dependent care creditation and middle school youth projects have justbeen announced. Two projects which have been utilized by programs. (See following article.) Over specifically impact school-age care: more than 277,000 individuals to date, 100 projects are already underway. School-Age Accreditation The initiative, announced by the lead including dependents of employees and In an attempt to develop the first or Champion companies of thecommunity residents. national quality standards for after Ellen Galinsky, co-president of the American Business Collaboration school and summer programs, the Col- Families and Work Institute, said, "Our (ABC) for Quality Dependent Care, laboration is supporting a two-year pi- will provide support for a broad arraystudies clearly demonstrate that forlot project which just began this fall every dollar companies spend on work- of projects ranging from training for (see front page article) that is expected life programs, they get back a return in day care providers and science/tech- to lead to accreditation of school-age terms of retention, reduced stress, and nology camps for school-age children programs. greater loyalty." to a money management program for The funds will support the develop- Mary Kay Leonard, a vice-president senior citizens. ment of an accreditation model which for Work/Family Directions, the Bos- The chief executive officers of the would cover such areas as staff train- ton-based consulting firm which facili- Champion companies made it clear that ing, indoor and outdoor environment, their support for dependent care was tates the collaborative process, said inprograms, health and safety, continu- the new phase there will be a greater based on bottom line business factors. ous improvement, customer service, emphasis on quality improvement, in- "We believe that supporting the di- and support of working families. creased focus on developing services verse dependent care needs of our em- The goal for the national pilot is to that meet the specific needs of working ployees is critical to our success as it "raise the bar of quality" for school-age parents such as extended hours for child enables our companies to attract and programs across the country. There will care programs and a sharp increase in retain a productive, competitive, com- be over 70 projects in 18 communities. projects specifically designed for mitted, and motivated workforce," they The collaborating companies will join school-age children. ect, said. a partnership that includes the U.S. Air "We do this because the availability Force and the DeWitt Wallace-Reader's of quality dependent care programs... Digest Fund. The School-Age Child enable our employees to do their best at Care Project at the Wellesley College work by helping them manage their (Continued on page 2) 615-2.42-8464 © 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 NOVEMBER 1995 7 Printed on Recycled Paver 5 FIRST CLASS ES U.S.Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 November 1995 ADDRESS CORRECTION REQUESTED FIRST CLASS SAC CONFERENCES

INDIANA Nov. 10-11, 1995 AYS Child Services SACC Leadership Conference, Indianapolis, Jim Therrell Contact: Kathy Wilsong, 317-920-3781

ONTARIO Nov. 16-18, 1995 Ontario SACA, Kingston Contact: Wendy Mitchell 613-544-5400 ext. 1383

AMISH COLUMBIA Nov. 17-18, 1995 New Listing SACCA of B.C. 2nd Annual SA Conference, Vancouver, Contact: Carol Anderson, 604-739-3099

NSACA '96 April 25-27, 1996 8th Annual National Conference, St. Louis Contact: Bonnie Vento, 314-225-4494

DO WE HAVE YOUR SAC CONFERENCE DATES?

RESOURCES

Museum Kits Advanced Issues and Linda Sisson, Director, NSACA's National Program Improvement and The Children's Museum of Boston in SAC at NAEYC Accreditation System. offers a variety of kits composed of An afternoon of discussion of current "School-Age Care: Exploring Ad- authentic museum artifacts for rental vanced Issues in the Field" will be by schools, after school programs and and future trends and issues facing the Wednesday, November29, 1995, 2:00- others. Designed to enhance socialschool-age care field will be facilitated 5:00 p.m. at the Washington Conven- studies, language arts, science, math,by board members of the National School-Age Care Alliance (NSACA)tion Center. Check final program for and health curricula, or to just have room location. cob fun, the kits come with teacher's guides, at the preconference day of the Na- activity supplies, and audio/visual ma-tional Association for the Education of terials, in addition to the artifacts. Young Children Conference in Wash-Free LEGO Tips Kits are available in more than 100ington, D.C. LEGO Dacta, the educational divi- subject areas, including explorations This is an opportunity for the freesion of the LEGO Group, introduces a of a variety of cultures and countries, flow of opinions, ideas and views ofnew newsletter, Tips & Techniques. arts and crafts, science studies and participants related to the direction ofThis four-page, semi-annual newslet- health issues. New kits include one onthe field. Issues may range from appro-ter is designed for grade 1-6science festival activities, complete with in- priateness of three- and four-year-oldsteachers but after school programs structions, set-ups and supplies for fairs in school-age care to the reality of pro-that want to do more with LEGO and festivals. fessional development with part-timeDACTA® materials may find it help- For more information on what'sworkers. Participants are encouragedful. The press release says "Tips & available and rental terms, call 800-to bring their own "advanced issues"Techniques is distributed free to new 370 -5487 or write to The Children's for discussion. Special guests will beand existing LEGO DACTA® cus- Museum, 300 Congress St., BostonJoan Lombardi, Associate Commis-tomers, as well as to those who"ex- MA 02210-1034, ATTN: Museum sioner, Child Care Bureau, Adminis-press an interest." [emphasis added] Kits. coo tration for Children, Youth & Families Call 800-527-8339. 2D Volume XVI #4 The Newsletter for School-Age Care Professionals December 1995

ISSN0278-3126 © 1995 School-Age NOTES - A National Resource Organization on School-Age Care - Pioneering the Field Since1980 A New Way of Thinking About INSIDE C) the Middle School "Program" Joys of SAC 2 O Human Inventory 2 co by the Work-Family Directions help the staff to care for children/youth and, Middle School Design Team b) the contractual obligations that exist Unexpected All Day. . .3 The Work-Family Directions team has between the provider-agency and the families of the children served. been working toward a new way of think- Junk Galore 3 Various care structures can be thought of ing about the notion of "program." This as existing on a continuum with drop-in ...6 a) new perspective has generated some inno- Questions of Quality vative implications for SAC and youth programs at one end and formal (licensed) SAC at the opposite end. Drop-in repre- programming. This new framework helps sents little or no contractual obligation be- to clarify what youth programs can accom- What the End of tween agency and families, whereas formal plish and how they can accomplish it. SAC represents a substantial contractualthe Dependent Imagine that a "program" is analogous to obligation. Several other types of care struc- a three-dimensional chess game with three tures exist between these two extremes,Care $ Means on 1.0 chess games going on simultaneously. and herein lies some of the innovative im- rl The top board (see figure below) repre- the Front Lines sents the activities dimension of a pro- plications of programming for young adolescents. A program activityalwaysin- States have been receiving federal gram; the level where decisions are made 0 volves some type of care structure even Dependent Care Grant funds since 1985. about what kinds of activities to offer chil- if the agency is not aware of it! For most states it was only between dren/youth. U) Imagine that each chess board has squares $50,000 and $100,000 of which 60% Activities on it, just like a normal chess board. These went to school-age child care start-up squares represent different options in that and quality enhancement and 40% to O Social Values & z Character Skills particular dimension. Each board can be resource and referral development. rotated so that a particular activity option However, states used what little money Care can be lined up with a specific cluster of Structures was available very effectively, stretch- values which, in turn, can be lined up over ing thin dollars even thinner. a particular care structure. The specific O "program configuration" could then be This year was the "bridge year" be- O The middle board represents the social fore the grant program is ended and values/character dimension of a program. found by putting one pick-up stick straight down through all three boards. The termadditional funding (although not school- Program activitiesalwayscontain a values "program" refers to the particular configu- age specific) would be put into the component. For example, a soccer activity ration of all three chess boards: i.e. theChild Care and Development Block can help participants learn about respect, combination of the specific activity, cer-Grant (CCDBG). All Dependent Care teamwork and cooperation. However, a tain values focused on, and a type of care soccer program run in a different way could money has to be spent by September structure. contribute to learning about cheating, un- 30, 1996--after that, school-age com- This conceptual framework may help us sportsmanlike behavior and disrespect. In munities in the different states are on to think more creatively about program- SAC, values are also evident in such areas their own. ming in the future, and may contain some as the making of rules and guidelines, the What center programs will notice important information regarding the de- distribution of snack and the picking of right away is that there may not be any 4°. sign of programs for older children and sports teams. The values dimension must annual small grants for program qual- be as carefully considered and chosen asyoung adolescents. c (Members of the Work-Family Directions ity improvement or expansion in their the activities dimension. Middle School Design Team who contrib- state. Dependent Care dollars helped The bottom chess board represents the start many of the existing public school care structure dimension. The term "care uted to this article are Steve Musson, Betsy Gillespie, Jenni Martin, Michelle Seligson and middle school programs. structure" refers to the combination of two and Ronnie Mae Weiss.) Both program directors and front- things: a) policies, procedures and routines that 27 (Continued on page 7) DIRECTOR'S CORNER

Letter to the Editor 15th Anniversary Special You may have to help the children frame the questions to get useful infor- The Joys of SAC Take Inventory of mation. Such questions can be: Your Human %N. What are your favorite games? Dear Mr. Scofield, Sports? Craft activities? I thought your readers would enjoyResources t What would you like to do here in this vignette which was written by one The following is from our second issue,the program that you don't get to do? of our college students reflecting on hisNovember /December 1980. These ideas Then have the children put up a large first month working in school-age care.have remained fairly consistent in in- chart/list of all the answers. List which Chris has given me permission to sendterest over the years. kids like checkers, playing school, etc. it to you. and which can do (and thus, maybe lead What Can You and Your or teach others) certain craft activities, Marge Culver, Coordinator, Staff Do Best? sports or other skills. As the adult, you Care After School, Inc. One of the best sources of ideas formay want to list all the other choices Worthington, Ohio activities and things to do are the other available in the program. This will help people in your programs. focus children who say "I don't have "I never thought an occupation like Don't try to provide an elablorateanything to do" or "I don't know any- this ever existed. Being hired as a rec- music and dance program if none ofone to play checkers with." You can reation leader was the most wonderful you have experience in that area. simply point to the chart. experience for me. You get a chance to Do bring in someone from the out- This activity not only helps with your play with children of young ages and to side either a volunteer or paid pro-planning and programming but also enjoy the hours pass by the way the fessionalif your groups feels a com-makes the children feel as though they children see them pass by. mitment to such a program. have created the programming and that "I don't know, but being a grown-up Don 'tignore yourown interests, hob-an adult has really listened to them. coo right away, at an early age, has a little bies and special skills or those of the disadvantage. Being the eldest child in other staff. Checklist of Interests a family of three siblings, you are trusted Do share these with the kids and upon a duty that requires early maturity encourage the other adults to do the Playing:__checkers,__cards, and responsibility. Sure, I had my share same. Look beyond the teachers and _kickball,_monopoly, dolls, of great childhood experiences, but I caregivers cooks, custodians, par- cars, _basketball, ask you, was it enough? I know there must be others who share my littleents and others involved with your pro- Collecting: stamps, _baseball gram may have something interesting glimmer of daydreaming that they wish cards, _bugs, _rocks, _coins to share with the children. This can to go back to their childhood where range from the school secretary who Q2ing: photography, _cooking, everything was a little simpler, fun and raises rabbits to the custodian who rides _woodworking, _sewing colorful. Now those days are gone, but a motorcycle to work. to have a little peek into children's eyes Post a resource checklist. On it have brings back a wave of fun and frolic. areas for sports, hobbies, skills, etc. "I take my hat off to the teachers and List some examples. We often forget NOTES staff who make up the Care After School we have various interests and skills program. Not only do they have a chance until someone jogs our memories. Subscriptions: $22.95/12 issues to contribute to a child's whole being, Rememberkids have interests and Send To: School-Age NOTES but they also have a chance to see again areas of expertise too. Often it is the P.O. Box 40205 what we have left behind. To those who children who teach adults new games Nashville, TN 37204 had a rough time growing up, now is and sports. 615-242-8464 the time to bask in the glorious feeling 615-242-8260 (FAX) of being a kid." An Activity for Getting Office: 2608 Grissom Dr. Activity Ideas Nashville, TN 37204 by: Christian Rizo, Recreation Leader, Editor/Publisher:Richard T. Scofield Wilson Hill Care After School Have the children interview each other as to their interests, likes, dis- Assistant Editor.Joyce Maneck likes, etc. with an eye towAdprogram- Office Manager: Mary-Helen Marigza ming. Published Monthly in Nashville, Tennessee

All Day Bingo Make this game more fun by Junk Galore a Hit! saving all the free and donated "gizmos" you get such as rulers, balloons, SAN' s editor, Rich Scofield, has returned Programming to being a caregiver two afternoons a week pencils and pens, hats, plus any games, in a SAC program. The following are some books, etc. that you are contemplat- Planning for the of his observations. ing throwing out. Add to this a dash of Art activity planning is not my strong Unexpected store-bought inexpensive items. (There (from the Nov.IDec. 1980 issue) suit, neither is leading a group activity. still are such things for under 500.) (Mary-Helen, our office manager, and other Many programs are faced with sud-Now you have a box of prizes that will den all day operation. School might be drafted staff and innocent bystanders do keep the children playing for hours. Let the activity pages 4 & 5 of the newsletter.) closed because it's a snow day, thewinners select their own prize. use this School Board runs out of money, the Beth, the director at the program, knows sparingly or you'll run out of interest- my weaknesses but it was my job-share boiler breaks down, the teachers go oning prizes and it will lose its effective- strike or the cafeteria gets flooded. week to do the "art project." I said, "For ness. years I've taught in workshops that you What are you going to do with theSpecial Box Create a box of books kids for 10 hours or longer? How are don't have to know what you are going to and magazines that only comes out ondo with recycled junk. Put it out, start you going to staff your program? Asextended days. Motorcycle and car rac- teacher/director, when are the critical tinkering with it, make it seem something ing books, National Geographic, Life special, and the kids will get involved and times that you need to be there? Let's and other such publications are all use- face it you aren't superwoman/man. come up with loads of creative ideas." ful. Well, it was time to "put my money You can't be there 12 hours a day. Cubby Houses These special places Even if you solve the staffing and where my mouth was" and see how it can be used as secret clubhouses, etc.worked. Beth said she had plenty of junk activities for the full day, the children Use blankets or sheets over chairs, are in high gear because of the unex- she had been saving for such a project but tables, etc. (This helps break up a room asked "What do you want to call it?" I said pected day off from school, yet they'refull of kids.) still expecting the high intensity of the "I don't know, how aboutJunk Galore!" So that's what went up on the schedule afternoons. They aren't ready for spend- Staffing ing a full day at your program. They board. It is difficult enough staffing extra The directions were simple see if you haven't got that slower paced, moreadults for the known extended days relaxed routine that comes with sum- can make something out of all these pieces such as holidays and teacher in-service of junk that is one of these three things: 1) mer programming. days, never mind the unexpected full artisticthat it looks pretty or is interesting A set of contingency plans are needed. day. This type of day is draining on all. It is to you; 2) functional - something that could Volunteers Think of all the people be used for something or could be a toy; 3) one of the times that you need to beconnected with the school system who more structured than usual while at the # of pieces see how many different pieces don't work when the schools shut of junk you can use to make something. same time it catches you off guard indown principals, secretaries, teach- terms of planning. Many programs that The kids dived in and one of them came ers, aides, cooks, etc. Are any of theseto the art area and said "What are you use activity centers and free play findrelated to your children, i.e. parents, that extending center time all day won't doing?" The other one said in an exasper- uncles, older siblings? Contact them toated tone, "Don't you know? It's Junk work. find out if they would be willing to It may be necessary for more adult Galore!" In fact, the next day one of the come in for part of a morning or after- children was disappointed because they directed/led activities, often involvingnoon. (If you ask them to come in all large groups. While the philosophy of a wouldn't be there after school and wouldn't day you will quickly burn-out anyone be able to participate in "Junk Galore Part home-like atmosphere works well forcrazy enough to agree!) before and after school, it sometimes 2: The Sequel." Staff Scheduling If you are the Lessons learnedfrompart 2 Don'tput breaks down when the children/staffdirector/teacher, determine the critical are confronted with living with each too much out. Don't mix giant cardboard times you need to be there and slowerpieces or boxes with table type junk. (They other as a group of 20, 30, etc. for 10times that don't require your presence. hours in a different than usual situation. should work with large pieces on the floor.) If you need to open the program in theLimit the number of kids participating to morning, maybe you don't need to be Activities what's manageable. Don't take your hands there during rest time (A quiet time and eyes off the special store bought addi- Have a "bag of tricks" ready for theseafter lunch which can often be more tions such as pretty ribbons, pipe cleaners, emergencies. Save the best spine-tin-beneficial to staff than children) and gling books (to read aloud) or atten- or other craft materials or else it will get maybe you can have someone else lock"gobbled up." cop tion-getting activities for such days. up. efao

CI 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 DECEMBER 19953 e Printed on Recycled Paper 29 JANUARY ACTIVITIES Celebrating M. L. Do Nothing Day Snowflakes January 22 is National Popcorn Day. Start with a square piece of paper. King's Birthday If this doesn't suggest ways of usingFold it in half diagonally to make a * Have a birthday party on Monday,popcorn for yourself or for the birds,triangle. Fold the triangle in half to January 17. perhaps you'd rather observe Nationalform a smaller triangle. Fold triangle * Check out a biography. Nothing Day instead. National Noth-again into a smaller triangle. This tri- * Put up a poster or bulletin board. ing Day was invented on January 16,angle will have two folded edges, but * Prepare a puppet show about his life 1973 by anewspapereditor who wanted one edge will have no folds. and accomplishments. a day just once a year on which no one * Look in you local newspaper foris honored, nothing is commemorated, pictures of him. and no one has to do anything! See who x * Locate on a map places such ascan do nothing at all for the longest Birmingham, Montgomery, Washing-time. ft Cut out designs along the three sides of ton DC, Atlanta and Memphis. this triangle. Unfold you snowflake. * Find out about local observances of the holiday. More Games * Get a copy of his "I Have a Dream" speech (Aug. 28, 1963) and practiceSeven-Up Seven are chosen "It." The othe r play- reading it aloud. Why do you think it is Hang you snowflakes as mobiles. ft famous? ers put their heads down on their desks, * Find out about Mahatma Gandhi andeyes closed, but with one arm out- non-violent resistance. How did Gandhi stretched on the desk, thumb up. Each influence Dr. King? of the seven "Its" taps the thumb of one White Clay Recipe * See if you can find out what hisplayer. Then the "Its" say "Heads up, To make white clay for the snow activ- middle names was before he changed itSeven up!" Each one tapped has aity on page 5, you will need: 1 cup corn- to Luther. Why do you think he changedchance to guess the one who tapped starch, 2 cups salt, 11/3 cups cold water, it? him, but none should be positively iden- pan, bowl, spoon, plastic bag. (Makes 3 * Ask someone who went on the Mil-tified until all seven players tapped cups) lion Man March to reflect with you onhave guessed. Then the guessers who 1. Put salt and 2/3 cup water in pan and the ideals of Dr. King and our progresshave correctly identified the one whoboil. toward those ideals over the past twotapped them get a turn at being "It." 2. Mix cornstarch with remaining water in bowl and stir well. decades. 3. Add salt mixture to cornstarch mixture * To celebrate similarities and differ- Vegetable Soup in bowl while still hot. ences, try this idea from Friendly Class- 4. Knead Sit in a circle. Give each child the room for a Small Planet. Give each 5. Mold clay into desired shape and let child an orange. Allow a few minutesname of a vegetable. "It" calls out thedry several hours. for children to get acquainted with theirname of a vegetable, or two or three.6. Store unused clay in plastic bag in own orange. Pile all the oranges in theAll with that name trade seats. "It" tries refrigerator. ft center of the room. Each child shouldto get a seat. On the call "Vegetable be able to pick out their own orange.Soup," all players change seats. What Else Can You Do on Discuss how this is possible. (Instead a January Day Indoors? of oranges, apples or bananas, or evenCooperative Spin potatoes may be used.) ft Write thank you notes. Even prepare Players sit in a circle on the floor. your own stationery. Give each player a number to start. A Make a collage out of holiday cards. Figure This Out player spins a Frisbee on its edge in the Change the decorations in your room. W.B. Purvis, a black inventor, pat-center of the circle and calls out a Have a picnic on a blanket indoors. Paint a rainbow. If you need a pattern, ented the fountain pen in 1890. Find outnumber. The player with that number put a glass of water on a sunny window- how these pens worked to draw ink incomes and gives the Frisbee another sill. coo and store it in a rubber cartridge insidespin and calls out another number. The the pen, keeping the tip inked. Whatobject is to keep the Frisbee spinning52 Activity Ideas other kinds of pens also preceded thecontinuously, without letting it stop orThe minimum number of Activity disposables we use today? ft fall down between players. ft Ideas in this issue is 52.

4 DECEMBER 1995 © 1995 School-Age NOTES PO Box 40795-i Nashville, TN 37204 61j-242-8464 tj 0Printed on Recycled Paper JANUARY CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday January is NationalJan. 6, 1878 birth-Jan. 20, 1847 Jan. 21,1827Free-Jan. 23, 1737 Soup Month. Make day of Carl Sandburg,birthday of W.R.dom Journal, firstbirthday of John O homemade soup to-poet and Lincoln bi- Pettiford, founder ofblack paper. What ar- Hancock of Massa- 'cr4 gether. Or, read theographer. Read from Alabama Penny Say-tides and features dochusetts, observed as book Stone SoupEarly Moon or Windings Bank. Make ayouthinkthisnewspa-National Handwrit- tiandmake illustra-Song or play record- bank for saving coins.per had? What would ing Day. Why? Prac- tions. ing Poems for Chil-How can you open a you put in your owntice a distinctive sig- dren. savings account? "Freedom Journal?" nature of your own.

Post a photo of a heroIn a sharing circle,Look in local news-Think of persons inWrite a note of ap- withquotationorotherdescribe a hero/papers for everydayyour own family orpreciation to someone who helps you, cn clue, but no I.D. Chal- heroine you re-heroes peoplepeople you know who have done/are doingyour family or your 04.1 lenge sleuths to dis-spect and tell why.who went beyond cover the identity and job or family expec-something coura-school or commu- =W post new clues for oth- tations to do some-geous. Remembernity and who ex- ers still working on it. thing significant. there are differentpects no recognition kinds of courage. for it.

Melt white chocolateIn a circle, pass 4Make a snow sculp-Decorative Snow Observe snow flakes in microwave orsnow balls, one withture of your schoolWhip 1 cup liquidunder a magnifying double boiler. Dropa button inside. "It"mascot. If no snow,soap or soap flakesglass, or play appro- it from a spoon ontocounts to 25; thenusewhiteclaywith a little water un-priate music and let play stops. "It" has 3(recipe on p. 4) on a 0 buttered wax paper to til stiff like whippedthe children pretend z guesses to find thesmaller scale. ti) make snow people. to be floating snow- buttons Decorate with raisins. flakes. O Cut a hole in the cen- Players stand in aIn a circle, playersThrow a ball within rn Play indoor hockey with rolled upnews-ter of an old sheet just circle, hands ex-on hands and knees,the circle."It"is 4 dpapers, a foam rub-large enough for atended flat, palmsheads to the center,outside the circle C7 ber ball and 2 card-Nerf ball to passup. Pass a ball handpass a Frisbeeand tries to tag a 0gboardboxesasthrough. Players hold to hand as quicklyaround the circleplayer in the circle 0 goals. the edges of the sheetas possible withoutfrom back to backwhile that player is A and cooperate to getgripping it. without touching itholding the ball. 4 the ball through. with hands.

Put a penny under aFill a glass with wa-Put a straw in half aPut a straw in a glassPut 1/4 cup cooking Cf1 glassof water.ter. Fold a piece ofglass of water. Whyof water. Cover theoil in the bottom of ..) Look at it throughpaper and put it anddoes the straw lookhole on the top ofa glass. Fill up the gthe top of the glass. an inverted sauceronbent? the straw with yourglass with water. Do gCan you also see itthe glass as a lid. finger. Lift the strawnot stir but wait for 44 through the sides ofHolding them tightly out of the glass. Thethe liquids to settle. E'4 dthe glass? together, turn the water stays in theWhich is on top? glass upside down. straw.

Choose a country inLearn some com-Learna game,Prepare a tastingCorrespond with monwordsordance, folk song,party for a food orsomeone from the ci)the news. Learn A4 something aboutphrases in the Ian- story, legend or craftfoods of the coun-country, try to meet A guage of the coun- 4 0:1problems in that of the country. try. someone from the g = try.If English - country, or find out O country and what isspeaking, learn a being done to solve about a hero. W,-.4 song or proverb. Zthem.

© 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 DECEMBER1995 5 ® Printed on Recycled Paper 31 Sisson Named as for school-age programs is on the way! over at all levels? Or just in leadership The National School-Age Care Alli-positions? What are those "leadership National Director ance (NSACA) in partnership with thepositions"? Linda Sisson has been hired to fill the School-Age Child Care Project at How does high staff turnover im- newly funded position of Director ofWellesley College Center for Research pact the program? What effect does it Program Improvement and Accredita- on Women, is field-testing the system have on kids, parents, staff? tion for the National School-Age Careduring 1996 and 97. During that time How does LOW staff turnover Alliance (NSACA). As announced in thewe also want to collect as much infor-impact the program? November issue of SAN, NSACA, inmation as possible from everyone in%, How does a quality program deal collaboration with the Wellesley SACCthe field including direct-care provid- with staff turnover when it occurs? Project, has launched a pilot accredita-ers, administrators, trainers, and advo- tion project with a three year grant from cates. I'm especially interested in your own the DeWitt Wallace-Reader's Digest This column will appear each monthexperiences. Fund. in SAN and will raise some of the big ctt. What stories do you have about staff Sisson's duties will include overseeing questions relating to quality in school- turnover? the testing of the pilot standards andage care. What have you heard children or accreditation process at 70 pilot sites. This is an important avenue of learn- parents say? She will also work on the task of buildinging for us and a way for you to help How does it effect your own work organizational support and capacity to share a system that will guide our workwhen others on staff leave? coo implement the program improvement and in years to come. I'll be eagerly waiting accreditation system. to hear from YOU!!! Linda Sisson is familiar to many in the Address: In Memory of school-age care field. She was the direc- Linda Sisson, NSACA Director Ac- tor of the Edina (MN) Kids Club for 15 Nancy Travis creditation years and a driving force for quality SAC Nancy Travis was the retired director both in Minnesota and nationally. Shec/o SACCProject, Center for Research and founder of the Atlanta Save the Chil- on Women was a founding board member of both dren office and the Child Care Support NSACA and MnSACA and chaired theWellesley College Center there. She died July 27,1995. Many 1993 NSACA national conference. She Wellesley MA 02181 know of her contributions to family child has been a contributing author to SAN FAX: 617-283-3657 care, resource & referral and the develop- and authored the book, KIDS CLUB: A e-mail: ment of children's programs worldwide, School-Age Program Guide for Direc- T I [email protected] but some may not know her contributions tors. Phone: 617-283-3460 to the field of school-age care. In the early Sisson has moved to the Boston area 1980's when a series of related murders of for her first 18 months of work collabo- Thanks to Terrie Watch of GSACA African-American youth hit Atlanta, Nancy was one of the child care advocates to step rating with the Wellesley SACC Project in Atlanta, Georgia for suggesting this forward and help plan programs to keep and will move to the D.C. area to be at the month's questions on defining "stable Atlanta youth off the streets after school. NSACA office for the second 18 months staff." (If you have a question you'd Nancy was always a friend to SAC pro- of this three year project. like to see in this column...call me!) fessionals, making sure we were included For those familiar with the Edina Kids in discussions and had "a seat at the table." Club located in suburban Minneapolis How Does Staff Turnover In 1981, when the people providing after and recipient of national recognition forImprove Quality? school programs were not sure what the the quality of its program, the new direc- Low staff turnover or"stable staff' is term "school-age child care" meant, she tor is Doug Peterson a former Kids Club generally considered necessary to make announced at a conference the importance employee and school-age advocate. program improvements and sustainof the new publication, "School-Age quality in a school-age care program. NOTES." Even though I was the founding This month's questions are related to editor/publisher, it mystified me why she Questions of would think this little $8 eight-page bi- the issues of staff turnover: Quality monthly publication with only 400 sub- '% What is a "stable staff"? How doscribers was so important. She said that by Linda Sisson, NSACA you describe it? How do you measure having a publication about school -age child Director of Program it? Do you look at length of experience care helped legitimize it as a professional Improvement and Accreditation with the program? Do you look at how field even if it didn't have a lot of subscrib- A system of program improvementmany people on staff leave in a year? ers yet. It was one of the thoughts that has and accreditation designed specifically ett, Is it important to have low turn- kept me going for 15 years. coo

Dependent Care.. is considering the possibility of keep- With the end of the Federal Depen- ing its small grants program by usingdent Care Grant monies(see article on (Continued from front page) some of the CCDBG money in a simi-front page) which funded many of the line staff in some states will notice that lar fashion of small expansion and im-state conferences, it will be interesting availability of inexpensive SAC work- provement grants. to see how these SAC conferences fare. shops or any SAC training at all has The 1996-1997 school year will be aSome, such as Tennessee, whose con- dried up. Most likely some states will very different one in many states forference was sponsored by the Depart- no longer have annual school-age con- SAC caregivers and directors as theyment of Human Services, received sub- ferences. (See next article.) Providers work on quality and professional de-stantial subsidies. Tennessee is form- in programs will also notice the lack of velopment. esk, ing a Tennessee School-Age Care Alli- free books and materials on SAC from ance to keep the momentum going with the state and perhaps the closing of a pared-back, completely self-sustain- SAC resource lending libraries. ing conference. California, on the other The Dependent Care Grant funding hand, has many years experience in stayed alive for this many years onlyCongratulations to running fee-based, self-sustaining con- because of the tireless work of SAC SAC Conferences ferences. coo and R&R advocates. Now the focus in states will be allocation of the Child School-age care conferences that Care and Development Block Grantwere started in the 1980's are nowPlan Now for (CCDBG) but SAC advocates will havecoming up on their 7th or older annual NSACA '96 to stake out their own piece of the pieconferences. This shows the develop- since there are no mandated allocationsment of the SAC professional field. The 1996 NSACA Conference April to school-age care. In addition, statesStates such as Ohio, North Carolina,25-27, 1995 in St. Louis, Missouri is right around the corner. Look for regis- will be struggling with welfare reform Kentucky, Minnesota, Tennessee, Michigan, Illinois and New Jersey aretration material by the first part of Febru- and any additional lumping of funds ary. (Late registration fees aren't appli- into "block grants." in that category. The National School- Age Care Alliance will have its 8thcable until after March 15.) Last year's Many advocates and states have been conference attracted 2000 participants. "visioning" and planning for the com-annual conference in April. Special congratulations to the Florida School-This year's committee members are plan- ing changes in child care federal funds. ning for a similar response. In some states they have taken the strat- Age Child Care Coalition which will Full Conference fee for 3 days is egy of gathering all the players andcelebrate its 10th annual conference inNSACA Member $110 and Non-Mem- saying let's work together and decideMarch and to the California School-ber $140. The Conference Hotel is the priorities and funding ahead of timeAge Consortium which is the oldestAdam's Mark in St. Louis. Single or and present it as a collaborative, com-continuous school-age conferencedouble $106. Hotel Reservations 800- prehensive package to the governor. which will celebrate its 14th annual444 -2326. For information call Bonnie The fall newsletter of the Oregonconference in April. Vento: 314/225-4494. ett School Age Coalition speaks about the cut in federal funding that supports their Oregon SACC Project which had been in the state education department. SENDTO: P.O. Box 40205 Nashville, TN 37204 615-242-8464 It then announces the move of the state SACC Project including its coordina- Yes, sign me up for: New Subscription Renewal tor, Colleen Dyrud, to a newly created (check mailing label for expiration date month/year) center at Portland State University that 1 year $22.95 Canada $25.95 U.S. Funds Foreign $27.95 U.S. Funds houses the Childhood Care & Educa- tion Career Development System. This move will save the state SACC Project Name and facilitate professional development for the field of school-age care, enrich- Program Name ment and recreation. In Tennessee they are creating a Address school-age care alliance to save their City / State / Zip conference. (See next article.) One stateL © 1995 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 DECEMBER 1995 7 e Printed on Recycled Payer 23 FIRST CLASS yat, 61-1,181gNOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 December 1995

ADDRESS CORRECTION REQUESTED FIRST CLASS

SAC CONFERENCES

RHODE ISLAND Feb. 3, 1996 New Listing RI SAC Conference, Providence, Contact: Laura Zeisler or Kristen Carreira, 401-456-8594

GEORGIA Feb. 22-24, 1996 New Listing 5th Annual GSACA Conference, Atlanta Contact: Kim Nottingham, 404-373-7414

CALIFORNIA Feb. 24, 1996 New Listing 8th Annual Carousel SACC Conference, San Diego,Contact:Tricia Kendrick, 619-793-0071

FLORIDA Feb. 29 Mar. 2, 1996 New Listing 10th Annual FL SACC Coalition Conference, Orlando,Contact: Cris Shaginaw, 407-568-6497

NSACA '96 April 25-27, 1996 8th Annual National Conference, St. Louis MO Contact: Bonnie Vento, 314-225-4494

DO WE HAVE YOUR SAC CONFERENCE DATES?

RESOURCES

safety guidelines. For a free 1995 Parkboth funny songs and tender tunes Flexible-Shaped and Playground Equipment Catalog,about real issues (When Kids Are Sandboxes contact Landscape Structures Inc., 601Mean). The video combines live con- The Landscape Structures Sandbox7th St. South, P.O. Box 198, Delano,cert performances, onscreen anima- usesthecompany'srecycledMN 55328-9900. Telephone: 800 -328-tion and dancing mimes. Retails for $15.98. ef/0 TuffTimbersTm edgers to provide a flex-0035, FAX: 612-972-3185. ett. ible, environmentally friendly alternative to traditional sandbox designs.Multi-media New P.E. Guide TuffTimbers can be arranged in a If your program has a computer with The 1996 Front Row Experience square, rectangular or L-shape of anyCD-Rom capability, USA Today re-catalog offers their latest movement size. ports on a new games program aimed ateducation guides and coordination Unlike pressure-treated wooden tim-the 7-13 year-old crowd. Thinkin'equipment for use in any program bers, TuffTimbers pose no danger fromThings 3has 5 fun and challenging setting. New to the catalog this year is toxic chemicals or splinters. Once in-games, "Half Time," "Fripple Place," Funsical Fitness by Scott Liebler, an stalled above or below grade, the Sand- "Photo Twister," "CarvingBlox,"andillustrated fitness/coordination guide box border never needs sealing or other"Stocktopus." Many of the games canto enhance physical, mental and so- routine maintenance. be made harder as players get better.cial skills with equipment-free activi- TuffTimbersTM are molded fromRetails for $40, should be available atties. Children can have fun while 100% post-consumer HDPE resin, the most software outlets. building character, confidence and same material used in milk jugs, deter- coordination with activities like gent bottles and other common con- USA Today also mentioned a new"Crazy Conducting," "Face Push- tainers. video, "A Family Concert, FeaturingUps" and "Adventurobics." For the Lanscape Structures Inc. has been anthe Roches (and the Music Workshop 1996 catalog call 800-524-9091. epc. innovator in developing recycled prod-for Kids)." The trio of singers performs ucts that conform to ASTM and CPSC Volume XVI #5 The Newsletter for School-Age Care Professionals January 1996 0Jai ® NOTES ISSNO278-3126 © 1996 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Field Since 1980 Celebrating Exuberance INSIDE Punishments or Is it wildness or is it exuberance? Consequences? p.3

SAN' s editor Rich Scofield, has re-parents learn that staff have positive Questions of Quality.p. 6 turned to being a caregiver two after-and interesting comments about their noons a week in a SAC program. The children. This is helpful for those times SAC in New Zealand. .p.7 following are some of his observations. when we need to relate "not so positive" observations. Nat'l. Conferences... .p.8 One of the attributes of school-agers I've noted many ways the children I had forgotten was their exuberance. I exhibit exuberance. It can be in the way had forgotten both the gleefulness ofthey greet me, greet their friends orStaff Must Get the younger ones and the joy of playinggreet their parents. It is seen in the hard by the older ones. Often exuber-excitement of building vehicles with Paid for Training, ance happens with complete physicalK'NEX and running them off ramps. involvement without adult direction. When the part of the playground thatSpecial Events has the sandbox and climbing equip- by Charles Pekow ment is "opened," it is the excitement The director tells staff to stay past Maybe we should callwith which the kindergartners rush to closing time for a lecture by a local that area. expert on family problems. Providers those free play periods Exuberance is seen in sports, in prac- volunteer to come in on Saturday morn- "aerobic play." tice with the tetherball, and in chasing ing for a special party or open house. on the playground. For me, it has been The above scenarios sound routine. the easiest to observe in the kindergart- But what's not always routine is the Yes, when two children continue their ners for whom, it seems, life is continu- staff getting paid for time. It should be exuberant chasing from outside to the ously exciting. though, because the federal Fair Labor inside, we are not so thrilled about One advantage about physical exu- Standards Act (FLSA) requires that "exuberance." In fact, we often are berance that many may not be aware ofproviders get paid for all hours worked, challenged to discern whether certain is the benefit of aerobic exercise thatwhether on the premises or not, and play is out of control wildness occurs with physically playing hard for whether they volunteer to work late or and needs intervention or is appropri- long periods. Maybe we should callnot. The Wage & Hour Division ate exuberance. I believe we need to those free play periods "aerobic play."(W&HD) of the U.S. Dept.of Labor find ways to appreciate and celebrate Learning takes root best when it is has advised center organizations across our school-agers' exuberance and to accompanied by a strong emotion. Exu- the country that they must pay for such help channel it into appropriate play. berance and excitement are strong emo- time. In Minnesota, W&HD launched One way to celebrate it is to relatetions. Our job as caregivers in afteran investigation of possible widespread positive observations to parents. Par- school settings is to provide appropri- violations of wage and hour law, as ents enjoy hearing how much theirchild ate opportunities for school-agers to chains operating in the state reportedly enjoyed playing with friends or per- harness theirexuberance. It may be just haven't paid providers for hours spent a. haps how "persistent" they were in a the opportunity to run as hard and long in training. particular type of play. Two advan- as they can or the opportunity to learn Here's a rundown on what W&HD tages to training staff to look for posi- to negotiate and compromise in the offices have advised the child care in- 0 tive observations related to high activ- heat of excitement of putting on an dustry: ity involvement (exuberance) are that impromptu variety show (which hap- Q: When must employers pay em- staff learn to be more appreciative and pened yesterday afternoon). coo ployees for time they spend in training: tolerant of certain behaviors and that (Continued on page 2) Training Pay... what employees actually donot theirthan one site? title or job description. A: If a provider splits time between (Continued from front page) Q:What are the remedies for non-two programs run by the same organi- watching videos, attending classes, lis- compliance? zation, such as a preschool in the morn- tening to lectures, etc.? A: Providers can complain toing and school-age program in the af- A: If an employer mandates training, W&HD. The can receive back pay forternoon, the organization must pay the the employer must pay staff for the up to two years, or three years for aprovider normal overtime (time-and-a- time, be it during the normal work day "willful violation." half for each hour worked in a week or after hours. If the state mandates Q:Must the employer always pay forabove 40). So if a provider works 30 training, the answer gets trickier, as training? hours in preschool and 15 hours in W&HD offices in different states have A: No. They don't have to pay if allschool-age care, the employer must given different answers. The gist seems four of the following criteria apply: pay 5 hours at time-and-a-half the to be that if the employer has the burden 1) Training takes place after hours. provider's normal salary. The organi- of ensuring staff take training, the em- 2) The employee attends voluntarily.zation must also pay the provider for ployer must pay for the time. In Minne- This means free from a government ortravel time between locations. The same sota, for instance, the state mandates employer mandates. rules apply if two or more organiza- that licensed centers record the training 3) The training doesn't relate directlytions agree to split a provider's time. caregivers must take every year. If pro- to the job. If a provider freely takes Q:What about work off -site? viders move from one center to an- classes that improve overall skills, not A: It counts the same as work on the other, the second center can't count ones specific to working at a given site,premises. Providers must get the same training at the first center as part of a for instance. pay for an hour spent in activity plan- provider's annual quota. So W&HD 4) The employee doesn't "performning at home as they do at the center. ruled that the training primarily ben- any productive work" in training. Q:Where can I get more information efits the employer and requires pay- Q:What if a provider shows up earlyand guidance? ment. But in another state, such as or stays late? A: Contact your district or field of- Florida, where providers can transfer A: If a provider shows up early andficeofW&HD: It can provide copies of required training time; and the provider reads magazines waiting for the shift toseveral publications, including FLSA bears the burden of documenting train- begin, the provider doesn't have to getHandy Reference Guide, WH -1282, ing, W&HD has ruled the center needpaid. But if a provider stays late forOvertime, WH-1325, and Hours not pay. Best bet: check your state law. tardy parents to pick up children or aWorked under the FLSA, Part 785. 61D But W&HD considers time in classes required by law or employer asbus to come, the employer must shell out for the time. Likewise, a providerCharles Pekow is the editor of "Day compensable time, even if providers who stays late cleaning or preparing forCare USA." This report is written ex- choose which classes to take. the next day must get paid for the hoursclusively for SAN readers. Q: Does FLSA cover all staff? spent at the center. This rule applies A: No. It exempts administrators, even if a supervisor didn't request that supervisors and teachers. Though the provider stay late as long as the W&HD examines child care on a case- supervisor allows it or has reason to by-case basis, in most instances itbelieve the provider is staying late. To NOTESo doesn't count providers as teachers ifkeep overtime payments low, some their primary work doesn't consist of centers state in employee handbooks Subscriptions: $22.95/12 issues academics. But if a public school teacherthat employees must get permission works in an after-school program run Send To: School-Age NOTES from their director for any work past by the same school, that teacher prob- P.O. Box 40205 their normal shifts. Nashville, TN 37204 ably won't have to receive overtime or Q:What if a provider is "on-call" 615-242-8464 payment for training. The answer de- waiting to see if enough children or 615-242-8260 (FAX) pends on what the staffers spends the staff show up? Office: 2608 Grissom Dr. majority of work time doing. Directors, A: If the boss tells a provider to wait Nashville, TN 37204 for instance, usually qualify as admin- on-site, the provider must get paid. If, istrators. But if a supervisor or trainer Editor/Publisher:Richard T. Scofield however, a provider waits at home or also works directly with children, the Associate Editor:Joyce Maneck must leave a number to be reached at, answer may lie in what he/she spends Office Manager: Mary-Helen Marigza the provider doesn't get paid. 51% of the time doing. FLSA looks at Published Monthly in Nashville, Tennessee Q:What if a provider works at more

source of control if they don't, not Predicting primarily serves as a warn- Punishments or because they believe in what they are oring without a threat. Simply ask the Consequences? are not doing. child what he or she thinks might hap- Any adult who deals with children pen in the future if the inappropriate wants them to be responsible, to make behavior is repeated. good decisions, to feel good about them-When the fear of loss of dignity Choosing means giving the children selves, to have good people skills, to two or three acceptable behaviors to is more powerful than thechoose from in the future as an alterna- know how to plan and to know appro-need to grow, children stop priate ways to handle stressful feelings. tive to what broke the rules. Ask the As caregivers, we want to encouragelearning and start protectingchild to tell you which one he or she behavior that reflects these skills andthemselves. will do. abilities and discourage behavior that Planning involves asking the child to doesn't. We discourage what we don't plan a solution to the problem. A plan is want by intervening when a child breaks Consequences help children learn tonot a promise, but it needs to be specific one of our rules, using either a punish-make better decisions and to be moreabout the actions(s) to be taken. Good ment or a consequence. responsible. Which did you learn moreplans say exactly what will be done. "I Punishments teach children to obeyfrom in life, experiences or someone will tell how I feel with my words, not by making them feel bad about what telling you what to do or expect? Somewith fists" is better than "I won't fight they have done, with the hope that theyof your greatest lessons probably re- with Lee." If a plan fails, go over it, step won't want to do those things again. sulted from your biggest mistakes. by step, to see what went wrong, so the Spanking, threats, loss of privileges, Whereas punishment is control-based child can fix it another learning lectures, scolding and sarcasm all hurt (the adult has the power and makes theopportunity! children in some way, attacking theirchoices), consequences are learning dignity and feelings of self-worth. And,based; the child has the opportunity to in general, when the fear of loss ofmake a choice and learn from it. Re-In the long run, [punishments] dignity is more powerful than the needsults teach the lessons and encourageteach children that the person children to think of better ways to be- to grow, children stop learning and in control wins at least as start protecting themselves. You knowhave or do things in the future. the behavior: lying, blaming others, Consequences can be naturallong as that person is around bragging, not listening, not trying, al-handle your milk carelessly and it may so children learn to be more ways asking for help (even when it'sspill in your lap. When there is not acareful about getting caught. not needed), bullying, showing off,direct natural consequence, conse- withdrawing, etc. quences can be applied logically that are directly related, so a child sees the It's important to empower our chil- connection between the choice and whatdren, maybe now more than ever be- Spanking, threats, loss ofhappened as a result. There's no logicalfore. Am I in Trouble? Using Disci- connection between fooling around (a privileges, lectures, scolding pline to Teach Young Children Re- poor choice) and spilling milk on thesponsibility by Richard Curwin and and sarcasm hurt children,floor and then sitting in time out (pun- Allen Mendler offers ways caregivers attacking their dignity andishment), but there's a direct connec-can give children the support, encour- tion between spilling milk because you feelings of self-worth. agement and problem-solving skills were fooling around and then cleaningthey need. It's a great resource for it up by yourself. Another example ofadults who want to help children grow Although punishments may result inlogical consequences (versus punish-up to be the best people they can be. short-term behavior improvement, inment) is not putting the LEGO blocksAvailable from School-Age NOTES the long run, they primarily teach chil- away (a poor choice) and then not hav- for $17.95 ($15.95 forsubscribers) plus dren that the person in control wins ing them available to play with the next$3.50 shipping & handling. coo at least as long as that person is around day (consequence). so children learn to be more careful There are three general consequences about getting caught. Punishmentwhich can be used for broken rules, teaches children to be obedient, to do directly relating to skills that help chil- what they're told only because theydren develop internal control: predict- fear negative results from an outside ing, choosing and planning. © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 e Printed on Recycled Paper JANUARY 19963 27 EST COPY AVAIIABLE BRUARY ACTIVI Toys some things they will not eat at all. If it matches either end of the domino To make a kind of suet mix, meltplayed by the first player, it can be February 15, 1884 was the birthdaytogether 1 c. of crunchy peanut butterplaced on the matching end. If there is O of Erector Set inventor Alfred Carltonand 1 c. animal fat (such as bacon orno match, the player puts the domino Gilbert. You build with LegoTM orhamburger grease), and add 2 c. corn-face down at the right end of her row, DuploTM blocks. Your parents may have meal, 1 c. all-purpose flour and 2 c. dry and play moves on to the next player. had Erector Sets or Tinker ToysTM andoatmeal. Chill it. Slice it into cubes. 6. The first player to play all his your grandparents may have had Lin- Store it in the freezer for use as needed.dominoes wins. If the game reaches a coln Logs. A strip of fat from meat or a slice ofpoint where no can play their domi- Ask parents or grandparents about fruit might be welcome too. ePo noes, there is no winner. their favorite toys. See if they still have any of them. What do you think the toys of the A Game to Play with a future will be? coo Things to Make Pair of Dice 1. Players sit in a circle around the Ice Candles table. You will need paper hot drink cups, 2. On the first time around, players Weatherman's Day wicks, ice cubes and melted paraffin. who roll 2 points make 2 points. No Weatherman's Day is the birthday of Fill the paper cup with ice cubes,othercombinations count on that round. John Jeffries, America's first weatherplace the wick in the cup, then pour the 3. On the second time around, only a reporter. He lived in Boston during theparaffin over the ice, filling the cup. score of 3 counts. On the next round, a Revolutionary War. Today the weather When the paraffin cools, lacy holesplayer must score 4 points to count, and is in the newspaper or on TV. Both getwill be left where the ice was. so on through 12 points on round 11. their information from the National 4. The winner is the one with the most Weather Service, established by the points after the llth round. d3t. government on February 9, 1870. Baker's Clay for Jewelry Invite a newspaper or TV weather- Mix 1 c. flour and 1 c. salt with just man to tell you how weather is pre-enough water to make clay. Form into dicted. jewelry. Use a toothpick to make holesGingersnap Turtles Collect the local weather feature offor beads. Press a safety pin into the Each turtle will need 2 gingersnaps, I the newspaper for a week. Compare clay of a pinback. tablespoon of frosting and 3 pecan predictions to what actually develops. Bake jewelry on waxed paper at 200° halves. Assign teams to watch the weatherF to dry and harden it.(ND For the frosting you will need 1 box on different TV channels. All of them receive weather information from the (1 lb.) of powdered sugar, 3 egg whites National Weather Service, but are the and 3/4 teaspoon of cream of tartar. weather predictions the same on allGames Combine the frosting ingredients and channels? dib beat for 10 minutes until it hold stiff peaks. The egg whites will beat better A Game to Play with at room temperature, but the frosting Dominoes can be refrigerated in a ziplock bag or a 1. Place all the dominoes face downtightly closed container and will keep Cold Weather Food on the table. several days for use as needed. for the Birds 2. If 2-3 players, each player draws 7 To make the turtles, put 1 T. frosting dominoes; if 4-5 players, each player When it gets cold, birds need more between 2 gingersnaps. Insert a whole draws 5 dominoes. food to keep warm. Besides the usual pecan half with one end sticking out for 3. Players may not look at their domi- bread crumbs or popcorn, other possi- the head. For the legs, cut 2 pecan noes, but lay them face down in a row. bilities for bird feed are millet, cracked halves in half lengthwise. 4. The first player takes the domino corn, sunflower seeds, peanuts and suet When exposed to air, the frosting from the left end of his row and puts it mix. Different birds eat different things will set up in about 20 minutes. di face up in the center of the table. so you migh watch carefully to see if O 5. Each player in turn picks up the43 Activity Ideas your bird visitors like some things you domino from the left end of their row.The minimum number of Activity give them better than others. Maybe Ideas in this issue is 43.

4 JANUARY 1996 © 1996 Scholge NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Paper FEBRUARY CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday Feb. 2 GroundhogFeb.4, 1927CharlesFeb. 6-8 Sapporo Feb. 8 86th birth- Feb.12, 1809 Day. Tradition says ifLindburgh flew alone, Snow Festival in Ja- day of Boy Scouts. Ask birthday of Abraham the e groundhog sees its nonstop, from New pan began when chil- an Eagle Scout to ex- Lincoln. Make a log ' dren made 6 big g shadow,6moreweeks Yolk to Paris. It took plain the merit badges cabin out of pretzels ,t snowmen. No snow? of winter will follow. 331/2 hours, without a he's earned. Maybe aand peanut butter. g Make snowmen from grandfatherhas badges 1741 What signs can youradio or navigationcotton or marshmal- find to tell whetherequipment. How longlows or make icein the attic. Compare spring is almost here? would it take today? candles (see p. 4). badges then and now. Leap -1 Feb. 11,1847Tho-Feb. 19, 1878 Feb. 14 MakeFeb.28, 1878firstFeb. 29 gmasEdison'sbirthday,Edison patented theValentine tray fa-telephonebook.Year Day. What also Nat'l Sciencephonograph. Put anvors for a nursingGuess how manywill you do with a C4 Youth Day. Hisin- old record on a turn-home or Veteran'snames it had in it.whole extra day? w ventions included thetable, but play it using Hospital. (50) How can you light bulb. Use aa paper cone with a estimate the number W kersoene lamp to see g needle stuck through of names in your 0how it feels to have the point. phone book now? g no electric lights. Sponsor an essayCreate a new posterCollect Black His-Design a banner orPlay a board game contest to call atten-foreachweekofBlacktory Month featuresmural. Agree on gen-suchasAfrican ° lion to the contribu-History Month. Fea-from your localeral theme and lay-American Discovery, = newspaper. Make a :A E- tions of African-ture black achievers out. Let everyonea black history and bulletin board to dis- EZc)Americans. and their accomplish- contribute in somebiography game.(See menu in all fields. play them. Noteway to completing it. Resources, p.8) dJ community events r4 planned. 12:1

Look at the Bill ofWrite your para-What do the colors,Find out about atHelp solve a com- wZRights to see whatphrase of the Billstars and stripes (orleast three peoplemunity problem rights are guaran-of Rights on news-the color bars andwho are known asthat will make life F 1-4 teed to citizens. Di s-print and illustratemaple leaf) stand forpeacemakers. better for young U dcusswhat eachit. in the flag? Review people. gmeans and para- etiquette for han- dphrasefor your dling and respecting 1-1 group. flags.

Greeting Cards cutMagnetsmagnetsDance costumes,Bakery modelingDepartment Store fronts of old cards, col- clay, pictures of baked clothing, racks and c.n and things that may scarves, dance shoes, Ez] ored paper, glue, glitter, or may not be at-streamers,hoops,goods, paper bags, hangers, cash register, 8book of sayings ortracted to magnets. pompoms, umbrellas, cash register, bakers' price tags, sales slips, :0 verses, ruler, printA pair of magnets rhythm instruments. hats and aprons, loll-play money, bags, oi samples, stencils, water ing pins, baking pans, checks, mirror, phone. gcolors, markers, old play money, play oven other throughha 1:'' flower catalogs, lace and sink, cookbook, doilies, heart patterns. sheet of paper. signs. RelayPutonacoat"I cannot tell a lie."Run a relay with aSkating Relay Give each team zand button it up. TheBut in this 20 ques-basketball betweenPut a section of theplenty of scrap pa- next player helps un- tions game you mustyour knees. Usenewspaper underpertobuilda .To button it and puts it on if you are /t. it must tower. No tape, no g your hands only toeach foot and skatestaples, no glue 0himself, buttons it up, answer every ques-transfer the ball toto the goal line and 4, tion the group asks, just paper, folded and so on. The first the next player. back. viE4 team to get its lastbut the answer has and flat. The tall est tower wins. -,player buttoned intoto be a lie. Take the coat wins. turns being It. 39 Nashville, TN 37204. 61 - - © 1996 School-Age NOTES PO Box 40205 JANUARY 1996 5 @ Printed on Recycled Paper . _ Questions of of quality? How aware are they of thecare for families of officers under job importance of their children's out ofstrain. Quality school time? What do they value most Another bill would wipe out the Corp. by Linda Sisson, NSA CA in their child's care? for National & Community Service Director of Program (AmeriCorps), which grantees are using to train and place school-age pro- Improvement and Accreditation In the face of declining resources forviders across the country. Note: This column appears each monthschool-age care, who should be advo- in SAN and raises some of the questions cating for the needs of kids and their relating to quality in school-age care./ families? Is it possible without greaterConferees also dropped a invite your feedbackyour ideas andresources to provide quality care? What stories related to these questions.are the sources of support for school-provision that would have This is an important avenue of learningage care in your community? How iswiped the Dependent for us and a way for you to help shapethat support encouraged, increased? the school-age accreditation system that Care Block Grant off the will guide our work in years to come. books. So Congress could l' 11 be eagerly waiting to hear fromAnd finally, is there any connectionfund it again. YOU!!! between these two sets of questions? Address: Since Congress is still working on Linda Sisson Thanks to Mickey Seligson, Director, clo SACCProject, Center for ResearchSchool-Age Child Care Project,funding for the Dept. of Health & Hu- on Women man Services and a welfare reform Wellesley College Center for Research Wellesley College package, subsidy programs are con- on Women, for suggesting the second Wellesley, MA 02181 tinuing as usual. But the welfare bill set of questions. 619 FAX: 617-283-3657 now in conference would merge At- e-mail: Risk Child Care, Transitional Child TI [email protected] Care and Work Activities Child Care Phone: 617-283-3460 Washington Notes into the Child Care & Development by Charles Pekow Block Grant (CCDBG). States would be free to spend part of their welfare Charles Pekow is the editor of "Day Setting New Goals for grants on child care, but they couldn't Care U.S A." This report is written divert child care money to other pur- Parent Involvement exclusively for SAN readers. The New Year always brings with it poses. The Social Services Block Grant, notions of setting new goals in theVeto Necessary to however, would get cut 20% starting in various aspects of our lives. We alwaysRestore Funding FY97. want to improve. The goals school-age Though the legislation would encour- As FY 96 enters its second quarter, care directors and staff set for their age states to involve families with school-age programs remain uncertain program are no exception. There is school-age children in work programs as to the extent or types of federal always a concern about providing a first, it doesn't mandate any services funding they'll get during the year. quality program. for school-age care. Conferees also Threatened presidential vetoes stand One aspect of program improvement dropped a provision that would have between large cuts in funding passed that is easy to sometimes overlook is wiped the Dependent Care Block Grant by Congress, including the following: parent involvement. This issue prompts off the books. So Congress could fund An appropriations bill for the Dept. two sets of questions this month: it again. The legislation also would of Justice would knock out virtually all require states to spend only 3% of the funding approved in the 1994 crimeCCDBG money on quality and avail- How important is parent involve-bill for school-age programs. All thatability activities, with a heavy empha- remains in the bill: $10 million for the ment? Is it a "nice to have" feature or sis on parent education. etic. Part D Youth Gangs program for grants a "must have" for quality school-age Correction: to government and non-profits for pro- care? Is it realistic to expect busy work- In the November issue, the percentage of grams to keep youngsters out of gangs, ing parents to want to be involved? the proposed Youth Development Com- and $1 million for Law Enforcement What are the levels of involvement in munity Block Grant that would go to over- Family Support, which police depart- yourprograms? How aware are parents seas territories should have read .5%. ments can use to pay" for school-age

6 JANUARY 1996 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Paper 40 ADMINISTRATIVE NOTES '96 NAEYC Dallas ents; finding good staff; setting feeNasdor Named structures and enrollment policies and Proposals Due procedures; in-service training; the dif- NSACA/ACT ficult school-ager; preparing staff for January 26th the unexpected. 60 Coordinator School-age care professionals get Deb Nasdor joined the AmeriCorps your workshop-proposal-writing 10- Action for Children Today Project (ACT) gallon hats on and shine your boots and team in November as the School-Age spurs for submitting your presentationA Report from Care Coordinator. The National Asso- proposals for NAEYC's 1996 confer- ciation of Child Care Resource and Re- ence in Dallas November 20 23. Pro-New Zealand ferral Agencies (NACCRRA) and the posals must be postmarked no later National School-Age Care Alliance Dear SAN, (NSACA) have collaboratively initiated than January 26th. this project to build community stability Dallas will be an interesting venue I have been working for the Out of School Care Network (OSCN) for over by improving the quality and availability for the school-age track of NAEYC's of child care in the following six states: conference since Texas was ranked #1 a year now and I have enjoyed the issues of your newsletter that arriveCalifornia, Washington, Texas, Georgia, in the nation in number of "centers with New Jersey and Massachusetts. Nasdor with such regularity on our door step after school" (4,510) and had the high- will provide technical assistance and train- here. I combine my OSCN work with est percentage of after school programs ing to those AmeriCorps members work- an After School position, so I'm always in all child care centers (66%). This ing to provide quality school-age care. hungry for the ideas and inspiration Before accepting the new position, was according to the Wilson Marketingthat "School-Age NOTES" provides. Group's statistics (see Oct., 1992 SAN). Nasdor worked to improve the quality of This year the New Zealand Govern- child care for the Maryland Committee To have a strong school-age track, ment announced the first chunk of fund- workshop proposals have to be submit- for Children at the Baltimore City Child ing ever to be allocated to Out of SchoolCare Resource Center. She provided child ted. NAEYC generally accepts a per- Care and Recreation (OSCAR) services. care training to parents and providers and centage of each subject area based onThe demand for OSCAR continues to acted as an advocate for school-agers by the number of presentations it can ac-grow at such a rate that they really holding the position of secretary at the cept and the total number submitted. couldn't ignore it anymore. Baltimore City School-Age Care Alli- For submission information and for- Unfortunately, the community sec- ance. Her experience covers many years mat criteria, check the Washington DC tor in New Zealand is increasingly ruled of direct service to children of all ages program (p. 210), the December and by the philosophy of "user pays." This and their parents. Nasdor has worked January issues of Young Children, oris reflected in the recent funding an-consistently in the field of child care as a call the conference department at 800-nouncement which sees money allo- family child care provider, aide, senior 424 -2460. cated only for the establishment of new staff member, extended kindergarten Proposal Ti ps services. Once they are up and runningteacher, director, trainer and parent. die Be specific in both your workshopthe community (i.e. usually the families) foots the bill entirely. title and your presentation. Example: Conferences... Instead of "Providing Quality Care" try We see it very much as a case of (Continued from page 8) "10 Ways to Provide Quality Care" andgetting a "foot in the door" and look then in the workshop give specific ex- ahead to the long-term goal of recogni- 11,I,INOIS March 8-9, 1996 New Listing tion, professional standards and ad- 10th Annual Spring SAC Conference, Chicago amples for each way and ask partici- Contact: Bob Black, 312-989-0222 or Maria pants for their suggestions. equate ongoing funding, as well as the Walker, 312-942-6501 Avoid cutesy titles that don't ex- consolidation of our fledgling national body, The National Association for Out TENNESSEE March 8-9, 1996 New Listing plain what the workshop is about. Ex- of School Care and Recreation 7th Annual SAC Conference, Nashville ample: Instead of "Huckleberry Finn Contact: Cathy Henris, 615-313-4771 (NAOSCAR) which Sandy Thompson meets the 21st Century" try "Inexpen-(former OSCN Coordinator) has vol- CALIFORNIA April 12-13, 1996 New Listing sive New Technology Programming 14th Annual CSAC Conference, Los Angeles untarily steered for the last year. All Contact: Darci Smith, 415-957-9775 Ideas without a Computer." this optimistically achieved by the time Pick one area of school-age care toSAN gets to its 20th? Let's hope so! INSACA '96 April 25-27, 1996 discuss. Examples: summer program 8th Annual National Conference, St. Louis MO Contact: Bonnie Vento, 314-225-4494 playground ideas; tips for new direc-John Kennedy tors; working with a board of directorsOSCN Coordinator DO WE HAVE YOUR in SAC; developing policies for par-Auckland, New Zealand SAC CONFERENCE DATES?

. 1996 School-Age NOTES PO Box 40,205Nashville, TN 37204 615-242-8464 JANUARY 19967 4 Printed on Recycled Paper 41 BEST COPY AVAIIIAIt BULK RATE NOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 January 1996

ADDRESS CORRECTION REQUESTED

SAC CONFERENCES

JURODE ISLAND Feb. 3, 1996 RI SAC Conference, Providence Contact: Kristen Carreira, 401-456-8594

GEORGIA Feb. 22-24, 1996 5th Annual GSACA Conference, Atlanta Contact: Kim Nottingham, 404-373-7414

CALIFORNIA February 24, 1996 8th Annual Carousel SACC Conference, San Diego Contact: Tricia Kendrick, 619-793-0071

FLORIDA Feb. 29 - Mar. 2, 1996 10th Annual FL SACC Conference, Orlando, Contact: Cris Shaginaw, 407-568-6497

MINNKSOTA March 2, 1996 New Listing 9th Annual MNSACA Conference, St. Paul Contact: MNSACA Office, 612-257-6452

KENTUCKY March 8-9, 1996 New Listing 5th Annual KY Coalition for SAC Conference, Lexington, Contact: Kim F. Townley, 606-257-5083 (Continued on page 7) RESOURCES

Conferences of Youth-At-Risk ConferenceBlack History The Seventh Annual Youth-At-Risk Interest Conference will be held March 3-5,Resource In addition to the school-age confer-1996 in Savannah, GA. A resource catalog of educational ences which we list as a regular feature Sponsored by The College of Educa- materials in African-American history in SAN, the following national confer-tion, Georgia Southern University, theis available from Empak Publishing ences may be of interest to many of ourconference theme is "Collaboration:Company. readers: Promoting SuccessfuLYouth." Resources include booklets focus- For more information call 912 -681- ing on various aspects of black his- 5551. tory, such as Civil Rights Leaders, Abolitionists, Blacks in the Arts, Black Children's Defense Fund Scientists and Inventors, Black Women National Conference Save the Children® and more, written at various grade "Healing America: Building a Move-Conference levels. Posters, teachers' guides, games ment to Leave No. Child Behind" is the The 19th Annual Save the Children (see p. 5) and other related materials theme of the Children's Defense FundFamily Child Care Technical Assis-can also be purchased to correspond 16th Annual National Conference, totance Conference will be heleMarch with the themes. be held February 8-10, 1996 in Char-28 through March 31, 1996 in Atlanta For information on receiving a cata- lotte, NC. According to CDF PresidentGeorgia. The conference is sponsoredlog call 312-642-8364. 6iD Marian Wright Edelman, the confer- by the Save the Children® Child Care Humor Anyone? ence "seeks to rekindle a spirit of com-Support Center of Atlanta which ad- passion and caring and mutual respectdresses the needs of the family homeThe "Humor and Creativity" Confer- ence is scheduled for April 19-21, 1996 in our communities for all our childen."care provider. For registration and housing infor- For more information call Lynnin Saratoga Springs, NY. Call 518 587- 80 for more information. (ND mation, call 301-353-1807. Manfredi/Pettit 1578. 640 42 Volume XVI #6 The Newsletter for School-Age Care Professionals February 1996

ISSN0278-3126 OD 1996 School-Age NOTES - A National Resource Organization on School-Age Care - Pioneering the Field Since 1980 A Middle School INSIDE After-School Philosophy Middle School p. 2 Sharing Circle P. 3 While many school-age care pro-benefit from the experience of being grams have developed mission state-able to direct a few hours of their very Pilot SAC Standards. p.3 ments or statements of the philosophybusy day. of their program, it is unusual to see a Since one of University School's Women's History p. 4 program that has both younger andgoals for the students is to encourage older school-agers develop a separatethem to be compassionate, tolerant and Youth Express p. 6 philosophy for their older kids pro-mutually respectful, they are expected gram. The University School of Nash-to respect other people's rights and ville (USN) has a total enrollment ofproperty and to be courteous and well- AT&T Gives Aid for 270 children with 140 enrolled in themannered. It is important for the earlyConference Goers middle school program grades 5-8adolescent to understand that there are NSACA which has completely separate spacepredictable consequences for inappro- Scholarships to attend the 1996 and staff from the K-4 program. Thepriate behavior. The Middle School conference in St. Louis, April 25-27, are being made available by AT&T. Scholar- following is the philosophy distributedAFTER-SCHOOL staff involves stu- ship amounts are for the full registration fee to parents on bright astro-pink paper:dents in the process of establishingof $110 and in some cases travel stipends The care and feeding of the earlyrules and expectations in order to pro- may also be available. adolescent (ages 10-13) is a very spe- mote their developing sense of respon- Eligible recipients are limited toSAC cial and challenging mission. An age- sibility and self-control. staff who work in programs serving AT&T appropriate after school program must employees' children. Funding for these include activities and opportunities thatObservations scholarships was provided by theAT&T meet the needs of these children and SAN' s editor Rich Scofield, has beenFamily Care Development Fund, a joint must provide a safe and consistent en- chronicling his return to being a school- project ofAT&T,the Communications vironment. At USN, the Middle Schoolage caregiver two afternoons a week. Workers of America and the International AFTER-SCHOOL enables the students The program he works in is the Univer- Brotherhood of Electrical Workers. to determine their afternoon activitiessity School of Nashville whose middle Scholarship applicants should send a one- page letter describing the SAC program, within a framework of acceptable al-school philosophy is stated above. The the scholarship(s) candidate name(s), posi- ternatives. following are some of his observations. Working in the K-4th grade aftertion, agency address, phone number; the The middle school program trans- number of SAC sites; the number of chil- forms the cafeteria [and side rooms]school program provides an interestingdren served plus the number ofAT&T each afternoon into a comfortable areaview of what goes on in the middlechildren served. The Conference Program where these young people can relax,school program. The shared space na- stated a February deadline, which has been chat, eat and play games. There areture of the program is in sharp contrastextended to March 8. opportunities for advanced crafts, cook-to the dedicated space of the "lower Requests should be mailed to: 1996 ing, and field trips. If they choose, the school" program. There are fewer props ConferenceScholarships,c/oC. middle schoolers can sign out to theand playthings and more space avail- Cuddeback,MNDepartment of Children, gym, playground or soccer field.able to just hang-out, socialize and do Families & Learning; 998 Capital Square Whether organized or acting indepen- homework together. But its not just theBuilding; 550 Cedar St., St. Paul, MN 55101; FAX 612-297-5695. dently, each of these students is moni- space issue but also the difference in Letters must be faxed or postmarked O tored closely by attentive staff mem-developmental needs. A primary difference is the type ofby March 8, 1996. coc. bers, who give them freedom of motion Note: Preliminary NSACA Conference and a feeling of privacy. We are verystaff. They are younger and easier for Programs were mailed 1st Class February comfortable with this "neighborhood"middle schoolers to identify with. 2. If you did not receive one, call Bonnie setting and believe that the children (Continued opipage 3) Vento's office at 314-225-4494. 4-3 Times change. In some ways, the mo- Interest in Middle mentum we thought was there 10 years Raw Egg Danger ago has finally caught up and become Several readers brought to our attention School Issues reality. The past four years have seenthe danger of using raw eggs in activities, To the Editor, significant changes for middle schoolwhether edible or not. We appreciate read- I would like to see more articles written programs. There have been the Carnegieers' vigilance and help in bringing needed concerning middle school children, ages reports, increased interest from founda-information to our readers' attention. 10-14. As more parents are going out totions, and two national conferences onDear Mr. Scofield, work, with more hours, many new middle older kid programs with a third planned First, let me say that I greatly enjoy school programs are beginning to open. Ifor this October in Trenton, N.J. TheseSchool-Age NOTES. The information is am the Assistant Director for the A.S.A.P. changes have been reported in SAN along well-presented and each monthly newslet- (After School Activities Program) at thewith articles on models, ideas, funding ter is filled with excellent ideas and activi- Wilson Middle School in Natick, Mass. and resources for working with older ties for school-age care. Our program is three-fold: direct afterkids. Most recently the December fea- However, I have to express a concern school care, drop-in care and specialtyture article was on a "New Way of Think- over something I read in your January clubs. Several other communities are nowing About the Middle School Program."issue. Your recipe for gingersnap turtles opening similar programs. The need is We recommend our sets of back issues as immediately caught my eye. I love there and your newsletter will be of great a source of articles. gingersnaps and this sounded like a fun value. What you are unlikely to see in School- project. I read a bit further and was sur- Age NOTES is specific one-time, art prised to see that the frosting required egg Robin F. Shaffer Sebastian projects for older kids. From a practical whites. With the warnings about raw eggs Framingham, MA point of view we know that adult-initi- and the threat of salmonella, no recipe for ated, adult-directed activities have high a children's project, edible or inedible Editor's Response- failure rates with older kids. A good should include raw eggs. Interestingly, four years ago in the April middle school philosophy emphasizes There are many commercially prepared 1992 SAN there was a letter requestingthe need for older kids to do their own frostings and mixes that would be satisfac- information about "programs for youngplanning and initiate their own activities. tory for this project. Another alternative adolescents" particularly "activities and We applaud the three-fold approachwould be to replace the egg whites in the experiences with different styles of pro-the Wilson Middle School program has frosting recipe with milk or water. viding 'care." (Coincidentally, the writertaken of providing accountable "direct There are so many tips and ideas and was from Quincy, Mass.) At the time, I after school care," drop-in care and spe-recipes that are included in SAN that I am responded that "while there is a demand cialty clubs. This approach meets the sure it is overwhelming to belabor every from parents and the community for pro-varying care needs and developmental detail, but this is one that could be danger- grams for middle school and junior high needs of the youth and their families. ous. Thanks for allowing me to express my children and youth that there is a disturb- This has been a long, round-about way concern, and again, thanks for the high ing failure rate among these programs." to say, indeed, there is more interest in quality of School-Age NOTES. First, it should be remembered that inmiddle school programs. School-Age the mid-1980's we were talking about NOTES has been including and will con-Nadine Haglin older kid programs as the new frontier oftinue to include articles about older kidsCommunity & Family Education SAC. Fourteen years ago the Center for as evidenced by this issue with articles on Saint Peter [MN] Public Schools Early Adolescence had just published itsthe front page, page 6 and the letter (See correction, page 4, col. 1) "3:00 to 6:00 P.M." materials; by thebelow. mid-80's many school districts had been We appreciate readers sharing their successfully running programs for sev-concerns and interests so we can relay NOTES eral years and parents were asking about them to the rest of the field. Rich where their older kids could get after-Scofield, Editor Subscriptions: $22.95/12 issues noon supervision; and the federal Depen- dent Care Grant was giving money spe- Dear Rich, Send To: School-Age NOTES cifically for programs focusing on older The Youth Express is a nonprofit youth P.O. Box 40205 school-agers. Programs failed becauseagency in St. Paul, Minn. We have an after Nashville, TN 37204 they didn't make the necessary changes school program here called "The After 615-242-8464 to attract and keep older kids. According School Express." This program works with 615-242-8260 (FAX) to the National Study of Before- and students ages 8-14 and has been in exist- Office: 2608 Grissom Dr. After-School Programs in 1991 less thanence for the past two years. We work in Nashville, TN 37204 9% of after school enrollments were 5th collaboration with area colleges. They pro- Editor/Publisher: grade and above. In fact, it was 6% for vide us with tutors and volunteers to work Richard T. Scofield 5th, 2% for 6th and less than 1% for with students. The program runs three days Associate Editor:Joyce Maneck grades 7 and higher. And we in the fielda week throughout the school year. Office Manager: Mary-Helen Marigza for almost a decade kept saying older I am putting together a project to visit Published Monthly in Nashville, Tennessee

kids were the new frontier of SAC. (Middle School ... continued on page 6)

2FEBRUARY 1996 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed an Recycled Paper BEST COPY AVAILABLE 4 4 CONFLICT RESOLUTION

munication, cooperation, trust and con-more are $6 each plus postage to be The Sharing Circle fidentiality. The seven Sharing Circlebilled.) Make checks payble to New but timeless, a Sharing Circle isRules are simple: "NSACA." Mail order to: NSACA Pi- a unique, highly effective small-group 1. Bring yourself to the circle and lot Standards c/o AYC Services, 4720 discussion process in which the partici- nothing else. N. Park, Indianapolis IN 46205. In- pants, including the leader, share their 2. Everyone gets a turn to share, clude the name and address to be experiences, thoughts and feelings in including the leader. shipped to, # of copies ordering and response to pre-determined issues. 3. You can skip your turn if you wish. $13 for each copy. epo Sharing Circles don't merely teach 4. Listen to the person sharing. about social interaction, rather chil- 5. The time is shared equally. dren are interacting, learning by doing! 6. Stay in your own space. ... Each Sharing Circle provides a real- Observations 7. No interruptions, probing, put- (Continued from front page) life experience of social interactions downs or gossip. where they share, listen, explore, plan A complete description of the Shar- Their developmental need to social- and problem-solve together. As they ing Circle process, with details on howize with peers and members of the interact, children learn about each otherto start them, how to lead them, loca-opposite sex is shown in their need to and realize what it takes to relate effec- tion and timing suggestions, as well as"talk, talk, talk" and to do so in privacy. tively to others. They learn that behav-many excellent topics and discussionRecently, when the director, who has ior can be positive or negative and questions, can be found in Characterknown most of them since kindergar- sometimes both at the same time. TheyEducation in America's Schools, now ten, started to approach a table of m fiddle learn that consequences can be con-available from School-Age NOTES,schoolers, she was politely but firmly structive, destructive, or both, that dif- $18.95 ($16.95 for subscribers) plustold to go away; they were talking. ferent people respond differently to the $3.50 S&H. Their experimentation with indepen- same event. dence and responsibility within a safe Sharing Circles are opportunities for environment is evidenced by their inchildren to observe themselves and oth- Pilot Standards dignation and protests at being told to ers in action and begin to see them- go back inside from the playground and selves as contributing to the good andfor SAC Available get their coats when the temperature bad feelings of others. The Sharing Hot off the press the SAC field gets awas freezing. Apparently this is one of Circle affirms the positive qualities in-chance to look at national standards the privileges of being in middle school. herent in everyone and allows children being used in a pilot SAC accrediationThey can decide on their own how to practice effective modes of commu-system. As reported in a feature articlemuch to shiver and shake! nication. Because Sharing Circles pro-in the November 1995 SAN issue the What is your middle school philoso- vide a place where participants are lis-National School-Age Care Alliancephy? How do you effect opportunities tened to and their feelings accepted,(NSACA) has launched the Nationalin your program for older school-agers they learn how to provide the sameProgram Improvement and Accredita-to have their developmental needs met conditions to other peers and adults. tion System (NIAS). (Yes, the acro- even if it means to "shiver and shake?" There are two phases of Sharingnym dropped the "P.") There are over Circles: sharing and discussion. First,70 pilot sites. While the pilot sites are using a carefully-chosen topic, partici- already set, programs are invited to get pants are asked to state positions, tocopies of the pilot standards, see how Black History Month think about their reasons for selecting they would work for their programs, February is Black History Month. those positions and to listen to the po- and make comments as the pilot stan-School-Age NOTES believes cultures sitions and reasoning of others. Then, dards will be the basis for development should not be relegated to just one day or month a year, but rather explored year- using specific questions, participantsof a national accreditation system for understand the shared information at round. We also understand there needs to school-age care. be recognition and discussion on those deeper levels, evaluate new ideas gen- The National School-Age Care Alli- specifc dates. Our January issue carried erated by the topic and apply conceptsance Pilot Standards for QualityBlack History Month activities and re- to other areas of learning. School-Age Child Care... (for the full sources. As we have done in the past, we Although Sharing Circles are loosely 23 lines of title see the November is-will continue to highlight specific cul- structured, participants are expected to sue) are available for $10 plus $3 S&H.tural issues and themes throughout the adhere to rules that promote the goals Payment must accompany order. (Foryear. cop of the circle and assure effective com-NSACA members only10 copies or

Nashville, TN 37204 615-242-8464 © 1996 School-Age NOTES PO Box 40205 FEBRUARY 19963 e Printed on Recycled Payer 45 MARCH ACTIVITIES National Women'sMarch Weather a glass and add just enough water to cover it. Put another piece of eggshell March is a month of changeablein another glass and cover it with vin- History Month weather. Make a wall calendar for the March is National Women's History egar. Vinegar is acid. month. Make emblems for sunny, rainy, Set both glasses aside until the liquid Month. March 6 is Women's Day incloudy, partly cloudy, and so on. Con- China and March 8 is Women's Day in evaporates. What happens to the egg- sult the newspaper and follow the TV shells? The vinegar, an acid, dissolves a number of the Islamic nations. Start aforecasts to help in posting your 5-day scrapbook of clippings about women in the calcium. forecast. Fasten your emblems on your No sugary snacks unless you can the news this month. calendar with a removeable fastener so brush afterward! c5-40 Just to get you started, here are a fewif your prediction changes you can firsts for women that actually happened change the emblem for the day. in the month of March: Measurements March 1, 1864 Rebecca Lee be- Try this wintertime experiment once As most of the world converts to the came the first black woman to receivetried by Benjamin Franklin. Cut outmetric system, in the U.S. we stick with a medical degree in the United States. fabric squares of various colors rang-feet and inches and yards. Where did March 4, 1917Jeanette Rankin ofing from black, dark blue, light blue, allthese measurements originate? Experi- Montana became the first womanthe way to white. Make sure all thement with these: Bend the thumb at the elected to the House of Representa- cloth squares are the same kind of clothfirst knuckle. Measure the distance from tives. (all cotton, etc.) so the only differencethe first knuckle to the tip of the thumb. March 4, 1933 Frances Perkins,will be the color. This way the onlyThis will approximate 1 inch on an Labor Secretary, became the firstdifference in your results should be due adult. woman to serve in a President's Cabi- to the color of the fabric. Measure the distance from your wrist net. Lay out your squares on deep snowto your elbow. Now measure the length March 12, 1912Juliette Gordonon a sunny day. Keep watch as the of your foot. These should be the same. Lowe founded the Girl Scouts ofsnow thaws. In a few hours you mayBet you didn't know you carry a 1 foot America. have the same result Franklin did. Hemeasure around with you. March 12, 1993 Janet Reno be-found that the darker the color, the A yard is the distance from the tip of came the first female Attorney Generaldeeper the cloth had sunk into the snowthe nose to the tips of yourfingers when for the United States. and the whiter the fabric, the less theyou stretch out your arm as straight as March 12, 1994 The Church ofsnow under it had melted. you can. Have you ever seen anyone England ordained its first women Based on his experiment, Franklinmeasure off yard goods or twine in this priests. decided that darker colors absorb heatway? Try measuring a piece of string March26,1930Birthdate of Sandra (so the snow under them melts faster)by holding one end on the tip of your Day O'Connor who became the firstbut the whiter the color the more itnose and the other end between the woman U.S. Supreme Court Justice. reflects the heat away and the less thethumb and finger of your outstretched You might enjoy creating first per- snow under it melts. arm and hand. How close to a yard is son monologues about these and other Based on Franklin's conclusions, whatthe measurement on an adult? famous women. etk, color do you want to wear on a cold day The cubit (about 18 inches) is the and what color on a hot day? distance from the elbow to the tip of the They Just Don't You can do this experiment by usinglongest finger. The hand, about 4 inches, a pan for each color and line the pan(used for measuring horses) is actually Make 'Em Like with construction paper of various col-the length of the palm of the hand. They Used To ors. Put an ice cube in each pan and see Can you see how these measurements which melts faster in the sunlight. dle developed and how useful they were in After four generations, great- transactions without formal measuring grandmother's recipe just won't crack it tools?d+o anymore. So don't crack those eggs A Practical throw them away! For the frostingExperiment recipe in the last issue, substitute powdered egg whites ortry one of the boxed As sugar feeds on the plaque on your mixes. Grandma never heard of salmo-teeth, acid is given off. The acid dis-40 Activity Ideas nella. (See related letter on page 2) dilosolves calcium. To see how this works,The minimum number of Activity put a piece of eggshell in the bottom ofIdeas in this issue is 40.

4 FEBRUARY 1996 0 1996 School-Age NOTES PO Box 40205Nashville, TN 37204615-242-8464 46 ft Printed on Recycled Paper MARCH CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday MarchlChalandraMarch 7, 1876 March 13, 1781 March 17 March 31, 1880 Marz in Switzerland. Alexander Graham Uranus, the 7thplanetSt. Patrick's Day. Wabash, Indiana be- O Children wear cos-Bell received the from oursun, was dis-Play a circle gamecame the first town = covered by Sir Will- completely lighted by c...) times and parade,patent for the tele- using adjectives ..1 ringing bells to chasephone. Whisper aiam Herschel. Makefrom A to Z. "Myelectric lights. How X away winter. message from per-a mobile of our solarshamrock is awe- were cities lighted be- son to person aroundsystem with planetssome;" "My sham-fore?Whatdid a circle. of appropriates sizes. rock is big," etc. lamplighters do? Scavenger Hunt Misnomer In turn,Pass It On Pass aWitnesses Play-Mirror Partners Take your scavengereach playerpoints to afunny face around theers close their eyesface each other. One cl) hunt list and lookbody part andcircle from player towhile the leaderis the Mover and the 0IX through magazinesmisnames itpoint- player. Each one getstakes one person out.other, the Mirror. clipping out picturesing to a foot and say- to start one. (A varia-Players then descibeMirror has to copy 0A Zof the items on youring,"Thisismyhand." tion is to send funnythe one missing every movement, at team's list. Keep game moving at sounds around in-clothes, color ofsame time. At a sig- rapid fire pace. stead.) shoes, etc. nal, reverse roles. Make your ownMake puppets withCut your initialsCan you pick up aPut an inch of yin- egar and 2 T. baking c...) puzzles by gluingpaper tubes. Makefrom sand paper.dime on the end of heads with pingpongPlace a piece of pa- C.7 magazine pictures a straw? You can ifsoda into an empty .tt balls. Use yarn, fab-per over them and ie4 to light cardboard you wet the dimesoda bottle. Stretch and cut into puzzleric scraps, beads, se-do a rubbing withfirst. the neck of a balloon quins and glue. colored pencils. Use pieces. over the bottle neck. .et for stationery. Hold the balloon up O and watch it inflate. Read about RachelWhatsourcesofenergyCollect stories andFind out how heatOne way heat is con- Carson, biologistare used most in yourpictures of alterna-and hot water areserved is through in- W and author (1907 communityforheating,tive energy sourcesmade in your school. sulation. Wearinglay- 04 X 41964), whose ideas cooling,transportation, such as wind, solarVisit the furnace orers of clothing uses g 0started the environ-cooking, and lighting? or geothermal. Findboiler room if you this principle. Ask the x4 t1mental movement. How do these forms ofout how one of thesecan. How can you caretaker how insula- z4 -- energy affect the envi- works from some-conserve energy bynon prevents heatloss W ronment? one who uses it. conserving heat? from a building.

Look at pictures ofUse a box to createLook at catalogsAsk a realtor toMake a drawing of ;x4 homes in maga-one room of yourand price the furni-look at your pic-the landscaping 0zines. Pick out fea- dream home. Paint orture you wouldtures and give youthat will be around =tures you particu-paper,carpet;dresstheneedforyoursome informationyour home. Do you Xlarly like in a home.windows.Thinkabouthome. about home owner-want lots of flow- <4 ship vs. rental iners and trees, or no ;x4 function as well as r:4 lighting, climate con- your area. yard at all? A trol and energy use. March 1, 1961 March 13, 1852 March 27, 1828 March29,1867TheMarch 30, 1867 =President KennedyThe cartoon charac-birthday of AmericanBritishParliamentcre-The United States ter Uncle Sam, rep- ac-4) established the Peace landscape artist Ed-ated the Dominion ofbought Alaska from Corps. To date thereresenting the Unitedward M. Bannister.Canada.Findtheprov-Russia. Look for 4"have been 80,000+States,debuted.Create a landscapeinces and their capi- Alaska and Russia 44 Make a cartoonwithcoloreclpencilsorthis on a map or globe. in an atlas as they gvolunteers. Invite one to repre- C to speakak water colors. are today. X Pe sent your school or town. 4 7

© 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 FEBRUARY 1996 Printed on Recycled Paper 5 could have supported school-age pro- . Washington Notes grams won't become reality. Middle School.. by Charles Pekow Federal officials don't know precisely (Continued from page 2) Charles Pekow is the editor of "Dayhow much money programs will get orexisting after school programs around the Care U.S.A." This report was written country. I recently received a "Leadership how or when they will spend their cashin Neighborhoods" grant that will enable exclusively for SAN readers. you may see delays in funding orme to travel to five cities that have pro- Congress Finally Kills partial funding or programs because Con-grams. gress hasn't settled matters for the whole am hopeful that you will be able to refer DCBG Dollars year. But here's a rundown on what pro- me to existing programs that could be help- It's official. The Dependent Care Block grams will probably get. ful in my journey. Grant went out of existence January 26, Part D Youth Gangs:$7.5 million for as President Clinton signed a continuing the ACF program to keep youngsters outSunny Kase, Youth Program Director resolution to keep the federal govern- of trouble. 168 N. Griggs St. ment funded through March 15. The Community Schools Youth ServicesSt. Paul MN 55104 612-659-0613 & Supervision Grant Program:$19.1 Balanced Budget Downpayment Act Editor's Note: Here's a great chance to net- million for grant to community groups to (H.R. 2880) put the program, which has work with programs who meet the needs of earmarked funding for school-age care provide services to school-age children. older youth. If you'd like to invite Sunny to for a decade, out of business. [See SAN's Corp. for National & Communityvisit your middle school or youth program, December 1995 issue for "What the End Service (CNCS):Approximately $353 contact her at the address and phone number of the Dependent Care $ Means on the million for AmeriCorps and Learn & above. See the following related story . Front Lines."] The grant technically re- Serve programs, which include using mained on the books until then. But the volunteers in school-age programs. The Administration on Children & Families anticipated $117 million cut from FY 95 Youth Express (ACF) declined to spend the money avail- will mean cutting the number of volun- The Youth Express, a nonprofit organi- able for it under previous FY 96 continu- teers from 25,000 to 17,000. CNCS hasn't zation in St. Paul, Minn. offers a variety of ing resolutions, since the administration's figured out how much it will make avail- programs for school-agers from ages 8 to budget didn't include it. able for new grants and how much it will 18. Youth $ Continued cut from the second year of existing grants. Youth members develop programs and But the scenario could have turned out Ounce of Prevention Council:$1.25 activities which offer opportunities in employment, enrichment and youth service. worse for programs dependent on federal million. Last year, the council offered The programs guide the participants into most of its money to projects that coordi- money. Congressional and administra- adulthood and offer them a meaningful role tive leaders have all but given up hope on nated youth services, including school- in their communities. reaching a budget deal for this year, so age care. The key to the success of Youth Express they figure on keeping youth programs is that the youth design the programs them- funded through September at basically selves. the same rate they are getting funded An extension of the services offered by right now. Community Corps Grants Youth Express is a program called "After - All entitlement programs are gettingAvailable School Express." This program, in partnership with Concordia College, offers en- funded for the first half of the fiscal year Get them while you can. Since it fig- richment programs for school-agers from (through March) at their regular rates. So ures it will exist at least through this year, states will get their normal allotments of ages 8 to 14. [Concordia College has CNCS is taking applications for National started a School-Age Care Certificate pro- tuition funds for the Social Services Block Civilian Community Corps projects. gram for training staffsee the July 1995 Grant, Work Activities Child Care, Tran- Corps members travel to communities to issue of SAN.] Theprogram meets three sitional Child Care and At-Risk Child work in community projects, which can times a week and school-agers spend time Care. include working with needy school-agers. doing homework, participating in small And even though Congress had voted Any community group can apply for agroup activities and enjoying structured to kill several other programs that sup-partnership grant any time, as CNCS recreation after school on the Concordia port school-age care, they continue un- awards them on a rolling basis. It helps if campus. der the continuing resolution becauseyou can offer room and board to corps Both the Youth Express and the After- Clinton vetoed legislation to kill them. members. Contact: AmeriCorps© NCCC School Express programs are growing due to increased interest and the recognition of Though these programs lose 25% of theirHeadquarters, Attn: Rodger Hurley, na- the needs for older school-agers to engage funding under the present arrangement,tional project coordinator, 1201 New the fact that they survive represents a in quality programs. For more information York Ave. NW, 9th Floor, Washington about these programs, call Sunny Kase at major victory for their supporters. Still,DC 20525, 202-606-5000, ext. 144. cit. 612-659-0613. (see related letter on page most of the 1994 crime bill money that 2.) e

6 FEBRUARY 1996 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Paper ADMINISTRATIVE NOTES Mail Snafu Delays Please check the address label on the original January newsletter (the beige SAC CONFE-RENCES January Issue copy) and make sure it is correct. If it is not, please send the label to us with the MINNESOTA March 2, 1996 correct address noted. If you never re- 9th Annual MNSACA Conference, St. Paul Subscriber Addresses Contact: MNSACA Office, 612-257-6452 May Have Been Affected ceived the original January issue, we need to know. Please call us at 615- WISCONSIN March 2, 1996 New Listing You may have noticed your January 1996 SAC Conference, 1/2 Day, Milwaukee 242 -8464 or write P.O. Box 40205, issue was considerably delayed or Contact: Vicki, 414-964-5545 Nashville TN 37204 with any delivery you never received one or you re- problems you experienced with the NENTUCKY March 8-9, 1996 ceived two copies! 5th Annual KY SAC Conference, Lexington, January, 1996 issue. Contact: Kim F. Townley, 606-257-5083 For our January issue we attempted Note that while this February issue an automated mailing using barcoded 1).1.1NOIS March 8-9, 1996 was mailed first class, we will attempt 10th Annual Spring SAC Conference, Chicago address labels and mailed the newslet-with our U.S. addresses to mail the Contact: Bob Black, 312-989-0222 or Maria ter at special presorted 3rd class post- March issue at the special presorted 3rd Walker, 312-942-6501 age rates. This was supposed to get theclass rate. This does not affect our newsletter to our subscribers more effi- OKLAHOMA March 8-9, 1996 New Listing Canadian or other Foreign subscrip- 5th Annual SAC Conference, Oklahoma City ciently while at the same time cutting Contact: Luanne Faulkner, 800-347-2276 tions which are still mailed at the same our mailing costs. postal class as before. TENNESSFF, March 8-9, 1996 The newsletter was actually mailed We apologize for the delay in service 7th Annual SAC Conference, Nashville around the 12th of January, and we Contact: Cathy Henris, 615-313-4771 to our subscribers. We continue to work were assured that even though we were on better methods to get the newsletter JLLINOIS March 30, 1996 New Listing mailing them 3rd class, they would be "It's Not Just Kid's Play: Quality School-Age out in 'a timely fashion. coo Programs" with Rich Scofield, Players delivered more quickly because Riverboat, Metropolis, sponsored by CCR&R barcodes were put on the labels. We at John A. Logan College, Contact: Betty didn't know until the newsletters were Conference List Changes Brock, 618-985-2828, ext. 502 about to be mailed that the placement The postal requirements for automated I1SACA '96 April 25-27, 1996 of the conference schedule next to the mailing requires us to change the confer- 8th Annual National Conference, St. Louis MO Contact: Bonnie Vento, 314-225-4494 address area interferes with the auto- ence listing from its usual spot on the back mated process so the newsletters hadpage because it interferes with the post DO WE HAVE YOUR to go out at the regular 3rd class rate office's ability to scan addresses electroni- cally (see related story on this page). SAC CONFERENCE DATES? after all. (See related story on this page.) But never fear! We will still keep readers It took two weeks for the newsletters to informed about all the state and national be delivered in Nashville, so we can SAC conferences we hear about. Starting only imagine how long those of you with this issue, look for the conference from other parts of the country waited. listing on this page (p. 7). dip We also discovered in preparing for post office requirements our mailing list was run through special software to change addresses to what the post of- SEND TO: P.O. Box 40205 Nashville, TN 37204 615-242-8464 fice thinks is the best deliverable address (usually this means changing a Yes, sign me up for: New Subscription ID Renewal zip code or adding N. or S. or St. or Ln. El 1 year $22.95I Canada $25.95 U.S. Funds 0 Foreign $27.95 U.S. Funds etc. to the street line). Unfortunately 0 2 years $43.950 2 years $49.95 U.S. Funds0 2 years $53.95 U.S. Funds these changes can change the Payment (must be included): 0 Check or money order VISA LI Master Card deliverability of some pieces of mail. Card #: Exp. Date: Because of the slower mail rate that was used and concern over the change 4lame in some addresses, we decided to have replacement copies of the newsletter Program Name printed for U.S. addresses and mailed Address 1st class in a good faith effort to let subscribers know that we were keenly City / State / Zip aware of the problem. L © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 4. FEBRUARY 1996 7 SPrinted on Recycled Paper ( FIRST CLASS NOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 February 1996 FIRST CLASS ro ADDRESS CORRECTION REQUESTED

RESOURCES

Child CareRallies sensitive issues with children. Different & Same Some PBS television stations are for Mom AwaitingVideo Series making these materials available to Transplant Family Communications, Inc., cre-schools and programs for free. The ators and producers of Mister Rogers' entire set can be purchased for $150. The child care community in IllinoisNeighborhood, has launched a new For more information call Family has rallied to help a mother who iseducational video series aimed atCommunications at 412-687-2990 or suffering from cystic fibrosis. Jill school-age children called "DifferentFAX at 412-687-1226. coo Miller, a 32-year-old single mother, is currently on a waiting list to receive aand the Same: Helping Children Iden- double-lung transplant. Unfortunately,tify and Prevent Prejudice." Taking Daughters she has exceeded her medical insur- Developed for early elementary chil-To Work Day ance coverage. dren, pilot projects using the series in Illinois area child care centers haveschool-age programs across the coun- Plan now for the fourth annual "Take donated 200 recipes for a cookbook astry have been considered successful. Our Daughters to Work" Day to be a fundraiser to help with medical bills. The series includes nine 12-15 minute held this year on Thursday, April 25. "The recipes are delicious and arevideos for grades 1-3, which use pup-The theme is "Vote for Me" because proven to work well in large and small pets and live actors to dramatize themes taking our daughters to work is a vote facilities alike, even in the home," said such as stereotyping, speaking differ-of confidence in them and a gesture of Kimm Dodaro, one of the fundraisers. entlanguages, friendships across racialcommitment to their future. More in- The cookbooks sell for $12 postpaid lines and standing up against prejudice. formation on this event is available by and come with a plastic cover. Make calling 800-676-7780. Erlo checks payable to "The Jill MillerIncluded with the videos is an exten- Medical Trust Fund" and send orderssive teacher's guide and other training to: Attn: Kimm Dodaro, Amcore Bank, materials which offer prepatory andPilot Standards follow-up activities for each video plus P.O. Box 1547, Woodstock, IL 60098- Now available. See page 3. coo 1547. (pa suggestions on how to bring up these nn Volume XVI #7 The Newsletter for School-Age Care Professionals March 1996 NOTES ISSNO278-3126 ®1996 School-Age NOTES A National Resource Organization onSchool-Age CarePioneering the Field Since 1980 Freeing Children from Labels INSIDE Quality Questions p. 2 Psychology courses all warn about `Model the behavior you'd like to the dangers of self-fulfilling prophe-see. In situations children might not Keeping Peace P. 3 cies. Yet how often have we heardhandle well, acknowledge having a feel- adults label a child as a troublemaker, ing they might have in the same situa- Youth Activities p. 4 a picky eater or a smart aleck? Some- tion and model an appropriate behavior one notices a particular behavior andthey can copy in the future. For ex- Society's Messages..p. 6 comments on it. Over time, childrenample, you can express disappointment who are given these labels begin to playat not winning a board game and then Older Kids P. 7 that role. After all, if everyone saysannounce that you'll be a good sport Jimmy is shy, than he must be. about it and congratulate the winner. Thoughts on Out- Even if we don't assign a specific *Be a storehouse for children's verbal label, we communicate our opin-special moments. Remember all kindsof-School Time, ions in our daily interactions with chil-of big and little things they did well to SAC & SACC dren. If we make excuses for them orcounteract the times they doubt them- prevent them from trying somethingselves. If someone tells them they'reby Rich Scofield, Editor they might not (in our opinion) do well, uncoordinated, remind them of things What is the difference between out- O we tell them as loudly as if we spoke.they did that proved coordination, forof-school time, as in the M.O.S.T. We affect their opinions of themselvesexample. Project (Making the Most of Out-of- as well as their behavior. When children act according to oldSchool Time), school-age care (SAC), We have the ability to free childrenlabels, briefly and clearly state youras in the National School-Age Care of their restrictive roles, allowing themfeelings and/or your expectations forAlliance (NSACA) and school-age to become as capable as they can be.the positive behavior you want them tochild care, as in Pilot Standards for Quality School-Age Child Care? How to Talk So Kids Will Listen andpractice. It's time to discuss how these terms Listen So Kids Will Talk, by Adele It's important to keep in mind that are similar and different and to look at positive labels like the smart one or Faber and Elaine Mazlish, describes why we might want to keep SAC and the straight-A student can be hard to six skills any adult can use. SACC as separate specific terms. live up to and are just as confining and wLook for opportunities to show A simple approach to distinguishing children a new picture of themselves. limiting as negative ones. Allow "per-the terminology is to think of sets and imNotice behaviors that demonstratefect" kids to mess up or have bad days subsetslike umbrellas: strengths and abilities they don't be-along with the rest of us. lieve they have. A timid child does not A final thought: don't label yourself Out-of-School Time recognize a courageous deed, but youeither not as good or bad or authori- School-Age Care can. Point it out and comment sincerelytarian or permissive or any others. Re- School-Age Child Care on how much effort it must have taken. member that you're a human beingOut-of-School Time wPut children in situations wherewith great potential for growth and Out-of-school time can be consid- they can see themselves differently.learning. When you don't live up toered broadly as Joan Bergstrom in Create opportunities for them to beyour expectations, be as kind to your-School's OutNow What: Creative successful, and let them know you areself as you are to the children and yourChoices for Your Children (1984) de- confident they can do what you ask. friends. coo fines it as "almost 80% of a [school- illLet children overhear you saying How To Talk So Kids Will Listen andager's] waking time in an average O something positive about them. Rec-Listen So Kids Will Talk is available year... A child's time out of school is ognize their triumphs, skills, etc., infrom School-Age NOTES for $10.95the essential fabric of childhood and conversations with other adults. Your($9.95 for subscribers) plus $2.50 s/h. the underpinning of adult life...Out- appreciation and pride in their accom- of-school time is one of the most pre- plishments will amplify them greatly. (Continued on page 2) PROFESSIONAL DEVELOPMENT Questions of What unique qualities did you bringrun, so there is a sense of public ac- to the job? countability. Family child care homes Quality -What are the most important things that are licensed or regulated and serve by Linda Sisson, NSACA you needed to know to work effec-school-agers also fall under SACC. Director of Program tively with school-age children and It is because of the nature of account- youth? ability, regulation and minimum licens- Improvement and Accreditation How did you learn those things? ing standards that we can talk about Note:This column appears each month quality standards. Thus we have the in SAN and raises some of the questions National School-Age Care Alliance's relating to quality in school-age care. I P.S. These questions and more will be discussed at the Professional Pilot Standards for Quality School-Age invite your feedback your ideas and Child Care as a part of the National storiesrelated to these questions. This Development Forum on the first day of Improvement and Accreditation Sys- is an important avenue of learning for us the NSACA Conference in St. Louis, and a way for you to help shape theApril 25-27. Hope to see you there! efilatem (NIAS). (See Feb. 1996 SAN, p. 3.) school-age accreditation system that will School-Age Care guide our work in years to come. l' II be So what is school-age care (SAC)? This term was developed to be more eagerly waiting to hear fromYOU!!! Out-of-School... Address: (Continued from front page) inclusive of programs serving older children and young adolescents and Linda Sisson cious commodities in the life of every programs that might philosophically clo SACCProject child." Bergstrom does not focus on the care aspect but rather the broad conceptbe SACC but are not licensed and do Center for Research on Women not fit into the strictest sense of ac- Wellesley College of "the conviction that every child be- countable care. The national profes- Wellesley MA02181 tween the ages of six and twelve needs sional association, NSACA, dropped FAX: 617-283-3657 to spend some of that time developingthe "child" in SACC to include these e-mail: special interests and skills." programs and provide a"seamless" pro- T1 [email protected] U It's under the broad umbrella conceptfessional field from kindergarten Phone: 617-283-3460 of out-of-school time that "latchkey"through early adolescence. (See Oct. and self-care programs fit, including 1992 SAN.) So when does a program go Staff Qualifications phone "hot line" programs, instructionbeyond school-age care and become The most important ingredient ofin self-care and activities such as tutor-just a program in a child's out-of-school "quality" is the staff of a school-ageing, piano lessons, sports clinics any time? The June 1994 SAN, p. 7 dis- program. When we establish a standardsingle purpose adult-directed program.cussed this issue of the difference be- set of staff qualifications, do we run theThe aspect of "care" is not necessarilytween an after school program and a risk of inhibiting innovation, limitingincluded. (The M.O.S.T. Project doesprogram after school. diversity and discouraging creativity?not focus on this broadest definition Discussion of these definitions will but something closerto school-age care. By instituting uniform requirements for continue through opportunities such as training will we end up encouragingSee the January 1994 SAN for more on Linda Sisson provides (see other article the mediocrity? Wellesley SACC Project'son this page) and at forums such as on M.O.S.T. Project.) Thursday at NSACA's conference. coo School-Age Child Care Can we establish core competencies The narrowest "umbrella" of programs is school-age child care (SACC). and training requirements without cre- This is the traditional, accountable care Subscriptions: ating barriers which will keep talentedthe professional field started with, is $22.95/12 issues people from a wide variety of back-populated the most by the younger el- Send To: School-Age NOTES grounds from working in school-ageementary school child and is most fa- P.O. Box 40205 care? miliar to parents. In its most minimal Nashville, TN 37204 What alternative avenues of trainingsense, "accountability" is probably the 615-242-8464 and credentialing are appropriate forkey defining term for SACC. In SACC 615-242-8260 (FAX) school-age child care? we always know where every child is Office: 2608 Grissom Dr. and there is a chain of accountability Nashville, TN 37204 Please send me your comments andfrom school to child care to the parent. Editor/Publisher:Richard T. Scofield your stories. In most cases SACC programs are regu- Associate Editor:Joyce Maneck What attracted you to the field oflated and licensed. Programs exempt Office Manager: Mary-Helen Marigza school-age care? from licensing are likely to be school- Published Monthly in Nashville, Tennessee

2 MARCH 1996 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 - 615-242-8464 Printed on Recycled Paper 52 communication:For young chil-them role play and predict different Keeping the Peace dren, a "peace puppet" can be madeoutcomes for a conflict. One of the Oin School-Age from a long athletic sock, decoratedtitles suggested was The Zax by Dr. with button eyes, colored markers andSeuss. Programs yam hair and used to help children The community of school-age pro- by Sandy Tsubokawa Whittall solve conflicts through story telling.viders that participated in the program The group leader can make up a storycan look forward to working towards How can school-age care practitio-about a conflict two children are hav-peace and goodwill towards others ners practice peace in their programing and the "peace puppet" helps guidethroughout the year. year-round? the children in how to use the process of For more information about the train- This is a question being addressed inidentifying the problem/conflict, helpsing and resources used, contact Will- a pilot proj ect in three states. The projectthe children assign names to the feel-iam Kreidler at ESR, 23 Garden St., is coordinated nationally by Work/Fam- ings generated by the conflict and helps Cambridge, MA 02138, or Lisa Fur- ily Directions and funded by AT&Tthem see possible solutions for resolv-long, Project Adventure, P.O. Box 100, Family Care Development Fund, a jointing the conflict. Hamilton, MA 01936. d-40 project of AT&T, the communications expression of feelings:Using a Workers of America and the Interna-visual illustration of a stair step called tional Brotherhood of Electrical Work- an escalator and the notion of a conflict ers. Educators for Social Responsibil-starting gradually on the first step, forGiraffe Project ity (ESR) author William Kreidler andexample, with an argument over art Project Adventure experiential trainer,materials such as feathers, starts with a Helps Children Lisa Furlong are working in Washing- feeling of "my needs for the feathers ton DC, New Jersey and Colorado toare being ignored." Intervention of theStand Tall find some answers. The "peaceful duo" conflict prevents it from gradually "es- The "Giraffe Project," a non-profit were in Colorado recently to facilitate acalating" step-by-step into a fight. Fororganization in Langley, WA has cre- 2-day training on "Keeping the Peace, children who proceed from that firstated a character education/service learn- O in School-Age Programs." step directly into a major conflict, aing program called Standing Tall. The The participants engaged in activi- more apt analogy might be an elevator.program is designed to encourage and ties to address myths about conflict: appreciation for diversity:Namehelp school-age children to become Myth: Conflict is bad calling and others acts of exclusion of a"heroes" by creating service projects Fact: Conflict is apart of interactiongroup are a major source of conflict.which positively impact the commu- among people. Therefore, the process of inclusion and nity around them. Conflict among children in an afterdisplays of acceptance and respect for Pilot projects of this program are school program is common. Therefore, children of different physical abilitybeing tested in several school-age pro- why not see it as an opportunity to teachlevels, different ethnic and religiousgrams, particularly in YMCA programs the elements of a peaceful school-agebackgrounds and other categories ofin the Bronx and in the Seattle area. program, which will in turn help chil- the diversity of people need to be cel- Standing Tall guides school-agers dren develop the social skills needed toebrated and acknowledged within thethrough three stages: hear the story, tell become peaceful members of the com- program in order for the children tothe story and become the story. munity at large? become a community of tolerance and In the first stage, children watch a 25 inclusion. minute video and read stories about Elements of a peaceful school-age conflict resolution:helping chil-real life heroes who have made a differ- program: dren identify the feelings and steps thatence in their communities. cooperation:This concept can belead to the escalation of a conflict are In the second stage, the children look taught through cooperative games suchbasic to this problem-solving model.for people in their own communities, or as the ones found in the Project Adven-Children's literature was used as a in books, newspapers, magazines, tele- ture resources or books available source for teaching the children to iden-vision and movies, who exhibit the through local libraries, bookstores ortify the steps that led to the conflict andsame qualities they learned about in the School-Age NOTES. These games de-how the situation could have been re-first stage. They research these stories O crease the importance of competitive-solved. William Kreidler's Teaching and share them with the group. ness and increase the importance ofConflict ResolutionThroughChildren' s In the final stage, the children look at working cooperatively to help the group Literature has many examples and titlesthe community around them, look at meet the goal of the game. of books to read with children to help (Continued on page 6) © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204.615- 242 -846' MARCH 1996 3 e Printed on Recycled Payer 53 APRIL ACTIVITIES National Youth In 1995, over 76,000 children and On graph paper, write your message youth participated in the program in first, leaving spaces between the words. Service Day Oklahoma. Books on the masterlistsThen try sending the sounds. If you National Youth Service Day is Aprilmeet the following criteria: were pub- cannot get a long and short sound, try 23. One of the overall goals of thelished three years prior to the award,using two different sounds. Youth Service Day is to make youthwere written by an author living in the In full view, you can even use two service more visible by creating a 1-United States, are appropriate for chil-different colors. You will need space day celebration. The thrust of this ob-dren and young adults in the specifiedbetween the letters and a longer space servance is two-fold: range and have literary merit and origi-between words.cilo >- to offer youth the opportunity tonality. The committee tries hard to participate in one of a variety of 1-daymaintain variety in each list and strongly service projects, and opposes programs which require read- - to recognize the many on-going ing all the books on the list.efiro Pony Express contributions of youth involved in ser- On April 3, 1860, the Pony Express vice on a regular basis. Mule Day began between St. Joseph, Missouri School-based activity clubs may want The first weekend of April in Middle and Sacramento, California. Locate to plan a specific 1-day project withTennessee is Mule Day time in Colum-these cities on a map. Check a topo- participation open to non-members as abia, Tenn., dubbed the "Mule Capital ofgraphical map to see the climate and sampler introducing the kinds of ser- the World." Columbia was once a muleterrain. If county seats are one day's vice opportunities in which membersmarket in the 1800's. ride apart, how many horses would one regularly participate. In those days, mules were essential trip take? 610 Watch your local paper for obser-for Tennessee's family farms. Today vances in your area. High schools and mules are still used in logging for haul- Celebrating colleges may be involved. For your ing heavy loads back in the woods. The own observance, planning is required. Amish community buys and uses mules,Shakespeare Middle school youth can decide on anand Tennessee mules are exported to William Shakespeare was born on observance, make the necessary ar- places like the Grand Canyon, whereApril 23, 1564. He also died on April rangements and plan who will be in-they carry tourists in and out of the23, in 1616! Shakespeare is famous for volved and how to get out publicity. coo canyon. his 36 plays and 154 sonnets. There are about 10,000 mules in Ten- Host a birthday party for Shakespeare nessee. On Mule Day, there will be aattended by characters from his plays. parade, a mule sale and lots of arts andOlder children can become a character Youth Reading crafts vendors. through dress up or by wearing name Program Is there an unusual local celebration tags and perhaps they can learn a line or in your area? coo two of their character's dialogue from As you look toward summer pro- the play. Or act out a scene from one of grams, check with your state library Morse Code his plays Romeo & Juliet, Hamlet, association about reading programs for Much Ado About Nothing, etc. ew children and youth. The International Morse Code for In Oklahoma, the Oklahoma Librarysending messages by electric telegraph Association sponsors the Sequoyahwas invented by Samuel F.B. Morse,Library Facts Books reading program, named forwhose birthday was April 27, 1791. April 15-19 is National Library Week Sequoyah, who invented the Cherokee Here are the letters so you can send(see p. 5). Did you know that there are alphabet to commit his own languageyour own coded message: more public libraries than McDonalds to writing. To participate in the restaurants? Would you believe more Sequoyah Children's Book Award Pro-A.B... C D children participate in summer reading gram, children in grades three through E . F G . H programs than play Little League base- six read any two books from the current I J K L ball? Keep reading! coo year's masterlist (around 22 titles) and M N vote for a favorite. Young Adults in P Q - R grades seven through nine read three S T U V 38 Activity Ideas books from the young adult masterlistW ---- X The minimum number of Activity for that year and vote for their favorite. -.. Ideas in this issue is 38. © 1996 School-Age NOTES PO Box 40205 4MARCH 1996 Nashville, TN 37204 615-242-8464 54 ® Printed on Recycled Paper APRIL CURRICULUM Monday Tuesday Wednesday Thursday Friday April 2 April 4, 1928 April 15-19 April 22-26 April 22 Birthday of HansBirthday of MayaNational LibraryWeek of the YoungBirthday of J. Ster- Christian Anderson,Angelou, African -Week. Plan a spe-Child. Thursday isling Morton, who celebrated today as American author andcial way to thankWorthy Wage Day.started Arbor Day Internationalpoet. Find a pictureyour school librar- Make posters or sand- in 1872. Plant a Children'sBookof her. (Hint: She is aian. wich boards support-tree or care for one Day. living author.) ing better wages foryou have. child care staff. Plana ladybugExplore solarpowerSchedule a clean-Sponsor a recyclingCreate a poster or launch. Ladybugsfor heating homesup day to pick upeffort invent acampaign logo suit- are available at gar-and powering cars.trash and litter. new way to informable for Earth Day. den centers. TheyTry to see a demon- people on which eat the aphids thatstration model or items can be re- destroy fruits andborrow a video. cycled at your loca- roses. tion.

April 21-27 is Na-Many spring flow-Use a hand mirrorWhat causes thunder? How about lightning? tional Science &ersgrow fromand sunlight to cre-Lightning forces airBlow up and tie off 2 Technology Week.bulbs instead ofate a rainbow. apart and when the air long, thin balloons. Begin celebratingseeds. Plant an on- rushes back together,Rub them on a syn- this week by start-ion or other bulb. it thunders. To dem- thetic fabric and bring Keep it watered onstrate, blow up athem close together ing a plant from aand observe it. seed. paper bag and pop it. until they spark. Try it in the dark.

April 2,1513 April 18, 1775 April 25, 1996 April 26, 1964 April 27, 1791 Ponce de Leon, ex-The midnight ride ofTake Our Daugh-AfricannationsBirthday of Samuel A plorer from Spain,Paul Revere oc-ters to Work Day.Tanganyika andF.B. Morse, inven-

AG landed in what is nowcurred. Read JohnnyPlansomethingZanzibar united totor of the Morse Florida. Look for his Tremain, a Newberyspecial for the guysformTanzania. code. Tap out a mes- name on a FloridaMedal book writtenwhile the girls areCompare an oldersage, using the code map. about this time pe-away. and newer map. on page 4. O riod.

Make bubbles withUse water colors toDraw a scene withLook at the worldPaint a rainbow dish detergent and apaint a rainy daycrayons and drawthrough rose-col-mural on table pa- strengthener likescene. rain on it with blueored glasses. Cutper taped up on the corn syrup or glyc- marker. Dip the pic-them out of card-wall, ormake a rain- erin. Use spools, ture in waterto makeboard with lenses ofbow of tissue paper. straws, plastic rings, the rain run. colored cellophane berry baskets... or Saran Wrap.

Recreate the soundPut dry grains ofPut a few marbles inFill a plastic bottlePerfect the sounds of raindrops. Tryrice ina paperan empty oatmealhalf full of driedof all your instru- sandblocks sandtowel tube and sealbox and tape it shut.beans. Put driedments and then cre- paperon woodthe ends. In another macaroni in an-atea rainstorm blocks and rubtube,trysome other. from start, to peak, sand. them together. to tapering off. 55 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 6,)Printed on Recycled Paper MARCH 1996 5 Washington NotesHelping Kids With versus a helping act on a television show and discussing their findings toby Charles Pekow Society's gethbr with an adult. School-age pro- O Charles Pekow is the editor of "Day viders can help adolescents as they are Care U.S.A." This report is writtenMessages discovering and inventing who they are exclusively for SAN readers by Deb Nasdor, SAC and what they value. coo New Welfare Measure Coordinator, the Act Project Resources: The Carnegie Council on Ado- In October, the Carnegie Council on lescent Development, Oct. '95. Promises More Funds Adolescent Development reported an Reviving Opheliaby Dr. Mary Pipher The 1996 version of welfare reform alarming increase in suicide for adoles- contains more funds for child care than cent girls. The report asked familiesGiraffe the 1995 version. After President Clinton and schools to help by providing aware- (Continued from page 3) vetoed the Personal Responsibility &ness for both girls and boys on how the what's needed or what they care about Work Opportunity Act, the Nationalmedia manipulates them. As society Governors Assn. (NGA) unanimously that needs doing, and create a service entices children to participate in high approved a new welfare bill that would project of their own. By moving into risk behaviors at an earlier age, we need add $4 billion for child care through FY action, they become heroes, and their to watch over and educate them. 2002 above the vetoed version. The White story is told to their families, commu- School-age providers need to be House approved the added child care nity and the Giraffe Project to share aware and available to extend encour- funds, but not the entire proposal. with other Standing Tall children. agement to adolescent girls between Congress is giving the proposal seri- The Standing Tall curriculum in- ages 10 and 15 years as they wrestle ous consideration in hopes of passing it cludes a video plus a guide with more with who they are in today's society. this year. The proposal would make the than 200 pages. There are four grade The self-image of adolescent females additional $4 billion an entitlement to levels available. is deflating at an earlier age due to states but wouldn't require an additional To order Standing Tall write to the demeaning messages on television, in state match, a point that disturbs the Giraffe Project at P.O. Box 759, Lan- administration. The administration alsomagazines and movies. As children gley, WA 98260. Cost for the curricu- criticized NGA's plan for not includingspend less time with adults, it is impor- lum is $95 plus S/H. coo health and safety requirements on care. tant for the school-age community to The governors' proposal would alsoembrace this concern and provide keep the required number of hours acounter messages that let girls know SAC CONFERENCES parent with school-aged children wouldthey can be selective and make wise have to participate in job training anddecisions about what information they ',JUNO'S March 30, 1996 related programs to 25 hours a week. The want to believe. "It's Not Just Kid's Play: Quality School-Age Programs" with Rich Scofield, Players vetoed bill would have upped the re- The media generally display girls as Riverboat, Metropolis, sponsored by CCR&R at quirement to 30 or 35 hours a week,sex objects or objects of violence, in John A. Logan College, Contact: Betty Brock, 618-985-2828, ext. 502 depending on the circumstances. States situations where beauty is valued more could set higher minimums under thethan intelligence, or where girls find CALIFORNIA April 12-13, 1996 proposal, however. 14th Annual CSAC Conference, Los Angeles themselves trying to please everyone at Contact: Darci Smith, 415-957-9775 States Pass SAC Bills the expense of their own identities. Boys are also receiving messages NSACA '96 April 25-27, 1996 Four states passed legislative provi- 8th Annual National Conference, St. Louis sions specifically related to school-agethrough the media that it is okay to be Contact: Bonnie Vento, 314-225-4494 insensitive and perpetrators of violence. care last year. The annual compilation of MICHIGAN Oct. 23, 1996 New Listing state legislation by the National Confer- Are there any ideas circulating out MI SACC Conference, Warren Contact: Sue Javid, 810-228-3480 ence of State Legislatures reported thatthere on how we can better encourage only one state, Mississippi, started a newour school-agers to become more criti- ALBERTA Oct. 25-26, 1996 New Listing cal as they read magazines or watch SAC Conference, Calgary, Alberta, CAN grant program for school-age care. Cali- Contact: Carol Broen, 403-282-7466 fornia and Minnesota fine-tuned their television? A couple of ideas that come school-age licensing, while Massachu- to mind in this regard include: having NORTH CAROLINA Nov. 7-9, 1996 New 7th Annual SAC Conference, Raleigh Contact: setts ordered development of a plan to school-agers participate in a magazine- Margaret Anne Biddle, 919-828-0345, ext. 130 expand a school-age parenting program. type survey where they note the num- berof times sex is used to sell a product, Many other states passed general child DO WE HAVE YOUR FALL care bills that would affect school-ageor, having school-agers note the num- SAC CONFERENCE DATES? programs. crib ber of times they view a violent act

and unique to contribute to the group effort. pants. It is an unfortunate fact that there are Key Concepts for While democracy does include the notionnumerous "predators" (i.e. drug dealers, Program Design of voting, it is also broad enough to simply gang recruiters, sex offenders, etc.) in soci- include genuine input from all concerned ety who target and perhaps even physically for Young parties. The concept of programs as de- track young adolescents. The era has passed mocracy highlights the fact that it is not when program providers could simply of- Adolescents only important what the group does (i.e. fer activities for young people and not by the Work-Family Directions activities), but how decisions are made and consider the accountability issues involved Middle School Design Team who has input into the decision-making in attendance/non-attendance and move- process. ment to and from the activity site and home. As a result of the research that the Work/ Concept #5: Family Directions Early Adolescent team Dynamic Organizational Learning has conducted, five key concepts for pro- To be successful, a program must reflect gram design for young adolescents (approx. Young adolescents mention the local community and the specific issues 10-15 years) have emerged. These con- "being listened to" as oneof its target population. The phrase dy- cepts will help providers design and imple- namic organizational learning refers to the ment quality programs for this age group. of their criteria for a commitment and efforts of program pro- Concept #1: successful program. viders to engage in a continuous process of Learning About Respect inquiry, research and learning. The core of Respect means showing regard for the this inquiry centers around asking basic Concept #3: inherent worth of someone or something. (but important, and sometimes formal) Every child care and youth program repre- Listening & Translating questions to the program's key stakehold- sents an opportunity for young people to Many practitioners who run successful ers: youth, parents and staff. By the term learn more about respect. In a high quality youth programs readily admit that the se- research we simply mean the careful and program, children and youth learn aboutcret to their success is "listening to the systematic quest for knowledge and the on- kids." Young adolescents mention "being respect by: going testing of that knowledge back within a) directly experiencing what it means to listened to" as one of their criteria for athe program itself. be respected. successful program. Some of the most cre- The research process we are advocating b) seeing respectful action demonstrated ative program ideas come from the partici- here differs from a traditional "needs as- pants themselves often they know ex- by staff and peers. sessment" in three ways: c) Acquiring and practicing respect skills actly what they want and/or need. Listen- a) the inquiry is continuous, on-going ing to key stakeholders is a vital element in in a supportive environment. b) the inquiry is conducted by the people While "learning about respect" may seem quality program design (more on this in who actually run the program like a fairly obvious concept, it is not al- Concept #5). c) the information is used to build and ways made real in youth programs. Often However, sometimes after genuinely lis-continuously refine a list of quality criteria, tening to young adolescents, it is necessary this is because the program providers focus which is then tested in the programs by the to "translate" some of their input. For ex- their attention on activities (e.g. floor staff, thus generating more information for hockey, field trips, art, etc.), rather than on ample, if you ask them for fieldtrip ideasthe continuing investigation. the desired outcome of the program (i.e. an and all they say is "Let's go to Disneyland!" This research inquiry is analogous to a increased understanding about respect). you could possibly translate that as "Let's group of detectives looking for clues to Concept #2: go somewhere we can be engaged in good,solve a never-ending mystery: what does clean action and adventure." Programs as Democracy quality look and sound like in our program? All youth programs can potentially help Concept #4: How can we continually intake informa- young adolescents learn more about de- Safety & Accountability tion to improve the experiences of all key mocracy because all programs have all the Most young adolescents are involved in stakeholders? ingredients necessary for a democracy: the transition from reasonable dependence The concepts presented here represent a a) a group of people ("mini-commu- (on family) to reasonable independence.meeting of theory and practice; the con- nity") This developmental transition raises twocepts help us understand what we can ac- b) a set of common goals related issues: safety and accountability. complish and suggest strategies for mak- c) decisions to be made and "work" to be The term safety refers to premeditated ing these concepts real in our programs. dA9 done systems used to protect persons from un- (Members of the Work-Family Directions The educational philosopher John Dewey reasonable risk and foreseeable harm. Safety Middle School Design Team who contrib- recognized the potential for groups of chil- is both a physical and an emotional phe- uted to this article are Steve Musson, Betsy dren/youth to learn about democracy when nomenon. Gillespie, fermi Martin, Michelle Seligson he pointed out that democracy is more than In this article, the term accountability and Ronnie Mae Weiss.) a method of government, it is a way of life refers to a key obligation of persons re- characterized by a faith that each indi- sponsible (or co-responsible) for the where- vidual in the group has something valuable abouts and well-being of program partici- © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 e Printed on Recycled Payer 57 MARCH 1996 7 FIRST CLASS NOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 March 1996

ADDRESS CORRECTION REQUESTED FIRST CLASS

RESOURCES

of The California Child Care ment, mentor/volunteer training and CWLA Catalog The publication focuses on the ap-youth advocacy will all be topics at The Child Welfare League of Ameri-proaches, guiding principles and pro- "Quality Education in After School can has a catalog of books, videos and cesses that led to the development ofPrograms." This one day conference is other resources related to issues con-the Spanish-lanugage pilot project as April 27,1996 in New York City. It is cerning the health and welfare of allwell as gives an overview of projectsponsored by the Partnership for After children. Materials range in subjectsactivities. The lasting impacts of theSchool Education (PASE). from Administrative & Advocacy tolocal project and important consider- For more information call Project Child Day Care to Parenting. Posters,ations for those who are interested inReach Youth at 718-768-0778. dla pins, T-shirts and other items are alsoreplicating the project are also dis- available. cussed. For a catalog, write to CWLA Publi- For more information about this pub- cations Dept., 440 First Street, NW,lication and the project itself, call 415- Professional Suite 310, Washington DC 20001-2085882-0234. et or call 202-638-2952, or fax 202 -638- Development 4004. emo Conference After School The Fifth Annual Conference of NAEYC's National Institute for Early Latino FDC Education Childhood Professional Development The California Child Care Resource Practical and innovative ideas foris June 5-8,1996 in Minneapolis, Minn. & Referral Network has published theworking with youth in an educational,For preliminary program contact: Na- results of a two-year pilot program forafter school setting arts in educa-tional Association for the Education developing Latino family day care ser-tion, fun with literacy, youth leader-of Young Children (NAEYC), 800- vices in Developing Family Day Careship, theme-based learning as well424 -2460. ef in Latino Communities: Experiencesas staff development, parent involve- Volume XVI #8 The Newsletter for School-Age Care Professionals April 1996

ISSN0278-3126 ®1996 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Field Since 1980 Cities Concerned about Child INSIDE Care and School-Age Care Rural SAC p. 2 "Humaness" p. 3 According to a Gannett News Ser- Among low-income families, the pri- vice story, the just released survey byority needs are: Attracting Birds p. 4 the National League of Cities shows housing improving the availability and quality employment Questions of Quality.p. 6 of child care as top priorities among the child care 780 cities surveyed. Among middle-income families, the Advanced Institute. .p. 7 priority needs are: child care, especially before-and- "A lack of before-and-after-school care National March for Among high-income families, theChildren June 1 after-school child care forpriority needs are: While not actually a "march," the children ages 6 through family stability Stand for Children Day at the Lincoln community safety 9 was cited as a problem Memorial in Washington DC June 1, The usual child care problems were in 92% of the cities 1996 will attract thousands of families cited in the survey, such as a lack of and advocates from across the country surveyed." infant care, low pay for providers and to gather and stand together as a na- the likelihood that decreasing federal tional day of commitment to children. Lack of school-age care could besupport will lead to the closing of more Conceived by Marian Wright interpreted as being universal to cities Edelman, president of the Children's since "a lack of before-and-after-school Defense Fund, this day has been en- child care for children ages 6 through 9 Cited_was"lackofdorsed by 500 national organizations was cited as a problem in 92% of thetransportation for school-including the National Association for cities surveyed." age children to family day-the Education of Young Children It thus is not surprising that of all the (NAEYC) and the National School- problems related to children and fami-care providers." Age Care Alliance (NSACA). NSACA lies, city officials pegged before-and- sent out action packets to its affiliates after-school programs as fourth in pri- child care programs. However, for ad-to encourage participation and the or- ority and child care as first. In order ofvocates used to working with center-ganization of children's action teams to priority, the concerns of city officials based programs there was one interest-go to Washington DC. are: ing child care problem cited and that Edelman said, "It will be a day of 1st Child care was "lack of transportation for school-spiritual and community renewal and 2nd Family stability age children to family day-care provid-moral commitment to children, a day... 3rd Housing affordability ers." to transcend our differences and affirm 4th Before-and-after-school pro- Copies of the National League ofwhat unites us as a people: a sense of grams Cities survey report, Critical Needs,fairness; a loving desire to raise moral, 5th Drug and alcohol abuse Critical Choices: A Survey of Childrenhealthy, educated children; a belief that 6th Schools and Families in America's Cities, arein the richest and most powerful nation O 7th Juvenile delinquency available from the NLC Publicationon earth no child shall be left behind." The survey also shows significantCenter, PO Box 491, Annapolis Junc- For more information see NAEYC's discrepancies in top concerns of fami- tion MD 20701, Tel. (301) 725-4299.MarchYoung Children, p. 34-35 or call lies when separated by income. Price is $15 plus $4 S&H. coo Stand for Children Headquarters at 800- 233 -1200 or 202-234-0095. coo J9 BEST COPY AVAIIIIAIRILIFf Letter to the Editor Rural SAC Survey care were the top concerns expressed. As a result of the individual county by Dr. Beverly Hobbs surveys, several after school, center- Dear Rich, The nature of school-age child carebased programs have been established I have started anew job as the school- arrangements in rural communities was and more programs are in the planning age consultant for the Eastern half of recently explored in a survey of fami-stages. Another outcome has been Oklahoma. I am excited about this chal- lies in seven rural Oregon counties.greater support for family child care lenge and a little scared. Families with children in grades K-4providers. In several counties, addi- My new position includes training were surveyed and asked to indicate alltional positions with regional resource existing school-age programs, helping types of after school care they use in aand referral agencies have been pub- start new programs, creating an aware- typical week and the problems, if any,licly funded to provide outreach to fam- ness of quality school-age programs they have with those care arrangements. ily child care providers. and how they benefit communities and Yet to be addressed, however, is the encouraging the development of pro- issue of older youth as caregivers. As fessional organizations and support Supervision at home bylong as families choose to use older groups for school-age staff in Eastern Oklahoma. older youth was the...mostyouth as care providers at any time, efforts need to be made to provide School-Age NOTES is one of my frequentlycitedcaretraining that will increase the ability of favorite resources and as I visit pro- arrangement [after parentalthese youth to provide safe, quality grams, one of my first questions is "Do care. you subscribe to School-Age NOTES?" care]. The county surveys were conducted If the answer is no, I encourage them to subscribe and give them a free After utilizing a collaborative research ap- At home with a parent was the mostproach involving the Oregon State School Program 1996 Catalog. often cited care arrangement. How- I would appreciate any information, University Extension Service, County ever, other responses identified theCommissions on Children and Fami- suggestions and words of wisdom that important role older youth and familylies, and local public schools. For more will help me provide the best possible child care providers play in supervisinginformation about the survey, contact service to the programs and communi- and caring for school-age children in ties in Oklahoma. Dr. Beverly Hobbs, 105 Ballard Hall, rural areas. Supervision at home by Oregon State University, Corvallis, OR older youth was the second most fre- 97331. coE, Karen Wilson, Consultant quently cited care arrangement. Use of Tulsa Technology Center Dr. Hobbs is an Extension Specialist family child care ranked third, tied with 3850 North Peoria with the 4-H Youth Development Pro- relative care. Center-based care rankedgram at Oregon State University. Tulsa OK 74106 ninth. These findings differ markedly from Dear Karen, the other statewide and national sur- We are glad that you are findingveys which have shown the use of child School-Age NOTES to be helpful andcare centers for children in the early appreciate you letting others know about elementary grades to be far more preva- NOTES our resources. lent, usually exceeding the use of fam- We have published your address so ily child care. Likewise, the preference Subscriptions: those who have ideas and suggestions $22.95/12 issues of these Oregon families for older youth can contact you. I have responded to Send To: School-Age NOTES as care providers has not been identi- P.O. Box 40205 you with several contacts including thefied in other studies. School-Age Child Care Project at the Nashville, TN 37204 A majority of rural families reported 615-242-8464 Wellesley College Center forResearch problems arranging child care, and ap- 615-242-8260 (FAX) on Women and your Oklahoma affili- proximately one fourth indicated that Office: 2608 Grissom Dr. ate of the National School-Age Carechild care problems had significant Alliance. Nashville, TN 37204 impact on their ability to work as many Editor/Publisher:Richard T. Scofield hours as they would like. Finding care Rich Scofield, Editor Associate Editor:Joyce Maneck for sick children, difficulty coordinat- Office Manager: Mary-Helen Marigza ing work hours with times care is available, and worry about the quality of Published Monthly in Nashville, Tennessee

2 APRIL 1996 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 IS Printed on Recycled Pape, 60 CONFLICT RESOLUTION Tapping in to Our anymore, lower school staff are ig-Focusing on nored. Headshakes are not "seen." With "Humaness" to the fifth and sixth graders, remindingPositives Avoid Power them about the rules on the playground Dave Piel, Director of the Carole usually still works. But it is with theRobertson Center for Learning in Chi- Struggles seventh and eighth graders I have thecago, works with early adolescents and most difficulty in finding an approachwrote us his comments on a recent SAN' s editor, Rich Scofield, has re- that respects their age and doesn't put turned to being a caregiver two after- article about Rich Scofield' s experi- them down. ences. noons a week in a SAC program. The For older middle schoolers, school is following are some of his observations. I've read and enjoyed SAN for quite just a forum for them to interact with a few years and now, at long last, I have their peers. They often are not aware ofbeen moved to reply. I am writing to Intervening to stop inappropriate be- their behaviors. Sitting on the edge of haviors can sometimes lead to power add a heartfelt "Amen" in response to the railing while talking to their friendsthe cover article of the January '96 struggles. As one of the staff of theis a matter of convenience rather than "lower school," after school program, I issue, "Celebrating Exuberance: Is it rebellion and may not really be danger- wildness or is it exuberance?" I couldn't have enough perceived authority that ous; but it is against the rules and cer- with a word or two I can stop the usual, agree more with the need you expressed tainly might be dangerous for the kin-for all of us to "accentuate the positive, run-of-the-mill inappropriate behav-dergartners to model. With exagger- iors, i.e. running in the hall, climbing eliminate the negative" regarding chil- ated inflections and in a joking mannerdren and their behavior. In fact, we try on railings, tossing grapes etc. But oneI might say, "Oh my goodness, you are of the areas where I have difficulty is to do just that here at the Carole not going to believe what I have toRobertson Center for Learning. intervening with the kids from the "up- come over here and tell you. Guess per school" (middle school) program, What started out as an event to cel- what it is?" They may also joke back orebrate the accomplishments of our bas- who share the field and play areas with perhaps in a joking manner roll their the lower school. It is especially diffi- ketball team has long since become an eyes as they accommodate me and getannual Awards Banquet at which each O cult since I don't know them by name. off the railing. It has the potential to lead to power child in the program is recognized for a In an inexplainable way, other than Ispecial talent or quality, because we struggles. know it when it happens, there is a In thinking about training others and firmly believe that everyone has re- moment within the humor that is "tap-deeming characteristics. Some children, how to translate what works for me, Iping in to our 'humaness.'" Perhaps it first thought about saying it is about of course, are more of a challenge to has to do with not taking away one'spraise than others are. tapping in to "humor" but then realized dignity. I've tried to communicate that it really is broader and is what I call our Over the years quite a few "wild" I am not here to take away their dignity.kids have gotten awards for exuber- "humaness." The technique does useAnd in a brief glimmer I get the mes- humor but goes beyond just a joke. ance or energy. Likewise, while we sage that says, "Thank you for not put- might tend to view certain children as In all our interventions with kids (orting us down, thank you for allowing us adults) it usually is best to start with the "complainers" if they are vocal in their to keep our dignity." Perhaps it is aboutdisapproval of certain aspects of the lowest level intervention. Often that issaving facebut that's a whole nother as simple as a headshake or restating program, it is quite possible, and per- article. haps necessary, to commend them for the rule. Asserting authority, that is, In a recent visit to a prison, I saw a using "power over" as an adult does their persistence, outspokedness or female guard do the same thing with aassertivenesstraits we value in our work when intervening in situationsmale prisoner who was starting to get about inappropriate behaviors. But this leaders! loud and obnoxious. She joked with By training ourselves to focus on often leads to power struggles and canhim about being loud and attracting be "overkill," decreasing one's effec- positives, I think we accomplish atleast attention and he settled down. I thoughttwo worthwhile things: 1) boost the tiveness if it is the only technique used. about how that could have become a Besides, after school is suppose to be a self-esteem of the young people we power struggle against authority or awork with, and 2) help prevent our own fun and relaxing place and that can'tgender power struggle. She defused the happen if an adult is "always" harping burnout. O situation by joking about it and by By the way, I thoroughly enjoy read- about the rules. allowing him to keep his dignity. There With the middle schoolers, who are ing your accounts of life "on the front was a moment of "humaness."eflo very proud of not being in lower school line." Keep up the great work! ems.

© 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 APRIL 19963 Sprinted on Recycled Paper 61 MAY ACTIVITIES Political Cartoons pane of the stamps was run through backwards on the second printing soAttracting Birds On May 9, 1754, the first American that the airplanes in the center of those Spring brings back many extendedO newspaper cartoon appeared. It was in stamps are upside-down. Of course,families of migratory birds. they go to Benjamin Franklin's Pennsylvania Ga-these are collector's items. South America for the winter and re- zette. It showed a snake cut into pieces. Invite a hobbyist to demonstrate aturn in the spring to the same area where they were born. Sometimes they Each piece was labeled with the name radio-controlled model airplane. ef4a of an American colony. The caption even come back to the same nests year said, "Join or die." after year. Look for political cartoons on theOutdoor Whether you can attract birds to your editorial pages of recent newspapers. site will depend on the availability of What kinds of subjects do they cover?Scavenger Hunt food, water and nesting sites and the Try you hand at drawing a cartoon Give each school-ager a paper sack, degree of protection from predators. that sends a message about somethinga copy of this list and a time limit. If you have been feeding birds during important to you. eMt, Encourage children to work together so the winter, don't stop now. April, May everyone can find everything on theand June are months for building nests list. Another option is to work in pairsand laying eggs. All that activity makes It's in the Air or trios. birds hungrier than ever at a time when May is a month of firsts in the history natural foods from the past growing of air travel. On May 20, 1927, Charles 1. something from a tree season have been eaten and new ones Lindbergh left New York in his plane 2. a small twig have not yet matured to take the place. "The Spirit of St. Louis" on the first3. something alive The National Bird Feeding Society solo flight to France. Then on May 20,4. a blooming weed has created a kit for children. Learning 1932, Amelia Earhart took off from5. a rough piece of trash About Our Backyard Birds is designed Newfoundland to fly to Ireland to be- 6. a dead leaf to help elementary teachers and youth leaders plan projects that involve feed- come the first woman to fly solo across 7. a flower ing and housing backyard songbirds. the Atlantic. 8. something pretty The kit concentrates on four areas: On May 15, 1930, Ellen Church, the9. a seed "How to Recognize Birds," "What Birds first airline stewardess, made her first 10. a feather Like to Eat," "Where Birds Live," and flight. She flew with United Airlines 11. a smooth stone "How Birds Drink and Bathe." Cost is between San Francisco and Cheyenne, 12. something you can hold in the $8 (postage included). Send name, name Wyoming. palm of your hand of school orprogram, address and check On May 20, 1939, Pan Am's "Yankee 13. something yellow to NBS Kit, P.O. Box 23, Northbrook Clipper" left Port Washington, New 14. something red IL 60065-0023. A) York for Europe to begin regular 15. something you can eat transAtlantic air service. May was even the month May 13, (Reprinted from the MaylJune 1987School- Fast Food 1918 that the first U.S. Airmail Age NOTES. Thanks to Joan Abbott of the On May 8, 1886, Coca-Cola was postage stamps were issued. Orange Unified School District, Califor- invented. May is also National Ham- Design a superior paper airplane.nia Child Care Program.) c90 burger Month. Credit for inventing the Have a contest to determine the best hamburger usually goes to 15-year-old design for length of flight and the best Charlie Nagreen. At a fast food stand at for accuracy in reaching a target desti- a fair in Seymour, Wisconsin, in 1885, nation. Charlie sold a sandwich made with Look up pictures of Lindbergh and flattened meatballs. Earhart and their planes. Look at the What did teens eat before fast food? flight suits and goggles they wore. Try Just for fun, try making menus for one to get a perspective on the size of the week that would include no fast food. plane. How easy would it be for you? 611) Find a picture of the first airmail postage stamp. It was a 2-color stamp, red and black, printed in the days when 43 Activity Ideas the stamps had to be run through the 62 The minimum number of Activity press twice once for each color. One Ideas in this issue is 43.

4 APIUL 1996 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Paper MAY CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday May is NationalMay 5 is Cinco deMay 12 Mother'sMay 15 Peace Of-On May 28, 1937 the 4 Strawberry Month.Mayo, celebrated inDay. Write a thank-ficers Memorial DayGolden Gate Bridge ..,4 y, Share favorite reci- Mexico and by Mexi- you card to yourhonoringthose who'veconnecting San Fran- eo's:et peswithfreshcan-Americans in themother. Mention thelost their lives in theciscoand Marin U.S. What's special County was opened 0, strawberries. things she does forline of duty. As a g aboutthisday?you. group, compose a let-to vehicular traffic. g CD Throw a fiesta! Wear ter of condolence andLook for interesting costumes; make and appreciation to anfacts about this fa- eat Mexican foods. officer's family. mous bridge. May 2,1519 May 11, 1910 May 25, 1935 OnMay 28, 1929, theMay 29, 1790 Leonardo da VinciGlacier NationalBabe Ruth hit hisfirst all-color talkingRhodeIsland became gg died. Read a biogra-Park was estab- 714th and finalcareerpicture opened inthe13th original phy or check the ency-lished in Montana.home run. Find outNew York.Thecolony to ratify the lx 4 lxclopedia. Besides art,Write for informa-informationonwhichearlies movies wereU.S. Constitution. 5wg da Vinci had many in-tion on a Nationalbaseball player fi-pantomines. Do aRead the Preamble terests. What modemPark near you. aloud together. What day transportation did nally broke Babepantomine of afavor- Ruth's record. ite story. do youthinkit he draw plans foe? means? On a nature walk,Put a stalk of celeryLay out leaves or cutMake sand jars usingCreate pictures out observe differentwithleaves, or a daf-out designs on ababy food jars, saltof florescent stick E-1 types of leaves andfodil or carnation in sheet of paper. Sprayand colored chalk.ers so they can be Zflowers. Draw andwater dyed withpaint with a sprayRubthe colored chalkseen in the dark. -tc label them in a sketchfood color. Observebottle on fine mist.on the salt until the how the dye movesWhen dried, removedust gives it the de- (/'book.---1 into the flower orthe patterns. sired shade. Full jars leaves. hold the salt in place.

Outdoor ScavengerLucky Wrapper Rainy Day FindSticker HuntHideTeams collect 12-15 Hunt. (See page 4.) Divide into teams of 2- 26 magazine pic-a variety of stickersitems thatcanbeiden- cn t a 3 kids. Each team that tures, one for eachthroughout yourpro-tified by touch (bark, E4 collects 10 junk food Z letter in the alpha-gram space. Givepinecone, etc.) Each wraPPers receives an bet. Make an alpha-kids 15 minutes toteam's representative = 4 award Any team thatbet collage. collect as many asidentifies the other finds an unusual brand designated in advance they can. team's objects while gets a bonus. blindfolded. Invite a long timeAdopt a "grandpar-What kinds of ac-Look at an old year-Memorial Day is resident of yourent for a day." In-tivities do olderbookfrom the 1940'sMay 27. What does ..) :community to sharevitehim/herto shareAmericans enjoy?or 1950's. How didthis mean to older 4 t:experiences froma game, craft orPlan a cooperativepeople dress then?Americans? Con- ahis/her school days.hobby enjoyed as aactivity or serviceHave a 40's day. duct interviews and g how has your corn-school-ager. project with a senior share findings. munity changed? citizens center. 4 D Secure materialsReview the featuresLearn how to doWrite to your Cham-What features would from the Depart-of different kinds ofroutinemainte-ber of Commerceyou look for in a El ment of Motor Ve-bike helmets. nance on a bicycleand inquire aboutcross-country bike 4 hides about bike and how to makebiking trails in yourand a racing bike? etW safety. Review rules simple repairs. community. Which would suit 2 3and hand signals. your use of the bike best? et S3 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Paper APRIL 1996 5 Washington Notes Corp. for National & Community Service:Republicans have effectively given Questions of by Charles Pekow up their fight to kill this program, at least in the Quality Charles Pekow is editor of "Day Care short run. The Senate approved $383.6 million O U.S.A." This report was written exclu- for it this year, while the House approved $386 by Linda Sisson, NSACA sively for SAN readers. million contingent on funding through otherDirector of Program cuts. The breakdown includes about $175 mil- Improvement and Accreditation Outlook Mixed for lion in grants, which can include training volun- Note: This column appears each month in SAN teers to work in school-age programs in return and raises some of the questions relating to Federal Funding for higher education tuition. The appropriation quality in school-age care. I invite your feed- Though the administration reaffirmed would include about $59 million for the tuition back your ideas and stories related to and $43 million for school-and-community- its support for funding school-age pro- these questions. This is an important avenue of based learning programs. learning for us and away for you to help shape grams, the future of federal support the school-age accreditation system that will remains murky. The Clinton budget guide our work in years to come. I'll be eagerly proposal for FY 97 would retain most waiting to hear from YOU!!! Administration Proposing Address: funding school-age programs rely on.Welfare Reform Linda Sisson But as we went to press, Congress was clo SACCProject, working on proposals that would re- No parent of a school-age child would Center for Research on Women Wellesley College, Wellesley MA 02181 duce some of it during the remainder ofhave to go to work without adequate child care. And current standards for FAX: 617-283-3657 FY 96, already half over. Here's the e-mail: rundown: care would remain in effect. In those TILSISSON@WELLESLEY .EDU ways, the administration's welfare re- Phone: 617-283-3460 Social Services Block Grant:The House and Senate have both voted to cut the form plan will differ from one pro- $2.8 billion appropriation in the second half of posed by the National Governors Asso- Human Relationships this year, the Senate by 15% to about $2.4 ciation. President Clinton's FY 97 bud- The NSACA Pilot Standards for Qual- billion and the house by $2.5 billion. The Senate get proposed $3.8 billion for child care ity School-Age Care are heavily weighted Appropriations Committee warns that this move as part of a welfare reform package,in the area of human relationships, espe- is a prelude to cutting the program further in along with a Work First block grant tocially the relationships between staff and coming years. States choose among many social the children or youth in the program. O programs to fund, including school-age activi- replace the Job Opportunities & Basic In describing quality staff/child inter- ties. Congress says it must cut the spending to Skills Training (JOBS) program. States pay for other social service programs that fund could use Work First funds for childactions, what are the indicators of positive relationships? What do you see staff the same activities. The administration, how- care. ever, stands by its programs and wants to fund and children doing? What do you hear In case Congress doesn't enact wel- it at $2.8 billion in FY 97. them saying? What are the ways staff fare reform this year, the administra- Part D Youth Gangs:The continuing encourage children and youth to make resolution in Congress would appropriate $10 tion also proposed providing $1.049responsible choices? How do they build million for the program this year for activities to billion for the Child Care & Develop- confidence? How do staff teach children keep youth out of trouble, including providing ment Block Grant, $880 million for problem-solving skills? What do they do school-age programs. JOBS-related child care, $268 millionto show they care for every child? How Law Enforcement Family Support: for Transitional Child Care, and $300do they make every child feel valued and Both Houses agreed to set aside $1 million this million for At-Risk Child Care. year for police departments to help officers' included? families, possibly including school-age care. Then, on the flip side, what are the The administration requested $1.205 million indicators of negative relationships? for FY 97. No Special Thrust for What are examples of things that staff Ounce of Prevention Council:The School-Age Care could do that would destroy trust, under- future is still unclear. The House would wipe it Though 85% of large employers pro-mine a child or youth's confidence, or out while the Senate would provide $1.5 million vide some type of employee child caremake a child feel excluded from the for FY 96. The council allotted most of its FY 95 assistance, only 4% made exclusivegroup? What are the exact words and money for coordinating youth programs. arrangements to fund school-age care.actions you have seen or heard? Family & Community Endeavor And only 2% provide accommodations Your stories and examples will be very School Grant Program:This program, cre- on school holidays. Those findingshelpful to us in painting the picture of ated by the 1994 crime bill to fund youth activi- come from the 1995 survey of 1,050 QUALITY interactions. We are looking ties, appears dead. Congress declined to fund it for more examples to help specify ex- in FY 96, despite the administration's $31 mil- major firms by Hewitt Associates, a actly what the standards mean. Please lion request. The administration gave up trying, national benefits consulting firm. coo opting for other priorities in FY 97. send me your stories today! Eme.

who are currently working on these Building Self- Internet Alert issues. Esteem Book Out- The Center for Media Education and The prerequisite for this graduate the national PTA have questioned thecourse, School-Age Child Care Ad- of-Pri nt practices of some advertisers in usingvanced Leadership Institute (ED 816), web sites on the Internet to pitch theiris substantial experience directing a Limited Quantity Still products to children. SACC program, or state leadership role Available According to a recent USA Today,in SACC, or national/state NSACA article, the primary concern is with Building Self-Esteem in Children by Board/Coalition membership. companies who conduct marketing sur- For more information contact: Ad- Patricia Berne and Louis Savary has gone veys in which children are asked to out-of-print, with no plans by the pub- vanced Seminars, Wheelock College, give their names, sex, age, and street lisher to reprint. Although we have car- 200 The Riverway, Boston, MA 02215. and e-mail addresses. ried this book in the catalog over the last SAC programs may want to remind few years, it will be dropped from our fall SAC CONFERENCES catalog. school-agers and their parents that under no circumstances should children We still have a limited number of cop- NSACA '96 April 25-27, 1996 ies of this book, which will be made reveal personal information about them- 8th Annual National Conference, St. Louis MO available to our subscribers on a first- selves on the Internet. coo Contact: Bonnie Vento, 314-225-4494 come, first-serve basis. For those who PENNSYLVANIA May 17-18 New Listing may have ordered the book recently, only Annual SACC Conference, Orefield, PA to have us return the order because we2nd Advanced Contact: 610-691-1819 were out-of-stock, now is the opportu- NEW YORK Oct. 9, 1996 New Listing nity to purchase a copy. SACC Institute Annual SACC Training Conference, Albany Contact: Patty Skinner, 518-426-7181 ext. 11 Building Self-Esteem in Children of- The second SACC leadership devel- fers over 60 effective and practical self-opment seminar co-sponsored by the MICHIGAN October 23, 1996 MI SACC Conference, Warren esteem principles to help concerned adults School-Age Child Care Project and Contact: Sue Javid, 810-228-3480 develop healthy relationships with chil- Wheelock College will be held at dren and foster an attitude and atmo- ALBERTA Oct. 25-26, 1996 Wheelock College, Boston, Mass., Sat- SAC Conference, Calgary, Alberta, Canada sphere in which self-esteem can flourish. urday July 13 - Thursday July 18,1996. Contact: Carol Broen, 403-282-7466 It is grounded on sound psychology andThe course is designed for experienced basic values and will be useful for any 'NORTH CAROLINA Nov. 7-9, 1996 directors and other leaders of school- 7th Annual SAC Conference, Raleigh adult concerned with the emotional and age care programs. The interactive, Contact: Margaret Anne Biddle, 919-828-0345, ext. 130 spiritual well-being of the children inhands-on approach will feature case their care. The authors use real-life ex- material from participants on major DO WE HAVE YOUR amples and a sensitive and touching style challenges as well as guest speakers SAC CONFERENCE DATES? of writing to convey the principles they espouse. The book is divided into seven major sections that address these prin- 1 ciples: "Building Relationships," Being Nonthreatening," "Nurturing Success," SENDTO: P.O. Box 40205 Nashville, TN 37204 615-242-8464 "Bridging to a Loving World," "Foster- ing the Freedom to Choose," "Dealing Yes, sign me up for:CI New Subscription Renewal with Strong Emotions" and "Inviting the 1 year $22.95I0 Canada $25.95U.S. Funds 0 Foreign $27.95 U.S. Funds Affirming Spirit." Ll 2 years $43.950 2 years $49.95 U.S. Funds 0 2 years $53.95 U.S. Funds Subscriber price for Building Self-Es- teem in Children is $9.95 plus $2.50 for Payment (must be included): 0 Check or money order 0 VISA 0 Master Card shipping and handling. Because of the Card #: Exp. Date: limited quantity available, we will accept only prepaid orders, either credit card or lame check for the exact amount of $12.45. Checks received after the book is out-of- Program Name stock will be returned. Call School-Age Address NOTES at 615-242-8464 for credit card orders or send checks to P.O. Box 40205, City / State /Zip Nashville TN 37204. con 65 @ 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 el Printed on Recycled Paper APRIL 19967 BEST COPY AVAILABLE' FIRST CLASS NOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 April 1996

ADDRESS CORRECTION REQUESTED

RESOURCES

Developmental vide developmentally appropriate ac-to: "Wee Deliver" Program, U.S._ tivities. Postal Service, 475 L'Enfant Plaza SAC Poster The poster is available for $5 plusSW, Room 10541, Washington DC $2.50 shipping and handling. Send or-20260-03100. dt, Available ders to School-Age NOTES, P.O. Box School-Age NOTES is now selling40205, Nashville TN 37204. coo a developmental poster produced by Get Ready Teaching Strategies, Inc., called "School-Age Children." "Wee Deliver" fo Summer The 33" X 14" poster lists four major Try these catalogs for resources for areas in school-age children's devel-Postal Kits summer or year round: opment: the emotional, social, cogni- The U.S. Postal Service sponsors theCreative WholesaleHas25% dis- tive and physical. Nine sets of activi- "Wee Deliver" Progam which can turncount off the list price for crafts sup- ties are suggested that can enhancea school or school-age program into aplies. Call 800-347-0930 and ask for these developmental areas. The activ-community with street addresses, ZIPthe "mail order catalog." ity areas include dramatic play, blockCodes, a postmaster and postal work- play, toy, art, sand and water, books,ers. Children learn how to collect andGreat Owl Books "A unique col- cooking, music and movement anddistribute mail, as well as a variety oflection of children's books celebrating outdoor activities. other postal jobs. the many voices of our American cul- Besides offering activity ideas for a The program has been nrSted for it'sture." Call 800-299-3181 for catalog. school-age program, this poster is per - ability to teach children responsibilty all display o encourage literacy skills. Kaplan School-Age CatalogHas Enrivr your proni rder the "Wee Deliver" startercrafts supplies and materials, sports -----eiabxaseeth 's overall ll- d school or program name, ad- equipment and more. Call 800 -334- ca hone number and contact name2014. k 66 Volume XVI #9 The Newsletter for School-Age Care Professionals May 1996 NOTES ISSNO278-3126 ©1996 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Reid Since 1980 INSIDE Organizing Tip p. 2

On Being Dirty P. 3 Spiders & Frogs p. 4

Summer Field Trips.p. 7 Older Kids Conf p. 8 1600 at NSACA

r- '97 Orlando '98 Seattle Encouraging girls in block and LEGO play can help develop their visual-spatial skills. It was good news-bad news at the Na- tional School-Age Care Alliance OEncouraging Cross-Gender Play (NSACA) Conference in St. Louis in April. The good news was that the atten- by Barbara Colombo-Adams dance of over 1600 school-age care pro- Providing a balanced array of playturn-taking games such as stringingfessionals surpassed the planning options in school-age care settings of-beads, cut/sew crafts, hopscotch, jumpcommittee's expectations. The bad news fers children the opportunity to explore rope and four-square. Such initiativeswas that many people had difficulty get- new interests, discover hidden talents, promote physical control and dexter-ting into the more popular workshops and develop a full range of skills andity, attention to detail, strong verbalalthough the committee worked hard at f1 rearranging rooms and adding workshops. abilities. However, as directorof school-abilities, and cooperation among play- age care programs in Maine and iners. Conversely, girls' low rates of par- The AT&T Family Care Development Fund provided 110 scholarships to at- Albany, New York, I found it wasn'tticipation in construction play (e.g. tendees from 24 states (see Feb. 1996 easy to encourage boys and girls toLEGO materials), large group games SAN announcement). All 50 states were explore the full set of options availableand sports may inhibit their develop- represented at the conference. The mili- to them. Looking out at the playground,ment of visual-spatial skills, physical tary sent school-age staff from programs gym, or activity rooms, I observed thatstrength and agility, leadership skills, at bases around the world. girls and boys tended to engage inan understanding of complex game Next year's NSACA Conference will different activities. strategies and rules, and experience withbe in Orlando April 17-19, 1997 at the Selma Greenberg, professor of Childfriendly competition. Omni Rosen. Conference registration fees Development at Hofstra University, My interest in gender differences in will stay the same at $110 for members explains that the play experiences ofchildren's play and development guided and $140 for non-members. For work- girls and boys equip each group withmy graduate work at the University ofshop proposal information, write to Jim valuable, but distinctive sets of skillsMaine. My research (1993) conducted Atkinson,1208 Cardinal Court, and abilities. Consequently, girls andwith over 400 children ages 8 to 11, Altamonte Springs, FL 32714. The dead- boys tend to miss out on the develop-revealed significant gender differences line for submission is August 31, 1996. 0 mental benefits of play initiatives thatin the types of activities that girls and are not typical for their sex group. Boys, boys play. Mark your calendars for example, may be missing out on the Activities that girls were found to The 1998 NSACA Conference will be benefits of small group activities andplay most often included one sportin Seattle April 30 - May 2, 1998. eft. (Continued on page 2) . lar connotations. When both activity op- We removed all the board games from Cross - Gender.. tions convey similar connotations, there istheir boxes, cut out the instructions and (Continued from front page) less risk of embarrassment or negative feed- threw the rest of the boxes away. We then (softball); small group, turn-taking games back for making the "wrong" choice. Ac- purchased a large tub to store the game (hopscotch, jump rope, tag and hide andtivity options such as woodworking and boards in. For the game pieces, we pur- seek); and creative arts initiatives (dance, bike repair; cooking and pottery; kickball chased a large hardware organizer used to art projects, and modeling clay). and wiffleball; and drama and music,store nails, nuts, bolts, screws, etc. We Activities that boys were found to play may encourage children to gain experience assigned each game its own drawer and most often included sport preparation and confidence with initiatives outside of labeled it. All the SorryTM pieces are in the activities (running races and playing catch);their traditional domain. drawer marked "Sorry," all the checkers large group games (kickball, capture the 2. Provide girls and boys opportunities to are in the drawer marked "Checkers," and flag, dodgeball); sports (basketball, base- develop basic skills in non-traditional ac- all UNOTM cards are in the drawer marked ball, floor hockey and soccer); and visual- tivities, in single-sex groupings. Learning "UNO." spatial skills activities (video games, airnew skills in single-sex groups provides Now, it only takes a few seconds to take hockey, and LEGO materials). girls and boys with a greater sense of secu- out and put away all of our games, and the The study also revealed ways that gender rity and support while gaining experience children have a much easier time selecting stereotypes and connotations influenceand confidence in new areas of play. games to play. There are no more lost children's play choices. For example, when 3. Provide images of males and femalespieces or knocking over a stack of games to asked to choose between a set of playin non-traditional roles in posters, movies, get to the one on the bottom. But most of all, options that conveyed very different gen- books or in person. it is more fun now for the kids. c der connotations, such as hopscotch and 4. Provide staff leadership and modeling Has your program staff come up with a making paper airplanes, only 4% of thein non-traditional play areas at your center. brilliant idea that solves a minor (or ma- boys chose the "feminine-typed" activity 5. Discuss sex-role stereotypes depictedjor!) problem in the program? Send ideas of hopscotch, while 67% of girls chosein books, videos and other materials. to SAN to share with our readers. hopscotch over the "masculine-typed" pa- 6. Set similar expectations for ability and per airplane activity. However, when pre- performance of both groups. Avoid letting sented with a set of options that conveyed boys bat for girls in games, or offering extra similar gender connotations, such as hop-swings to girls and not boys. scotch and gardening, 46% of boys and 7. Assign similar types of chores to both 40% of girls chose hopscotch. In this case,groups: moving furniture, carrying sup- one option did not appear to be any moreplies, cleaning and sweeping, passing out appropriate for girls or boys, resulting in asnack, working audio-visual equipment. greater balance of response by both groups. 8. Arrange free play areas that offer both These results show that when gendertraditional and non-traditional toys (e.g. distinctions of activity options are easy toLEGO materials and play house charac- recognize, children will be more likely to ters) at multiple activity centers. This pro- discriminate between them according tovides equal access to both groups without which appears to be more gender appropri- competing for space or play materials. eft ate. Such types of forced choice options set Barbara Colombo-Adams is the SAC up barriers against children's explorationProgram Manager at Work /Family Direc- of non-traditional activities. tions in Boston, as well as an adjunct fac- 8 Strategies to Encourage ulty member at the University of Maine. NOTES Cross-Gender Play Subscriptions: $22.95/12 issues Throughout development, girls and boys A Great Tip for Send To: look to adults, peers and the world around School-Age NOTES P.O. Box 40205 them for direction as to which activities and Organizing Games Nashville, TN 37204 behaviors are okay to explore. This re- Thanks to Eric Zolner, , Site Supervisor at 615-242-8464 search suggests that it is possible to encour- Douglass Elementary SACC Program in 615-242-8260 (FAX) age boys and girls to explore a broader set Boulder CO for this great idea! Office: of play experiences if we as school-age After years of frustration dealing with 2608 Grissom Dr. care providers, teachers and parents finddestroyed game boxes, lost pieces and Nashville, TN 37204 ways to reduce the influence of sex-rolecrammed shelves in before and after school Editor/Publisher:Richard T. Scofield stereotypes on children's play choices.programs, I decided it was time to try Associate Editor:Joyce Maneck Some strategies we may consider include: something new something neat, orga- Office Manager: Mary-Helen Marigza 1. Offer children play options that pro-nized and easy to use. mote similar types of skills and have simi- Published Monthly in Nashville, Tennessee

2MAY 1996 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Paper CONFLICT RESOLUTION

Establish sound procedures to re-edge. Being a school-age care profes- Stopping the Cyclespond to violence in the classroom.sional means every afternoon making of Violence Learn to respond effectively to routinedozens of on-the-spot decisions based Violence doesn't simply appear mys-incidents of conflict and aggression, ason our knowledge of our program, our teriously and full-blown in adults orwell as to those children who showchildren, our past experiences, and on adolescents. Patterns of violence de-repeated and severe problems with ag-our knowledge of child development. velop early and last long. It's importantgressive behavior. While we can't go to the director about to know that children acquire violent - Teach children the skills they need every incident, we also have to balance behavior patterns through specificto solve their conflicts constructively:our director's need to know what is and alterable processes of socializa-problem-solving, sharing, interactinggoing on in the program. So, Beth, this tion and development. They become assertively and thoughtfully with oth-is what happened today and why I let involved in violence in three differenters (perspective and empathy). the behavior continue. ways: as aggressors, victims, and/or Help children learn from others. Three or four second-grade boys had bystanders. (The latter support violence Help them see the connections betweenbeen doing a lot of playing with the through instigation, active encourage-themselves and others and learn con-pea-gravel on the playground includ- ment or passive acceptance.) structive lessons from role models ining appropriately pouring it back-and- However, children can learn to be the classroom, the community and theforth between containers and inappro- non-violent problem solvers, makingmedia. Learn how control the mediapriately sending showers of the pea- flexible use of their skills and strategieseffects. gravel down the slide (inappropriate to interact with others effectively. The If children are to believe violence canfor the playground rules but appropri- earlier and more extensively they learn be prevented or controlled, they need toate for their level of development). to use non-violent behaviors, the bettersee the principleuf violence prevention Now, they had filled each others tucked- prepared they'll be to apply these be- realized in their world. Make your cen-in t-shirts and were waddling around haviors in later life, thus lowering theirter a model, a safe haven. looking like they had gained 50 pounds. risk of becoming involved with vio- Caregivers interested in learning more It is usually easier to say "No" to new lence. about teaching and modeling non-vio- behaviors than it is to determine whether As we recognize the growing prob-lence skills can gain valuable informa-to let them go on. I decided to let the lems of youth violence, we increas-tion and insights from Early Violence boys go on with the behavior because it ingly see the need to help young chil-Prevention: Tools for Teaching Young was related to the developmental issue dren prepare for the violent society inChildren, published by and availableof quantity ("lots of') and because the which they will grow up, meanwhilefrom the National Association for theissue of getting dirty was something I establishing and strengthening the be-Education of Young Children, 1509had discussed with the director before. havior patterns needed to help change 16th St., N.W., Washington, DC,(Parents had said that their children's that reality. 20036-1426. Send a check for $7 ortime in the after school program was Care providers can address violenceorder by credit card 800-424-2460 ext. one of the few times their children had in the real world by using a combina- 604. &ID to play and get dirty and have fun like tion of strategies: the parents remembered they did when Prepare children to deal with theOn Being Dirty and they were kids.) violence they face in the outside world Summer is a time for lots of play that by helping them recognize violenceHaving "Lots Of" involves getting wet or getting dirty. and its consequences, by providing a SAN' s editor, Rich Scofield, has returned Programs should discuss these issues safe place to express their feelings and to being a caregiver two afternoons a weekamong themselves and their parents. fears, and by talking about safety and in a SAC program. The following are some Young school-agers, aged 6-8 years self-protection. Care providers also of his observations. old initially get interested in quantities need to learn how to respond effec- As I write this related to somethingof things. Their collections often start tively to children's traumatic reactionsthat happened this afternoon, it occursout with "lots of." I think, when pos- to violence or abuse. to me that I didn't check it out with mysible, we should indulge these develop- )- Organize the environment to mini- director to see if allowing the behaviormental urges within reason. We learn mize violence by arranging and reorga-was in keeping with the rules and phi-through doing. These boys had a sci- nizing the physical space in the centerlosophy of the program. But one defini-ence lesson. They learned about added and the playground and by selectingtion of being a professional is that theweight. They learned that unlike a pil- materials and activities with the goal inperson makes on-the-spot decisionslow which would stay in front, the pea- mind of minimizing aggression. based on a body of professional knowl- (Continued on page 7) Nashville, TN 37204 615-249-8464 © 1996 School-Age NOTES PO Box 40205 6 9 MAY 19963 Printed on Recycled Patter JUNE ACTIVITIES

Spiders & Frogs You can add the feeder legs at the front 7 by using shorter pieces of toothpick. Eew-w-w-w Spiders! When the spider is dry, paint it. Mount it in a box, cottage cheese carton or jar M Here is a spider for beginners. Cut thewith airholes punched in the lid. Offer body and head out of light cardboard. your friends a peek. They won't stay for 9 Paint it tan with the brown markings of a closer look! the house spider or cover it in shiny black paper like the black widow. Use fabric to make it black and furry like the tarantula. For older children, the next frog is a Choose the legs appropriate for your type little more complex. Use a lightweight of spider. Make them of folded paper as paper like typing paper or origami paper. shown, or use pipe cleaners for the furry Start with a square. Fold the diagonals on legs of the tarantula. Be sure to color the it like those in Fig. 4 above, and fold the tarantula's legs to match the body. line across the X. Fold the triangles in- Make the eyes with small beads or Hopping Frogs side like you did for Fig. 5 above. Both of sequins, or cut them out of paper and Here is a simple frog. Make him out ofthe outside surfaces will be triangles (Fig. paste them on. Spiders have compound a business card or lightweight cardboardA). Fold the corners of one of the surface eyes and may have more than one pair about 2 1/2" x 4". triangles toward an imaginary center line small eyes as well as large ones. Take the corner of the card and fold it(Fig. B). Turn it over and you will see Hang the spider by dark thread you cantoward the opposite edge (Fig. 1). UnfoldFig. C. Fold points a and b toward an put through the spider's body with a darn- it so the card is flat. Fold the oppositeimaginary center line to get Fig. D. Fold ing needle. Tie a knot on the bottom; if corner toward its opposite edge. Flatten down the points on Fig. D to look like thread still wants to pull through, tie a the card out again. This will yield an XFig. E. These will be the front feet of the small bead into the knot. fold on the card (Fig. 3). frog. Turn the frog back to side one to see Now a spider for the older children. Turn the card over and fold the top ofFig. F. Where the two edges come to- This spider has more detailed parts and the card .down through the center of thegether in the center, fold each one back will be appropriate for those who can X. Lay the card flat again (Fig. 4). onto itself (Fig. G). This will make the work with small parts accurately. Bring points AC and BD together byback legs of the frog. Notice on Fig. G, The spider's body is made up of two folding inward along of (Fig. 5). Lay thefold lines for the same two folds you used parts the thorax and the abdomen. The flat side down on the bottom. Take cor-in Fig. 9 to complete the first frog. abdomen is the larger part at the back and ners of the triangle on the top side and The second frog has more detail, can the thorax is the smaller part at the front. fold them up (Fig. 6). This forms thebe made in various sizes, and is more The smaller, front part has all eight legs frog's the front feet. challenging to make. A paper with a attached to it plus two more shorter "feed- Now fold the edges in toward the cen-different color on each side can make this ing" legs. To make a spider that looks ter (Fig. 7). Lift the bottom edge and foldone a little easier to master. eya real, you will need both of these sections, it up toward the top on gh. After folding and you will need to devise a way for the gh, fold ij so that it peaks in the opposite figure (1 ea) I (We otte) smaller front section with all the legs to direction. This gives the spring for mak- hold up and carry the back section. ing Froggie jump. Press down on his Make the thorax and the abdomen outback lightly and quickly pull your finger of paper wads, the thorax marble-size away. and the abdomen twice as big. Use school- The children can probably figure out glue to attach strips to each wad to make Tigu C (*CY MO) this frog simply by unfolding and refold- (slole am) it rounded, similar to papier-mache. To ing one previously done. fasten the wads together, cut a strip of 3 lightweight cardboard small enough to be hidden by the two paper wads and glue the two of them to it. Use toothpicks for legs the flat wooden ones. Bend the toothpick so it doesn't completely break. Glue the large 4 5 end to the thorax - 4 legs on each side. Spread the legs apart until the spider "ors ? balances without dragging the abdomen. 70 (.Id. ow)

4 MAY 1996 O 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-N2-8464 e Printed on Recycled Paper JUNE CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday June 7, 1769 June 12, 1827 June 13, 1967 June 16Father'sJune 25, 1951 O Frontiersman DanielBirthday of JohannaThurgood MarshallDay. Make Dad anFirstcolor TV tiBoone began explor-Spyri, author ofbecame the firstoversized or accor-broadcast. Put on z ing what is now Ken-Heidi. This is a goodblack justice of thedion-folded card. your own TV pre- tucky. Make plans tobook for reading andSupreme Court. In a mieres. Use a card- spend a whole dayfor acting out majorcircle, share "I'd like board box with a outdoors. events of the book. to be the first to..." hole cut out for the television. June 14, 1777 Make decorationsBake star-shapedFind out about theFind edible stars: The Continentalfor Flag Day, June cookies. Hyakutake Comet. Serve star fruit for a Congress adopted14. Spatter print snack. Use either the stars and stripesstars on banners or dried or fresh slices. as the US flag.make star mobiles. Also, cut across the Make a collage of center of an apple to star-shaped things. see a star inside.

Put water 6" deep inModel "WardrobesJune 5 is Set up a pretendHave a "Crab Walk a bucket. Put a dimeof the World." Re-National store. Practice goodRelay." in the bottom. Givesearch, but makeYo-Yo Day. manners as custom- each child a turn tothe clothes out ofCreate several ers and employees. try to completely"dress-up clothes"contests or cover the dime byor newspaper. exhibitions involving dropping six pennies . yo-yos. in one by one.

Plan a revolving li-Identify one or morePlan with others inJune is Frozen Yo-Create a new dance brary of summershut-ins or elderlythe community togurt Month. Be cre-or move to music. reading list bookscitizens for whompaint over graffitti. ative. Make your and consider timechildren might vol- own or create a new and space for read-unteer for yardwork combination. ing every week. or other tasks regularly over the summer.

Create a landscapeWalk through paintIf you can t visit aWrite a simple storyLie on your back in picture made up en-and across paper orzoo, be a zoo. Useand illustrate it as athe grass and look tirely of dots. otherwise create abody paint and cre-pop-up book. at the clouds. What work of art usingate costumes to shapes do you see? feetinsteadoftransform each child Watch as the shapes hands. into a different ani- change. mal.

Draw a wall-sizedGet a book on magicEach in turn, look up What can you makeIt's National Rose calendar of summerand perfect a fewa word in the dictio-from a pile of wetMonth. Make a schedules andtricks. nary and call it out. sand? potpourri or sachet events. The block Everyone write a of rose petals. for each day can be definition. Those cor- a separate sheet of rect get .a point. If all paper by a differ- are stumped, the ent artist. caller gets a point. 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 e Printed on Recycled Paper 71 MAY 1996 5 Washington Notes Development Program. The Dept. of Hous- problem for a few minutes, but does it ing & Urban Development (HUD) is offer- teach kids skills to change their nega- by Charles Pekow ing grants of up to $500,000 for non-profits tive behavior? Charles Pekow is the Editor of "Day working in federally-designated empower- -Does time out facilitate the healthy Care U.S.A." This report is written ment zones and enterprise communities. development of the child? exclusively for SAN readers. Grantees can use funds for school-age care, Do staff use time out because they preferable in conjunction with preschool. don't know any alternatives to guide FY 96 Funding Finalized Public housing authorities must provide space free or at "nominal" cost. Applica- children's behavior? Past the halfway point of the year, Con- Can putting kids in time out have a gress and the President finally settled their tion deadline: June 26. Contact Elizabeth negative impact on their relationships differences and approved FY 97 funding Butler, Officer of Economic Development, for school-age programs. Office of Community Planning & Devel- with the staff or with other kids? Several controversial agencies survived opment, HUD, Room 7134, 451 7th St., Is time out used to punish over- efforts to zero them out. Your program may NW, Washington DC 20410, fax 202 -708- active kids when the real problem might suffer significantly because of one cut 7543, TDD 800-877-8339. AI be in the environment, the activities though. To fund other programs, the bud- offered or how transitions are handled? get agreement cuts the Social Services Block Questions of -What are alternatives to time out? Grant from $2.8 billion to $2.381 billion. Is it sometimes appropriate and ben- Since states have already received part ofQuality eficial to isolate a child from the group? their third quarter allotment, the remainingby Linda Sisson, NSACA Why? When? How? funding for the rest of the year will be cut by about 30%. States that fund significantDirector of Program Improvement and Accreditation I will be recommending that we say amounts of school-age care with the money something specific about the use of will soon have to find replacement funding Note: This column appears each month in or cut slots. SAN and raises some of the questions relat- time out in the revised standards for Other controversies, however, came outing to quality in school-age care. I invitequality school-age care. So I really more favorable toward continued funding.your feedbackyour ideas and stories need to hearwhat people have to say on The Corp. for National & Community Ser-related to these questions .This is an impor- this one. efk. vices, which has made training volunteerstant avenue of learning for us and a wayfor to work with school-age children a fundingyou to help shape the school-age accredi- priority, gets $400.5 million. While thetation system that will guide our work in SAC CONFERENCES amount is far less than what the Clintonyears to come. I'll be eagerly waiting to hear from YOU ! !! administration proposed, it keeps the agency PENNSYLVANIA May 17-18 alive although Congress had previouslyAddress: Annual SACC Conference, Orefield, PA voted to kill it. Congress also indicated itLinda Sisson Contact: 610-691-1819 clo SACCProject plans to fund the program in FY 97. WASHINGTON July 26-27, 1996 New Listing The Ounce of Prevention Council sur- Center for Research on Women 8th Annual WA SAC Conference, Spokane vives the year with a $1.5 million budget Wellesley College, Wellesley MA 02181 Contact: Carina del Rosario, 206-461-3602 FAX: 617-283-3657 although the House wanted to kill it. The NEW YORK Oct. 9, 1996 council offered nearly all of its FY 95 grant e-mail: Annual SACC Training Conference, Albany money for coordinating school-age pro- T1 LS1SSON@WELLESLEY .EDU Contact: Patty Skinner, 518-426-7181 ext. 11 grams with other youth/family services. Phone: 617-283-3460 NEW JERSEY Oct. 18-19, 1996 New Listing Other funding levels remain about as 3rd Annual Nat'l Conference on Older Children, you'd expect: The Child Care & Develop- Morristown, Contact: Diane Genco, 908 -789- ment Block Grant gets $934.642 million,Time Out 0259 available to states Sept. 30. Work Activi- Last month I asked about examples MICHIGAN October 23, 1996 ties Child Care gets $734 million, Transi- MI SACC Conference, Warren of positive and negative ways of relat- Contact: Sue Javid, 810-228-3480 tional Child Care $220 million, At-Risking to kids. This month I'm asking Child Care $300 million, and Part D Youthabout a specific discipline technique: ALBERTA Oct. 25-26, 1996 Gangs $410 million. SAC Conference, Calgary, Alberta, Canada time out. I am concerned that time out Contact: Carol Broen, 403-282-7466 is overused in many school-age pro- NORTH CAROLINA Nov. 7-9, 1996 Public Housing Money grams. In some programs there is even 7th Annual SAC Conference, Raleigh a special "time out chair." It is also my Contact: Margaret Anne Biddle, 919-828-0345, Available ext. 130 $21 million is up for grabs to start orexperience that time out is not a very DO WE HAVE YOUR expand child care programs for public hous- effective technique. ing residents under the Early Childhood -Putting a kid in time out may stop a SAC CONFERENCE DATES? @ 1996 School-Age N 6MAY 1996 PO Box 40205Nashville, TN 37204 615-242-8464 72 et Printed on Recycled Paper SUMMER PROGRAMMING Successful tivities to a planned trip. A field trip canschedule (if available) listing dates and indeed be an enriching follow-up to any times you'll be away from the camp site. Summer Field activity or theme (i.e. after studying a 4- Advise parents of departure and return H project on plants, take a field trip to a times and collect permission slips (along Trips with fees). Including a set of directions to by Lauren Atwell-Douglas the site of the field trip may be helpful to So, you're faced with 10 weeks ofBy relating field trips tosome parents. Encourage parents to dress summer, 60 children and 10 hour days camp themes, you will their children appropriately for trips (i.e. what do you do now? Before you panic, rain gear or old clothing for hiking, etc.). consider this: constructive field trips canprovide wonderful andTips on summer lunch preparation will enhance your summer program and pro-educational memories for also help parents. vide lifelong memories for your children your campers. To prepare your staff, give each coun- (after all, isn't that why we're in the selor a list of children they'll be respon- business?) I emphasize constructive, be- sible for (a 1:10 ratio for school-agers is recommended). If you've been able to cause anyone can plan and take a fieldnature conservatory or botanical garden). obtain maps of the facility, discuss meet- trip. But ask yourself will this tripActivities during the week should be ing places, rest room locations, etc. This benefit the children? Is it age-appropriate age-appropriate to increase the child's and are you truly prepared? If you'veability to relate or identify with the is also an opportune time to reiterate first aid, transportation safety rules and your answered all of these questions in the planned trip. Suggested activities during camp's missing child procedures. Be pre- affirmative, then yes, you are ready. But a week where children will visit a nature pared, and most of all, have fun!&la if there is even the slightest doubt in your conservatory might be to have a nature This article originally appeared in the mind, read on. walk to locate various plants, or a scaven- June, 1991 issue of SACC Partners, pub- ger hunt to find as many species of leaves lished by the Southeastern Pennsylvania as possible. Enrichment studies might SACC Project. Reprinted with permission. Set aside a portion of...staffinvolve the children in keeping a picto- meetings to brainstorm, plan rial journal of what they've learned about Particular plants (leaf pressing will help and delegate responsibilitiesthem visualize and remember plantsLots of... for a season's field trips. they've studied). Appropriate snacks (Continued from page 3) during the week would be fresh veg- gravel tended to spread around to their etables and fruits (of course!). One couldsides and back and eventually leaked The smoothest running trips are thosecome up with numerous games, art work out. They learned that although the where you've adopted the Boy Scoutand music related to nature. By relating pea-gravel is a solid, when you have a motto, "Be Prepared." If you're in thefield trips to camp themes, you will pro- whole bunch of it, it acts like a liquid. midst of summer camp, you've got a vide wonderful and educational memo-They learned cooperation because it great resource at your disposal, namely,ries for your campers. took several of them to help each other your camp counselors. Camp counselors Now that. you've decided on which with gathering, pouring, and tucking- typically come with a predisposition tofield trips you'll take and have related in leaks. They also had fun. having fun, love of children and a will-them to camp themes, learn as much as ingness to share. As such is the case, they possible about the facility or site you've My regretsI regret that one of the can be invaluable to you in helping plan chosen to visit. By verifying admissionpoints I considered were the number of and implement a field trip agenda. Setfees, attractions related to your campkids on the playground at the time and aside a portion of Counselor Orientation themes, group visitation policy, off-limit whether this would spread as a fad. or staff meetings to brainstorm, plan andareas, parking and lunch accommoda-There were no younger children at that delegate responsibilities for a season's tions, you'll save yourself countless head-time on that part of the playground. I field trips. Giving counselors a role in aches that could ruin an otherwise enjoy-knew this behavior would stay with planning of field trips will ensure every- able experience. Calling ahead the dayjust these kids. But I also knew I one is in tune to the purpose and prepara-before your scheduled visit will also keep wouldn't be comfortable with every- tion necessary for the trip itself. you abreast of changes and verify direc-one doing it. So we have one of those Coordinate field trips around camptions. Knowing these things will ulti-situations of life's inconsistencies be- themes and camper interests as this willmately enable you to prepare everyonecause I may say "No" next time or make the experience more meaningful to properly. another adult may say "No" and then the children. Counselors can prepare chil- Prepare parents for field trips as far inthe kids will repeat the famous refrain dren for trips by relating the week's ac-advance as possible. Give the parents a "But you let us do it before." ft

© 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ePrinted on Recycled Payer MAY 1996 7 73 FIRST CLASS \O:=.0 NOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 May 1996

ADDRESS CORRECTION REQUESTED FIRST CLASS

RESOURCES

Older Children Children's Right ToESR Catalog Conference Set Play Outside BookAvailable for October From NAEYC TheEducatorsforSocial Responsibility's 1996 catalog of re- Plan now to attend the 3rd Annual Lamenting the fact that most school-sources on conflict resolution, social National Conference on Older Chil-age children today do not have theresponsibility, diversity education, dren, "Growing Up With No Place Tosame kind of access to outdoor play asviolence prevention and character edu- Go: The Next Step," to be held Octoberprevious generations of children havecation is available. In addition to ex- 18-19, 1996 in Morristown, New Jer-had, The Great Outdoors: Restoring cellent books and videos covering these sey. The conference is being spon-Children's Right to Play Outside, fromtopics, the catalog includes schedules sored by the New Jersey School-Agethe National Association for the Edu-of summer and fall workshops and Child Care Coalition. cation of Young Children (NAEYC),institutes, plus professional develop- Registration fees for the conferencepromotes the creation of healthy out-ment and membership information. are $100 for NSACA members anddoor environments at schools and afterCall 800-370-2515 to request a cata- $110 for non-members. Hotel reserva-school programs. log.et:to tions at the Headquarters Plaza Hotel Discussed are the developmental ben- are $70 per night for single/doubleefits of outdoor play, guidelines on Speaking of Catalogs... occupancy, $85 for triple and $100 forhow to create a great outdoorspace for In the April issue we recommended four in a room. play, and examples of schools whotheCreative Wholesalecatalog. Watch SAN for further informationhave taken the initiative.; Many readers called the number, 800- regarding registration information con- The book is available_for $8 from 347 -0930, only to be told there was a cerning this important conference. cooNAEYC at 1509 16th St., NW, Wash-$3 charge. We have since confirmed ington DC, 20036-1426. Or call 800-that the catalog will be sent for free to 424 -2460, ext. 604. ft t anyone who requests it.eit, Volume XVI #10 The Newsletter for School-Age Care Professionals June 1996

ISSNO278-3126 ®1996 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Field Since 1980 City of Tucson Proves NSIDE Committed to SAC No to Time Out P. 3 Transition Games p. 4 by Joyce Jackson Maneck Associate Editor Choosing Books p. 6 The city of Tucson, Ariz. has done Among its objectives for providing New Book from SAN. p. 7 for its school-age children what most"an option to latch-key situations in the SAC workers can only dream about inCity of Tucson," the KIDCO program ADA Video p. 8 their cities: the city has committed it-lists these priorities: 1) to provide a free self to quality school-age programs forprogram for children from kindergar- children and adolescents which are pro- ten through sixth grade; 2) to provide aWashington Notes videdfree to the participants. All of thissafe, comfortable place for children, because of money budgeted by the city after school and in the summer, 3) toby Charles Pekow specifically for these programs. provide a place to practice physicalCharles Pekow is editor of "Day Care Like most cities, Tucson was experi-fitness, experience healthy alternatives, USA." This report is written exclu- encing an alarming increase in juvenile sively for SAN readers. crime. Gangs were proliferating, prey- DCBG To Rise Again? ing on children and youth who had no ...Juvenile crime in TucsonEditor's Note: The Dependent Care place to go after school or during the summer while parents worked. Thedeclined by 52% from theBlock Grant (DCBG) is the money that has most shaped the school-age care mayor and city council decided thatprevious summer. The police field since 1985. It has helped support providing safe places for school-agers department attributes thisstate SAC conferences and trainings as to interact with others was one way to dramatic decline in part towell as start-up, expansion and quality stem the rising tide of violence in the improvement grants to programs. city. So Tucson was declared a "Child-the KIDCO and other Will the Dependent Care Block Grant Friendly City." recreational programs. rise like the phoenix? With the blessing "The City of Tucson is committed to of the Clinton administration, Congress making positive and meaningful con- declined to fund the program and offi- tributions toward fulfilling the promiseand learn respect for the body; 4) to cially killed it this year. of the future in our children by being a provide an environment to promote self- But support for the program, which child-friendly, family-friendly commu-esteem, encourage listening and car- nity," states the resolution passed by ing, learn stress release, and reinforce earmarked 60% of its funds for school- age care, hasn't vanish entirely. Sen. the council. positive values; 5) to encourage time Orrin Hatch (R-Utah) is trying to re- To that end, the council added anfor friendships; 6) to discourage drug store it, his office confirms. Hatch hasn't additional $500,000 to a budget whichand alcohol use and promote healthy had been created earlier to run a freelife choices. decided whether to try to revive it as a after school and summer program for Continued interest in the KIDCO pro- separate block grant or as an earmark of another program, such as the Child elementary school-age children. Thegram led to the MIDCO program, also Care & Development Block Grant. program, called KIDCO, is managedknown as the "Recreation Investiga- by the Tucson Parks and Recreationtion Program." MIDCO is aimed atSchool-Age Operations O Department. Because of this commit-students in middle school grades, young ment to Tucson's children, the pro- adolescents who still need a safe envi- Sought in California gram has grown from serving 600 chil-ronment for healthy activities. In the The Anny wants youif you can dren in 1989, to serving 4,441 childrenfall of 1995, 207 students enrolled inoperate four school-age programs for at 40 locations in the summer of 1995.the MIDCO program at 11 sites. enlistees' children near Oceanside/ (Continued on page2) 75 (Continued on page 6) DIRECTOR'S CORNER

T u c s o n... made by the directors is that the recre- the previous summer. The police de- ation aspects of the program offer more partment attributes this dramatic de- (Continued from front page) for the children, rather than simplycline in part to the KIDCO and other The MIDCO program focuses onproviding "baby sitting." (School-agerecreational programs. three areas which offer teens a varietyprograms operated by child care cen- The true commitment of these of choices: 1) Leisure Education, 2)ters may take exception to this charac-projects to children in general, and Leadership and 3) Volunteerism. terization, but, for the purposes of thisTucson's children in particular, is re- The directors of these programs feelarticle, is not debated here. JJM) flected in this statement from one of the there are three keys to their overwhelm- guides: ing success. The first key is the close "We're free to anyone. All of partnership the Parks and Recreation Tucson's children are at risk so no one Department has formed with the public "We're free to anyone. has to prove need." coo school system. Most of the programsAll of Tucson's children are are held in the schools, where facilities at risk so no one has to are offered for free and can serve theprove need." Cost Of Paper Hits children who live in their vicinity. In- terest in the success of the programs has Newsletter, Books led to sites in other places, including a The success of these programs has Paper mills across the nation have just announced a 10% increase in paper prices, shopping mall, but the majority of theled to a grant from the Department of affecting how publishers are now pricing sites which serve the most children areInterior National Parks Service which at the schools. their books. This is on top of paper price enabled the Parks and Recreation De-increases in the past year which have partment to publish three guides as abeen as much as 50%. Recreation Replication Project. These What does this mean for School-Age ...Programs are free. The cityguides offer insights and guidelines onNOTES and our customers? Printing costs council has continued to passsetting up similar programs in otherare going up and many books in our new catalog for Fall 1996 are increasing in bond measures which... fund cities. The set of three guides, titled A Survival Guide for Youth & Early Ado- price from $1-2, sometimes more. these programs and [financiallescence Recreation Administrators, A The School-Age NOTES newsletter is aid] collaborations haveSurvival Guide for Early Adolescencealso affected. Although postal mail in- Recreation Workers, and A Survival creases went into effect 18 months ago, formed. we've been able to hold the line on a Guide for Youth Recreation Workers, subscription price increase until this lat- are available free to anyone who re-est round of printing cost increases. Be- The second key to success is that thequests them. The first guide gives theginning September 1, 1996, subscription programs are free. The city council has background of the programs as well asprices will increase less than 10% from continued to pass bond measures which sample newsletters, planning calendars,$22.95 to $24.95 ($27.95 for Canada, adequately fund these programs and activity ideas, and tests to give workers$29.95 for other foreign subs). Our last collaborations have formed with otherafter they've studied the other two subscription increase was three years ago. civic organizations and businesses who guides. The second and third guides offer both financial and physical aid. take an original and unique approach to NOTES Some of the organizations who supportgiving recreation workers guidelines KIDCO and MIDCO in some form on how to plan and carry out a program Subscriptions: $22.95/12 issues include the Girl Scouts of America,on a daily basis. To request the three Send To: School-Age NOTES Boys and Girls Clubs of Tucson, Camp-guides write to the Tucson Parks and P.O. Box 40205 fire Boys and Girls, the YMCA, theRecreation Dept., Schools Unit, 900 S. Nashville, TN 37204 Tucson Police Department, the Tucson Randolph Way, Tucson, AZ 85716, or 615-242-8464 Water Department, the University ofcall 520-791-4845. 615-242-8260 (FAX) Arizona Education Department, the Measurable achievement of the suc- Office: 2608 Grissom Dr. Pima County Interfaith Council, thecess of these programs has already oc- Nashville, TN 37204 Pascua Yaqui Tribe, the Tucson Firecurred in one of the most important Editor/Publisher:Richard T. Scofield Department, to name only a few. areas. In the summer of 1993, one year Associate Editor:Joyce Maneck after the City Council approved the The third key is that these programs Office Manager: Mary-Helen Marigza are recreation programs as opposed toadditional funds for KIDCO, juvenile Published Monthly in Nashville, Tennessee child care programs. The distinction crime in Tucson declined by 52% from

2JUNE 1996 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 76 e Printed on Recycled Paper JULY ACTIVITIES Transition Time Wrong Way Shadows Games Corrigan Have a friend draw around your shadow with sidewalk chalk. Repeat On July 17, 1938, aviator Douglas For Two Teams: the drawing at 2-hour intervals, using Corrigan took off from New York to flydifferent chalk colors. Compound It! to California, but instead he ended up in What do your drawings tell you in Team One calls out a compound word, Ireland! This earned him the nicknameterms of the Short Shadow Rule: If such as "poundcake." Team Two uses "Wrong Way Corrigan." your shadow is shorter than you, seek the last part of the word to begin a new Share stories about mistakes thatrelief from exposure to the sun? elk) compound word, such as "cakewalk." turned out to be funny. Do you or does Team One could then respond withsomeone you know have a nickname?Telephone "walkway," and Team Two with "way- How did it originate? coo side," and so on. On July 29, 1914, the first phone call Everybody Talks was made between New York and San Sound Off! Francisco. Teams take turns naming words thatAbout It Experiment with a toy phone made of are sounds, such as "Whiz," "Yell," Appoint an official weatherpersontwo tin cans and a cotton cord. Make a "Clang," "Squeal," and so on. for each week of the next six weeks.hole in the bottom of each can with a Start a notebook for recording rainfallnail. Put the cord through and tie a large 100 Even and the day's high and low tempera-enought knot inside the can to prevent Team One calls out any number be-tures. Write down each day's predic-the cord from pulling through the hole. tween 1 and 10; for example "6." Teamtion from the first day it is predicted and Keep the cord taut between the two Two can add to it any number from 1again on each succeeding day. Reportcans. A person speaks into one can through 10, perhaps "9." They wouldon how the forecast changes leading upwhile a partner listens in the other. coa then call out, "6+9=15." Team Oneto each day and compare what actually then adds to 15 a number between 1 andhappens. What caused the meterologistOcean Waves 10. The teams take turns, but the object to amend or update the forecast? Arrange chairs in a circle. "It" stands is to be the team who adds the number If you have a team, let them monitor that makes the sum exactly 100. in the middle. When "It" calls "Waves different TV news stations and haveleft!" the players slide over two seats to Opposites someone bring in the newspaper, so the left. On "Waves right!" players slide predictions can be compared. Decide Team One calls out a word and Team two seats to the right. The commands which forecaster has the most accurate Two calls out its opposite. Then Team may be given rapidly and in any order. record for your period of observation. "It" tries to get a seat.erlo Two calls out a new word and Team Have your weather reporters advise One answers with the opposite, and ayou also in planning outdoor activities new word. For example: and field trips. d4o 15 Years Ago Team One: hot Try this activity from the May/June Team Two: cold/wet Language 1981 SAN: Make your own cookbook Team One: dry/big with children's and staff's favorite Team Two: little/old For children up to the age of ten, time recipes. Have the book printed and sell spent learning a language is time wellto raise money. Collecting and writing For The Whole Group: spent; it's during those years that the recipes, layout, drawing pictures, nam- pathways in the brain dedicated to lan-ing the cookbook are all parts of this Place Names guage learning are developing, whichproject the children will enjoy. A visit The first player names a place. Thefacilitates language learning at a moreto a local printer to investigate having next player names a place that beginsmature age. The earlier a child hearsthe cookbook printed will provide in- with last letter of the previous player's and speaks a foreign language, the bet-formation about printing as a career place. Keep this one moving rapidly. ter chances for mastery and for speak-option as well as what the printing ing the language without an accent. process is all about. AD Show Your Colors Language activities that incorporate Choose a color. The kids look around listening and simple conversation are54 Activity Ideas to see how many things they can see in appropriate. efk, The minimum number of Activity that color. coo 78 Ideas in this issue is 54.

4 JUNE 1996 ©kg School -Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 el Printed on Recycled Paper CONFLICT RESOLUTION

child further explained, "If there's noneeds of children, filled with choices, Saying NO! to chair, then nobody can be bad!" flexibility and open-ended materials. "Time Out" Perhaps the time out chair has be- 3. Expectations are clear, communi- Editor's Note: Both SAN and Lindacome a safety net for children as well ascated and consistently reinforced. 4. Caregivers model problem-solv- Sisson received several letters andfaxesadults. concerning the use of "time out" in If we challenge ourselves to be con-ing and help children to solve their own problems. response to Sisson's May column ask- stantly searching for alternatives, chil- ing for comments on the same subject.dren, too, will be challenged. Yours in educating children, The quickness of these responses indi- cates how strongly caregiversfeel about this subject. One of those letters is"Is overuse of time out aLeanne Grace, Director Rainbow Hill School offered here: reflection of inappropriateShickshinny, PA planned activities and As a child care training provider, I, Watch for "What to do when there is too, am concerned with the overuse ofenvironment?" Absolutely! no time out" in the July issue of SAN. time out. In answer to your questions: "Does it facilitate healthy development "Is overuse of time out a reflection of of the child?" The obvious answer is inappropriate planned activities and NO! How can isolation and visual dis- environment?" Absolutely! If programs play of the "bad" child contribute to are accommodating needs of children, healthy self-esteem? "Time Out" Today few, if any, discipline problems will SAN' s editor, Rich Scofield, has re- arise. turned to being a caregiver two after- If our goal for children is noons a week in a SAC program. self-discipline and internal For me time out was something I "Is it sometimes appropriateused to use as "a reminder to control control, time out doesto isolate a child from arunning or being loud" or as a "quickly nothing to help childrengroup?" Yes, children need applied consequence" when a common learn this behavior. rule had been broken or I was on my to have a choiceofsecond or third verbal reminder. That cooperating with a groupwas what I wrote 13 years ago in the "Do staff overuse time out because ofand following rules orSAN article "Time-Out and the After- lack of alternatives?" It is unfortunateremoving themselves. ClareSchool Program." that time out seems to be the first re- So, have my views changed? Did I sponse to inappropriate behaviors asCherry calls this timeapply different techniques this year opposed to being the very last resort. "renewal time." rather than using "time out?" Yes, I Staff need to be encouraged to inter- found I didn't use time out this past vene beforeobserve children closely year in my after school experience. to discern what is causing misbehavior "Is it sometimes appropriate to iso-Perhaps I was influenced by one of our and be proactive as opposed to reac-late a child from a group?" Yes, chil- SAN writers who in 1988 wrote a re- tive. Quiet reminders and redirectingdren need to have a choice of cooperat-buttal to my 1983 article. She titled hers are other strategies. ing with a group and following rules or "Time Out for 'Time-Out.She pointed If our goal for children is self-disci-removing themselves. Clare Cherryout that time-out is not a logical conse- pline and internal control, time out does calls this time "renewal time." I like thequence and provides little opportunity nothing to help children learn this be-focus on the positive and renewingfor kids to learn more desirable behav- havior. Vivian Paley, in her book, The ourselves for the future. It is not to sayiors. Or perhaps not being the director Boy Who Would be a Helicopterthat a gentle touch or guiding the childmeant I had more time to talk about (Harvard University Press), tells the elsewhere or the child being physicallywhat was going on and help suggest story of her use of the time out chair. Itclose to you is not an alternative. alternative behaviors. At least for now, seems "the chair" was out for repair. AOther alternatives: I do believe my views and practices child walking into the room remarked, 1. A strong understanding of the de-have changed. coo "Nobody can be bad today, Mrs. Paley!"velopmental needs of children. Questioned about this observation, the 2. An environment that reflects the © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 JUNE 19963 tli)Printed on Recycled Paper JULY CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday July 2, 1996 July 3, 1890 July 5, 1946 July6,1957 July 7, 1954 Today 1996 is halfIdaho became theThe bikini swimsuitAltheaGibsonbecameElvis Presley made over. Plan a celebra-43rd state. Name 10debuted at a Paristhe first black tennishis radio debut on tion for tomorrow forproducts the state isfashion show. Lookplayertowina a Memphis station. the beginning of theknown for. Checkup picturesofWimbledon singlesMime an Elvis second half. yourself with an en-swimwear from 1890title. Put together anPresley recording. cyclopedia. through the 1930s. intramurals tennis tournament.

Take turns acting outSit back to backIn a circle, start an ac- Do a relay with oneCollect appropri- something you do towith a partner andtion. The next playerbucket of water andate rocks to paint help out at home. Letinterlock elbows. repeats it and adds anew a coffee can for each as pet rocks. the others guessNow stand up to-one. The thinl playerteam. Each team what it is. gether.Sounds repeats the two and adds must carry water to easy? It's not! a third. Have the whole their can using only group go through eachtheir hands. set of actions.

July 12, 100 B.C.July 12, 1933 July 12, 1971 July 26, 1775 July 27, 1940 Julius Caesar wasThe U.S. govern-birthday of KristiBenjamin FranklinBugs Bunny made born.His namement set the mini-Yamaguchi, Olym-became the firsthis official debut in gives us "July." Ifmum wage at 40pic gold medal fig-Postmaster General.a Warner Brothers WWyou could name acents an hour. Howure skater. Read aHow many stampscartoon. Practice sx biography or check OWmonth, what wouldmuch would you can you find with his make in a day? aout a video. talking like Bugs you call it? week? at minimum picture on them? Bunny. 0 wage today? Make a necklace.Make acandle.How many flags ofBraid a friendshipJuly is National Ice Cut red-and-whiteCover a paper tubevarious nations arebracelet with red, Cream Month. What stripedcocktailwith white paper.red,whiteandwhite andbluecan you do with strawsin1/2"Decorate it with redblue? How manyyarn. homemade vanilla pieces and stringandbluepaint.state flags? garnished with blue- alternately withCrumple red or yel- berry,cherry or blue stars. low tissue paper to strawberry? form a flame.

Learn how to ar-Make a dish gar- Make abouquetofflow- Marigolds are easyGrow a crystal gar- range live flowersden of cacti. Thereers from a styrofoamto grow from seed. den. Mix 1/4 c. water, or to make an ar-are many varieties egg carton.CutapantheIf you have no place 1/4 c. laundry bluing, rangement of driedof small cacti to individual egg cups and to plant outside, 1/4 c. table salt, and 1 flowers. choose. Get a pot- trim each to shape dif- plant the small onesT. ammonia. Pour overcharmalbriquets ting mix especially ferentflowers. Use che- in pots or window in a bowl shallow for cacti. nille ships for stems. boxes. enough so the briquets stick out of the liquid. Hide dried beansRun a relay indoorsOne player is IT. Players forrn aline hold- Play tag, but as each around the room. EachoroutwithaThe other players ingthe waistoftheplayer player is tagged he team chooses a leaderpingpong ball on apassa bandana in front. The head of the joins IT as part of a teaspoon. and an animal. As fromplayerto line tries to catch the tail. chain, holding hands. players find beans, player, while ITWhen the tail is caught, Continue until no one 0 they make the sound tries to catch athe head becomes the of their animal to call is left to tag. player with thetail, and the second in the leaders. Only lead- 78 ers may pickupbeans. bandana in hand. line becomes the head. © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Paper JUNE 1996 5 Washington Notes whether it "passes muster" in its appro-really about. We've all played games priateness for school-age programs. like "Murder," a process-of-elimina- Recently we came across a book thattion game in which a "detective" tries SA Operations... O (Continued from front page) offers over 400 games for large andto determine who "killed" one of the small groups. Mary-Helen, our officeother players. But for the games like Camp Pendleton, Calif. The providermanager and the person responsible forWar, Smuggler, Infiltration, and Battle needs licensing. The sites must open atthe activity and curriculum pages of thefor the Sahara, the descriptions of the 6:30 a.m. and close at 6 p.m. weekdays.newsletter each month, said this bookgames look more like military strate- The programs serve grades K-6 withhad the best group games she had seen.gies on D-Day than an innocent game. enrollment of up to 45 per site. For example, the game War has two Child:staff ratios are at least 15:1. armies, each complete with generals, If you're interested in the job, requestThe descriptions of thecolonels, captains, lieutenants and pla- SOL M00681-96-R-0014 from the toons. There are defensive units and Contracting Office, P.O. Box 1609,games look more like offensive units. Various objects am used Oceanside, CA 92051-1609, Attn:military strategies on D-Dayas bombs and guns. The object of the Arlene Sigele, 619-725-8132. Includethan an innocent game. game is to destroy the opposing army's a non-refundable cashier's check or radar installation. Losing teams are "ex- money order for $10 payable to the ecuted" with a pie in the face. U.S. Treasury and mail by July 18. (ND On closer inspection, however, I be- How does this game stay in keeping came concerned about some of thewith a book that's about "celebration, Readers of School-Age NOTES whomessages I felt were being imparted tonot warfare?" It obviously promotes want more frequent and detailed up-play leaders and children who use thewarfare, regardless of whether the in- dates of federal happenings can sub-book. There were several aspects thattent is actually to promote strategy and scribe to the biweekly Day Care USAmade me uncomfortable. But, there was community-building. Newsletterfor the special rate of $150,one aspect that all reviewers of materi- Put aside the issue of encouraging more than 40% off the regular price.als need to be aware of. children to play games which replicate Call 800-929-4824, ext. 223 and use There appears to be a major contra- war and violence. For those reviewing O code W01572. diction between the book's stated pur-and choosing materials the concern here pose for the use of the games and theis what happens if a person looking at games themselves. this book initially sees the comments Use Care When The introduction to this book and the about the non-competiveness of the Choosing Books back cover commentary, offers a won-games and buys or recommends the derful message about the need for mak- book without looking more closely at for SAC Programs ing games cooperative, friendly andthe games? about building community. School-Age NOTES almost made An Editor's Opinion "[This book] was written because we that mistake. We looked at some of the by Joyce Jackson Maneck, believe people want to play games againgames, liked what we saw, and decided Associate Editor and want to have fun. So we have to carry it in our catalog. But in reading One of the dilemmas school-age care chosen games that are not only fun butit more closely, we changed our minds. programs face is choosing appropriate are also playable by nearly everyoneWe could not comfortably promote this materials toys, games, books, etc.games that are an occasion for cel-book because of that contradiction and These materials have to be reviewed ebration, not warfare" [my emphasis].other conflicts with what we believe to for how they reflect the program's phi- An inarguable philosophy, yet thebe best practices. losophy and whether they respond totitles and descriptions of some of the It remains important to carefully look the multiple backgrounds and needs ofgames belie these statements. at each book and evaluate, based on children and families in the program. A quick rundown of some of thepersonal and societal mores and val- At School-Age NOTES we face the game titles: Bang Your Dead, Killer,ues, whether it is something that truly same situation in choosing the booksBattle for the Sahara, Chaos vs. Con-promotes healthy emotional and social we promote in our After School Pro- trol, Fighters & Fiends, Murder, Fugi-growth in children, or whether it per- gram Catalog. When we place a book tive, Hired Gun, Infiltration, Kamikaze, petuates the myriad problems we al- in the catalog, we are, in essence, rec- Smuggler, War, and Assassination. ready face in our society. coD ommending that book. So we scruti- I. realize many game titles do not nize each book carefully to determineaccurately represent what the game'is 80 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 6 JUNE 1996 el Printed on Recycled Paper ADMINISTRATIVE NOTES Now Kids Can per Hero," or "Alien Invasion" are all based on other games, with new and10 Years Ago In OCreate Their Own creative twists made up by the children. And even within those new games,SAC Planning Games variations are offered to maintain the This activity from the MaylJune 1986 excitement of the game. SAN is more about creating your own fun. New Publication from Do you ever find activities you think School-Age NOTES are great at first glance, but they won't What's the typical reaction from your work with your group? Try brainstorm- "It doesn't take a great leaping ways to adapt them to fit your school-agers when you try to organizein logic to realize that games group games? Do they willingly par- needs. Think about the size of your ticipate? Do they act bored and unco-children control and choosegroup, what materials are available, operative? Do they complain becausewill be more welcomed thanand the amount of time you have. Is the activity too simple? Think of they cannot play that game one moregames chosen and controlled time? Are the games initiated and di- how you can use it as a "stage setter" or rected by the children, or by the adults? by the adult." introduction to a related, more involved A brand-new book from School-Age David L. Whitakeractivity. NOTES, Games, Games, Games: Cre- Is it too complicated? Take one as- ating Hundreds of Group Games and pect of the activity and simplify it. Sports, will end those problems and Whitaker's idea for this book devel- Is it intended for individual use in- infuse new life into your group games.oped from his work in the North Kan-stead of a group? Redesign it! For ex- The book, expected in our warehouse sas City (Missouri) School Districtample, if, for the Fourth of July, the in late June, takes 22 basic games andSchool-Age Programs. He tried outinstructions are: "Color the flag," you sports everyone knows how to play andmany of his ideas on the children at can provide materials for making paper shows play leaders how to come upGracemor Elementary School in Kan- flags. Or expand the activity even more with hundreds of variations of the gamessas City, MO. Teaching children how by making kites and decorating them as to keep them exciting. to create their own games gives themflags, making a center flag, a family For example, how many ways canmore control over their activities, in- flag...Get the idea? coo you think of to play the old standardvolves them in the game at a deeper SAC CONFERENCES "dodgeball?" AuthorDavid L. Whitakerlevel, and allows the game-playing period to be child-directed rather than offers 10 variations for playing this WASHINGTON July 26-27, 1996 timeless game. adult-directed. 8th Annual WA SAC Conference, Spokane, Key to this book, however, is Whitaker says, "It doesn't take a great Contact: Carina del Rosario, 206-461-3602 Whitaker's section on making upleap in logic to realize that games chil- NEW YORK Oct. 9, 1996 dren control and choose will be more Annual SACC Training Conference, Albany games. In it he offers sound guidelines Contact: Patty Skinner, 518-426-7181 ext. 11 on facilitating children in creating theirwelcomed than games chosen and con- own games and sports, using a mini-trolled by the adult." NEW JERSEY Oct. 18-19, 1996 The book is divided into four main 3rd Nat'l Conf. on Older Children, Morristown, mum of props and a lot of imagination. Contact: Diane Genco, 908-789-0259 He guides the play leader in a step-by-sections, Games, Sports, Made-Up Games, Quiet/Circle Games. For VIRGINIA Oct. 18-19, 1996 New Listing step process of taking a game or sport VA SACC Annual Conference, Norfolk everyone already knows and plays, and those who need a book that have ready- Contact: Misty Moreau, 804-358-6153 to-go games to play, there are 45 games creating an entirely new game. Perhaps MICHIGAN October 23, 1996 the children can take two games anddescribed, with as many as 10 varia- Ml SACC Conference, Warren find a way to combine them into onetions for some games. Contact: Sue Javid, 810-228-3480 game. Or maybe they can take the prin- Cost of Games, Games, Games: Cre- ALBERTA Oct. 25-26, 1996 ating Hundreds of Group Games & SAC Conference, Calgary, Alberta, Canada ciples of a board game, like chess, and Contact: Carol Broen, 403-282-7466 turn it into a life-sized game; betterSports is $16.95 ($14.95 for subscrib- still, how can they take an outdoor sporters) plus $3.50 S/H. Send your order to NORTH CAROLINA Nov. 7-9, 1996 School-Age NOTES, P.O. Box 40205, 7th Annual SAC Conference, Raleigh and turn it into a tabletop game? Contact: Margaret Anne Biddle, 919-828-0345, Examples of "made-up" gamesNashville TN 37204; for credit card ext. 130 Whitaker cites are those that children inorders call 615-242-8464 or fax 615- 242 -8260. coo his school-age program created. Games DO WE HAVE YOUR like "Human Bowling,""Goblin,""Su- Si SAC CONFERENCE DATES? © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 e Printed on Recycled Paver JUNE 19967 FIRST CLASS lool-AgeNOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 June 1996

ADDRESS CORRECTION REQUESTED FIRST CLASS

*******************3DIGIT 00317611 COMP 618 CHARISBACHELLER 45 25 1 ERIC/EECEACQUISITIONS 805 W PENNSYLVANIA URBANA IL 61801-4822AVE

RESOURCES-

ADA Video Trainingwith the ADA. The materials suggestprograms in rural and urban areas. solutions to a variety of situations child Both Sweden and Denmark com- Available care providers may experience in serv- bine strong parental leave policies, a A video series that helps child care ing children with disabilities, and pro-right to a choice of public early child- directors come to terms with the Ameri-vide creative, low cost solutions forhood services and an integrated sys- cans with Disabilities Act is available adapting the child care environment totem for children ages 0-7. from the Center for Technology, Edu-a child's needs. Dates for the tour are October 23 to cation and the Community at Eastern School-Age NOTES has not reviewedNovember 7, 1996. For more informa- Washington University. the materials or watched the videos. tion call the center in Toronto at 416- The training materials include eightThe information offered here is based978 -6895. coo short videos with accompanying manu- on the promotional materials we re- als. They cover a range of topics suchceived from the producers of the video Free Catalog as "Ensuring Access," "Working with series. The set of video tapes and manuals is The Nasco Learning Fun catalog, Parents and Community Resources," specializing in early childhood and "Recognizing Disabilities," and "Be-available for $85. For additional information call 509-623-4244. coo primary education materials is avail- havior and Development Issues: able for free. What's a Reasonable Modification?" The catalog features discounted The producers of the series point outForeign Study Tourprices on standard early childhood that most child care programs are af- The Centre for Community and Eco-education materials, including mate- fected by the ADA, and increasinglynomic Renewal at the Ontario Institute rials for after school programs. more families who have children withfor Studies in Education is sponsoring To receive the catalog, call 800- disabilities will be expecting equal ac- a fall tour of Sweden and Denmark to558 -9595 and ask for the "Learning cess to both child care and after schoollook at child care programs in thoseFun" catalog. coo programs. This video series will helpcountries. The tour will include visits directors understand how to complyto group, family home and school-age 82 DIRECTOR'S CORNER

Reader Puzzled... Oregon School-Age Coalition. She also desire to see these guides made available. has been a long time subscriber to SAN. (Continued from page 1) In re-reading I find other major Joyce Maneck, SAN Associate Editorconcerns besides those you mention. O I really have to wonder if anyone read and author of the article about Tucson' sTwo are interchanging discipline and these guides before putting informa-programs and its free guides, is out ofpunishment without outlining the dif- tion on how to receive them in thethe country until August 1st. Richferences (and yes we will discuss that newsletter. I have to say that I was quite Scofield, Editor /Publisher, respondsin a future issue) and talking about shocked when I looked through them below. programs for kindergarten through sixth and read things like (on Behavior Modi- grade without discussing the need to fication) "Don't just fit the punishmentDear Sue, set up the environment for play oppor- to the crime, fit it to the criminal as Thank you for your commitment totunities. well. In other words, don't just meetquality SAC and for bringing to our Most importantly, I had overlooked out penalties, dispense justice. It's a lotattention the apparent contradiction inthe issue of these guides being used by to ask, especially since that same pro-our policy and for raising the issue ofothers without SAC experience to set cess sometimes seems beyond ourthe quality of the materials and theup programs. As SAC professionals we criminal justice system." The guidesprogram that was featured. would ignore the suggested ratio of also talk about their quality programs You are right, we do not read the"not more than" 20 children per staff that have a child to staff ratio of 20 to 1, free materials that get a one time men-(and four staff to 80 children at "the with as many as 60 kids and only threetion in the newsletter as carefully as we normal summer program site") know- staff on site. I would find it incredibly"scrutinize" our catalog selections.ing that NSACA's quality standards difficult to run a quality program withThere are glitches such as the "Lice-suggest "1:10-1:15 for children age 6 those numbers. Buster Book" which we mentionedand older, and 1:8-1:10 for children I work for a Park & Recreationusing only the promotional informa- under 6." Someone without SAC expe- District and am proud to say that wetion from the publisher only to be laterrience or other SAC resources might work very hard to provide before andcontacted by the National Pediculosis take everything said in the guides as the after school programs that offer care, Association about the national alert theyexact way to do it even if they had enrichment and recreation. This is notput out concerning the "incorrect infor-flexibility to add quality aspects. unique among people offering thesemation and potentially harmful direc- Perhaps you best summed up the programs. Why was it such an issue fortives" in the book. Even with the bookssituation in my follow-up call to you. Tucson Parks & Rec. to say they don'tin our catalog there are oversights. On"There is good information in many do child care (as though this were a bad occasion, we have stopped distributingsections. It is too bad that they didn't thing) and imply that what they do is so books in mid-stream when we discov-have someone with a background in much "more"? How will we ever gainered that they may not contain enoughquality programming review the guides professional status if people continueappropriate, useful activities. Although prior to publication. to put this dribble into print. in this case we had looked at the 170 I hope that SAN staff will evaluatepages of the three guides more closelyRich Scofield these guides and offer their opinion inand some concerns were raised- differ- a future article. I have to say that I wasent from yours, there were three rea- quite disappointed to see somethingsons we decided to publish the story NOTES this distasteful offered as a resource. and information about receiving the A partner in promoting quality free guides. Subscriptions: $22.95/12 issues programming, The first reason for publishing the Send To: School-Age NOTES story was the almost unprecedented P.O. Box 40205 Sue Jorgenson effort by the city of Tucson to provide Nashville, TN 37204 Youth Recreation Manager free programs. The second was the lack 615-242-8464 Bend (OR) Metro Park & of materials in the field addressing out- 615-242-8260 (FAX) Recreation District of-school programs for early adoles- Office: 2608 Grissom Dr. cents and the current demand in SAC Nashville, TN 37204 Editor's Note: Sue Jorgenson isveryfor such information. The third was the Editor/Publisher:Richard T. Scofield active in the SAC professional field inamount of good and needed informa- Associate Editor:Joyce Maneck Oregon and is past-president and cur-tion about working with youth. It was Office Manager: Mary-Helen Marigza probably this aspect which drove the rent Governing Council member of the Published Monthly in Nashville, Tennessee 84 2JuLy 1996 © 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ej Printed on Recycled Paper Volume XVI #11 The Newsletter for School-Age Care Professionals July 1996

ISSN0278-3126 © 1996 School-Age NOTES - A National Resource Organization on School-Age Care - Pioneering the Field Since 1980 Rethinking Summer INSIDE Time Out P. 3 by Rich Scofield Right now, in the midst of your sum-would also have opportunities to develop Versatile Paint P. 4 mer program, you may be asking why you new friendships, explore new environments, are doing it it's so intense such long learn new skills with different adults who Quality Questions P. 6 hours so many new staff. Maybe this isare specifically trained and enthusiastic for not the best time to be rethinking summer. summer care. Opportunities to attend spe- Young Adolescents P. 7 The best time may be after summer, so you cial sports camps, day camps, sleep-over have time to reflect on the experience for camps would become available for the kids. SAC Rating Scale P. 8 you, your children and their families. Many of these programs have years of On page 6, Linda Sisson has raisedexperience organizing and running sum- issues around how we evaluate our summer programs for children." mer programs. This is especially important Free Guides because they are so different from the Questioned school-year programs. As our professional "Our first summer closure field experiments with establishing a pro- Reader Puzzled by gram improvement and accreditation sys- wasn'teasy.ParentsContradiction in SAN tem, we will have to look at how summerpanicked at thefirst O programs fit into accreditation and thus Dear School-Age NOTES, "rethink summer." Questions can be raisedannouncements although Upon reading your latest newslet- about whether accreditation for the school- many had been involved in ter (June '96), I have to say that I was Tool year program can be said to also cover the the decision." summer program since there often are so puzzled by a contradiction between two many changes from the after school pro- articles. The article on the cover talking about the city of Tucson's focus on, and gram such as different staff, different ways "Staff can also benefit from being away dedication to school-age care was im- of programming, and even different sites itfrom the school-age program in the sum- could be viewed as a whole different pro- mer. They, too, can enjoy a breather, after portant in that it shows us what can be gram. a school year of working closely with adone when a community becomes aware In the May/June 1988 issue of SAN,group of kids. Staff in some school-ageof the importance of school-age care. Dawne Stirling of Seattle, WA wrote aboutprograms are part-time and don't necessar- Where I have a problem is with the free "Why we stopped summer care." Perhapsily want more hours. They might be stu- guides that are supposed to "offer in- it's time to revisit some of her points to help dents who want to travel home for the sights and guidelines on setting up simi- us "rethink summer" in yet another way. summer to work full time." lar programs in other cities." Stirling points out that many children "Closing for the summer can mean can be in after school care for seven years On page six in the newsletter, you the director will not have to re-hire and re-train (kindergarten through sixth grade). Today have an article entitled "Use Care When "new" staff, which is a real plus for preventing Choosing Books for SAC Programs." two more years can be added as more director bum-out. Summer can be a time to re- children stay in programs through middle In that article you said, "When we place organize files, work on special projects, clean school to eighth grade and even more years out storage closets, and do the kind of fix-ups a book in the catalog, we are, in es- if they started in the preschool program. and remodeling the school year calendar does sence, recommending that book. So we Stirling says, "For children, being away not facilitate." scrutinize each book carefully to deter- from the school-year program for the sum- Stirling related how in 1988 they were mine whether it 'passes muster' in its mer and attending a different program spe- closing for the third summer in a row after appropriateness for school-age pro- cifically designed and run for the summer O being open for ten previous summers. "Our grams." months can be beneficial in a variety offirst summer closure wasn't easy. Parents Does the same apply when men- ways. One, the kids would have a break panicked at the first tioning free guides in your articles? from the standard school-age program simi- (Continued on page 6) (continued on page 2) lar to the break they get from school. They 83 CONFLICT RESOLUTION More on NO! to and we were burning out our staff. children on problem-solving strategies As a staff, we took a long hard lookand conflict resolution. If one child had a O"Time Out" at what was causing these problems. First,problem with another, the two would try we asked ourselves, "What had weto work it out without adult interference. Editor's Note: SAN received several wanted to do after a day of school when letters concerning the use of "time out" we were kids? Did we want a lot of in response to Linda Sisson' s May structured activities with a lot of adultThe kids are beginning to see column asking for comments on the same direction?" No! that they have some power subject. The June issue reprinted one over what happens and to reader's response, the following is another. We threw out the "TIME OUT"take responsibility for it. and used redirection and From: Pat Schmidt, Site Director consequences for actions We are still telling our kids when Kids Club, Pleasanton, CA instead. they come telling on each other, "Tell him you don't like it," but things are I read your concerns about time out getting a lot better. The kids are trying to in School-Age NOTES. I stopped the use work things out for themselves. They are of this as a discipline technique when I We came up with these answers: webeginning to see that they have some wrote [the following article] in 1992. wanted to hang out with our friends; we power over what happens and to take I have worked at Kids Club for the wanted to have a snack; we wanted toresponsibility for it. last five years and no one uses time out in PLAY; we wanted a quiet place to read With the children's ownership of the our six, soon to be seven, centers. and rest. progam and their participation in all pro- I am sending you a copy of the article Next we made some big changes.gram planning, we are all relaxing and - maybe it will answer some questions. We, as a staff, decided to provide thatfinding that working with school-agers Believe me this works. Time out kind of program for the children. Wecan be fun.d does not. O threw out the "TIME OUT" and used What To Do When There is redirection and consequences for actionsPresenting a No "Time Out" instead. We eliminated waiting lines when-United Front When we started our program six ever possible. We made group time more years ago, we found discipline to be a Another reader made the point of adult, short and interesting. the importance of everyone using the major concern to our staff. We were When we saw that our plans for working with kids who had high energy same discipline plan in order to present activities were not working, we threw a united front (consistency). levels, who tested limits daily, and hadthem out and tried something else. We never heard of cooperation or compro- "In our program, all teachers are surveyed the children's interests and built mise. trained to handle discipline problems the program around them as much asusing the same planthereby present- possible. ing to the child a 'united front' and Staff and children together decided It was clear that what we eliminating the inevitable tut my what limits or rules we needed in order to other teacher said we could....' Our were doing was not working, keep everyone safe and show respect forplan places the responsibility of kids were not happy, and we one another. These are our rules: behavior choices ON THE CHILD Be where you are supposed to be. were burning out our staff. not on the teacher." Respect other people and prop- Programs may want to find out if erty. the schools their children attend have a Walk inside. Staff came to me daily with, "He discipline plan that is consistently Use inside voices. won't listen to me, and when I put him on applied across grades. If so, is it a plan We decided that breaking the rules TIME OUT, he goes right back to testing that the after school program agrees should have consequences. If we mis- the same rule again. These school-age with philosophically and is it one the kids are terrible." used the ball, then we should lose the useprogram could adapt to help present a O of the ball for that play period. It was clear that what we were doing consistent, "united front.coo We also spent some time with the was not working, kids were not happy,

Versatile Paint Make A Box Frisbee® Relay Unfortunately, real oil, acrylic andThe child had made a small craft itemLine up each team in pairs. Pairs of canvas are expensive for children's use,and painted it, and wanted to take itthe same height will make it easier. O but valuable experience can be gainedhome but it was still wet. We folded upThe pair face each other and hold a with less expensive substitutes that cana box for it so she could carry it withoutFrisbee between them. Without let- mimic some of the same qualities as thetouching it with her hands. ting go, they must step over the frisbee real thing. Working with oil or acrylic This is a simple origami box that canand their joined hands as many times paints permits the mixing of colors onbe made from a sheet of constructionas it takes to reach the goal. If they the palette, the brush and the canvas inpaper. If a lid is needed, just makelose hold of the Frisbee the pair must ways that yield unlimited color varia-another box to use for the lid. start over. tions. The paint is also of a consistency Fold an 8 1/2" x 11" sheet of con- When the pair reaches the goal line, that permits the use of texture and thestruction paper in half lengthwise andboth must touch it; then they can run building up of several layers giving theunfold it flat again. Now fold it in halfback to pass the Frisbee to the next appearance of depth to the painting. crosswise and unfold it again. This ispair on their team. just to get the fold lines. Try It Out. Dominoes For the paint mix equal parts of pow- A B In a circle, all stand facing the back dered tempera paint and liquid of the person in front. The first per- dishwashing detergent. The finished son squats, and as soon as he is com- product should have the consistency of C D pletely down, the person behind him oil paint from a tube. squats. Then the person behind her An interesting thing happened when squats down and so on around the I introduced this paint to a new group. E F circle. As the action moves around The children pointed out right away the circle, the players look like so many dominoes. that there were too few colors to do aFold edge AB to fold line CD. painting. We had only red, blue, yellow Also fold edge EF to fold line CD. Now watch them set themselvesO and white. "We'll just have to make the back up again. As soon as the last others;" I said; "What color do you C player squats, the next player stands want?" "Green." "Do you want a yel- up again and so on around the circle

low-green? or a little more blue in it C D C again. The larger the circle the more like this?" "Wow! What would happen fun it is for the players to watch. if I put white in it instead of yellow?" H H Musical Chair "Try it and see." One child said she This is like musical chairs but only wanted to paint a rainbow. "Then you'dFold edge C to fold line GH. one chair is needed. When the music Also fold edge D to fold line GH. like some orange too; wouldn't you?" stops, the players stand back to back. Now unfold them again. These two Suddenly the children were caught up When players are odd-numbered the fold were just to get the fold lines. in the making of colors, and it was one with no partner is eliminated. contagious. To eliminate a player when the play- When we started the activity there ers are even-numbered (every other were several who said they didn't want round), one "free chair" may be pro- to paint. They had brought leotards and vided. The player who manages to sit wanted to practice a dance. They were in it can also continue to play. permitted to do that at the far end of the Players may also be eliminated if room. The art was not a compulsory Fold each corner over to meet the foldthey pair off with the same player activity. Now these children came and lines you just made. twice in a row. coo asked could they please do the art. Fold the edges that run down the fold Another big plus of this paint is theline CD back over the triangles. ease of clean-up. With all that deter-Gently pull the flaps away from each 35 Activity Ideas gent in it, it washes right off hands andother and the box will set up. Tape the The minimum number of Activ- out of brushes. eta corners if needed for added strength. ,f70 ity Ideas in this issue is 35. 86 0 1996 School-Age NOTES PO Box 40205Nashville, TN 37204615-242-8464 4 JULY 1996 ® Printed on Recycled Paper AUGUST CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday August 1-7 Inter-August 2 SistersAugust 4 In 1935 August 5-11 August 7, 1959 O national ClownDay, celebrating theCongress declaredHeloise's NationalFirst picture of Week. Create a clownspecial relationshipthe first Sunday inSmile Week. Shareplanet Earth taken ID character, the cos-between sisters. PlanAugust Friendshipa smile and it willfrom space. Who tume and the make- a surprise for yourDay. To make newcome back to you.can be first to find a up. Together createsisters or for a spe-friends, entertain an-Try to make at leastcopy of this famous clown acts. cial friend. otherprogram orvisit 10 people smile be-photo? a senior center. fore the day is over.

August 10 August 10 Inde-August 10 Pop-August 11, 1921 August 15-18 150th birthday ofpendence Day incorn Festival in VanBirthday of AlexWatermelon Festi- Smithsonian Insti-Ecuador. Find it on Buren, Indiana. If you Haley, author ofval in Hope, Arkan- tute. Around a circlea globe and locatecan't go, make yourRoots. Share a storysas, birthplace of each name one thingthe equator run-own Popcorn Festi-about one of yourownPresident Clinton. housed there. Checkning through it. val. ancestors. Plan your own Wa- the post office for theFollow the equator termelon Feed and new stamp. around the globe. related activities.

August 19, 1902 August 19, 1871 August 25, 1985 August 25, 1665 August 31 Birthday of OgdenBirthday of Orville Samantha Smith, ageFirst play presentedNationalFrisbeeFes- Nash. His poems areWright. How about10, wrote to Yuri in American colonies.tival in Washington, funny. You'll likeflying kites or mak- Andropov asking forIn small groups DC. Have your own them. Try also ing paper gliders? peace between USAcreate plays based frisbee event with and the USSR. Write Falling Up by on favorite stories. throwing and catch- your own letter to a Shel Silverstein. Present them for ing demonstrations. world leader. O each other. A sudden showerIn a circle, pass aLeader starts an object IT hides her eyes20 QuestionsThe and we're stuck inring around a loop around a circle giving while leader is cho-group chooses an the shelter house!of string. Players it an animal name. As sen and starts an ac-object in plain sight. Set up a relay with akeep hands movingeach player passes ittion. Leader keepsIT has 20 questions book or beanbag bal-on the string. IT on s/he makes the ani- changing the actionto find out what it anced on the runner'shas three guesses mal sound. As each ob- and group followsis. The group may head. to catch a playerject passes leader awhile IT tries toanswer only y or with the ring. new one is added. identify the leader.

Make a mosaic de-Mix 1 part dry tem- Jack Frost Paint Antique a piece of Dress to getdi rty. Build sign. Draw your de-pera paint and 1 partDissolve 1 cup cardboard or sandsand castles. Make sign first with well-dishwashing deter- Epsom salts in 1 cupand stain a piece ofbubble frames and do defined sections.gent for a paint thatboiling water. Coolwood to make a glycerin bubbles. Set Fill it in with driedcan be mixed easilyand use for paint onplaque. For letter- up a water slide. Run beans, seeds or smallon a palette or olddark paper. As iting, glue on alpha- through a sprinkler or pebbles. pieplate to form new dries, crystals form. bet macaroni. wash a car. colors.

Tightrope Relay.Try your own mini A biathlon combinesWith sidewalk chalk,Relay Roll a ForeachteamOlympics. Possible2 events, such as atransform the courtslemon to the finish stretch a 20' rope tautevents: 3-leggedrun and a swim. Theand sidewalks intoline and back us- but on the ground.race,backwardswinner has the bestgiant boardgames. ing only a pencil. race, 75 yard dash, In turn team mem- combined score. Start over if it goes O running a race with bers walk the rope A triathlon has a balloon between outside the guide- without falling off. your knees. 3 events. 87 lines.

10 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 et Printed on Recycled Paper JULY 1996 5 Rethinking for many programs summer means 8 toFAX: 617-283-3657 12 weeks of these "full" days of intense e-mail: Summer... activity. For some programs it also T1LSISSON@WELLESLEY .ED U Phone: 617-283-3460efla (Continued from page 1) means a ballooning of enrollment with announcements although many had been up to three times as many children and involved in the decision. We contacted and lots of new staff. For others it meansNSACA Workshop reviewed local summer programs in orderconsolidating the program in a differ- to assist parents in the transition. This wasent facility. Proposals Near the hardest and most difficult piece we Summer is also an extremely im-Deadline dealt with. But, after the first year of clos- portant time for the staff and children ing the benefits were acknowledged by Do you have your workshop proposal and youth in our programs. The experi- children, parents, and staff." form for the 1997 National School-Age ences they have create memories for a Care Alliance Conference in Orlando FL BENEFITS from closing the summer pro- lifetime. It is important to ensure thatApril 17-19, 1997? The deadline for sub- gram: we are running quality programs. But mitting proposals is August 31, 1996. In "The children were refreshed by the new the busy pace in summerleaves us with order to obtain a proposal form drop a note experience. little time or energy to do evaluation.to: Jim Atkinson, 1208 Cardinal Court,

When they returned in September, the kids Summer is a very hard time even to get Altamonte Springs FL 32714. efiro found the after school program exciting and people together for meetings. And rather special. there's not much time for reflection. SAC CONFERENCES Seeing friends again and sharing experiences from the summer helped form healthier WASHINGTON July 26-27, 1996 So how do we make sure we're 8th Annual Washington SAC attitudes toward the school-age program. doing a quality job with our Conference, Spokane The parents were happy because their kids summer programs? Contact: Carina del Rosario, enjoyed new and varied experiences. What are the ways you have staff 206-461-3602 Former staff returned ready to begin the year rejuvenated, energetic, and enthusiastic." evaluate the summer program? How do you get feedback from NEW YORK Oct. 9, 1996 -Rethinking your summer program may Annual SACC Training Conference, mean looking at how you are meeting the the kids? Albany Contact: Patty Skinner, children's and parents' needs; it may mean How do you get feedback from 518-426-7181 ext. 11 looking at how you evaluate your summer parents? program; it may mean thinking about how What do you do with the informa NEW _JERSEY Oct. 18-19, 1996 summer programs fit into an accreditation tion you get? 3rd Annual Nat'l Conference system; or it may mean examining whether How do you evaluate the staff per on Older Children, Morristown, you continue having a summer program. cop formance in the summer, especially Contact: Diane Genco, 908-789-0259 the "summer only" staff? VIRGINIA Oct. 18-19, 1996 VA SACC Annual Conference, Norfolk Questions of Hope your summer leaves you a few Contact: Misty Moreau, 804-358-6153 Quality: minutes to respond to these questions! MICHIGAN October 23, 1996 Taking Stock Note: This column appears regularly in MI SACC Conference, Warren SAN and raises some of the questions relat- Contact: Sue Javid, 810-228-3480 in the Summer ing to quality in school-age care. 1 invite your feedback your ideas and by Linda Sisson, ALBERTA Oct. 25-26, 1996 stories related to these questions. This is SAC Conference, Calgary, Alberta, NSACA Director of Program an important avenue of learning for us and a Canada Contact: Carol Broen, Improvement and Accreditation way for you to help shape the school-age 403-282-7466 accreditation system that will guide our work One of the uniquely challenging in years to come. I'll be eagerly waiting to NORTH CAROLINA Nov. 7-9, 1996 aspects of school-age care is the fluctu- hear from YOU!!! 7th Annual SAC Conference, Raleigh ating calendar. When school vacations,Address: Contact: Margaret Anne Biddle, Linda Sisson snow days, teacher in-service days roll 919-828-0345, ext. 130 do SACCProject, around, a program that operates for Center for Research on Women DO WE HAVE YOUR short parts of the day has to suddenly Wellesley College SAC CONFERENCE DATES? balloon into an 11 or 12 hour day. Then Wellesley MA 02181 88 6 JuLv 1996 e 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 e Printed on Recycled Paper DEVELOPMENTAL NOTES Development andbe symptoms of the transitions to newflicting messages from the mass media, ways of processing information. Youngcompels young people to think moral OYoung Adolescents adolescents maybe more self-conscious issues through for themselves (with by the Work-Family Directions Middleabout their physical appearances notsupportive feedback from respecting School Design Team only because they are physically chang- adults). As programs move toward the newing, but also because their ability to be All of these developmental transi- school year, it may be time to re-look atself-conscious is increasing. tions have major implications for pro- how the program is meeting the devel- gram design and implementation. Help- opmental needs of its "older kids."Social Transition: ing participants meet their develop- This is the third and last article in a Perspective-Taking Ability mental issues in constructive and pro- series on 10 to 15-year-olds. The first While it may not always seem so,ductive ways is an important element was in December, "A New Way ofyoung adolescents are developing aof any quality program. Thinking About the Middle School 'Pro-greater ability to take the perspective(Members of the Work-Family Direc- gram and the second was in March,(point of view) of other people. Theirtions Middle School Design Team who "Key Concepts for Program Designcognitive development allows them to contributed to this article are Steve for Young Adolescents." better empathi ze with others, even when Musson, Betsy Gillespie ,Jenni Martin, SAC providers and others in thethese "others" may disagree with them. Michelle Seligson and Ronnie Mae youth development field are beginningYoung adolescents develop the capac- Weiss.) coo to pay more attention to the best waysity to truly understand and value the to offer programs for 10 to 15-year-Golden Rule as a principle that canNew Coalition olds. Understanding the developmen-govern social relations. tal changes that young adolescents are Focuses on experiencing will benefit both youthEmotional Transition: and providers as they design and imple- Responses to Body Image Character ment programs. Research surveys reveal that young Nearly 100 civic and education There are five basic transitions thatadolescents are more preoccupied andgroups have banded together to form a O have major implications for the designdissatisfied with their bodies than arecoaltion to promote a new program and implementation of youth programs. older adolescents (Santrock, 1987). Atcalled Character Counts! The program this age the body is a "social stimulus"will be used to counter violence and Physical Transition: that often determines the social group-promote citizenship and responsibility Puberty ings, peer status, and even the friend-among school children, according to a Puberty is a time of significantship options of young adolescents. report from U.S A. Today. hormonal change. Rarely is the journeyYoung people are likely to experience The first project from this group is through puberty smooth and graceful. manydifferentemotionsrelated to theira 60 minute video titled Kids for Char- On average, girls enter puberty at ten-physical changes and to the social re-acter, which features more than 30 and-one-half years, boys at twelve-and- sponses to these changes. Self-esteemchildren's characters teaching the one-half years. There are often times ofmay fluctuate wildly during this pe-diference between right and wrong. awkwardness both in terms of motor riod. The video was produced by Universal coordination and the social situations Studios Florida and will sell for $14.95 that stem from major physical changeMoral Transition: when it is available. (or the lack thereof). Shifting the Locus of Values See articles in the March, '95, Au- A major transition involves the shift gust, '95 and February '96 issues of Cognitive Transition: from a child's internalization of otherSchool-Age NOTES for more on char- Thinking in a New Key people's value systems to the construc- acter education resources.eft, Most young adolescents are expe-tion of the youth's own value system. riencing a major transition between twoWhile the youth can still believe in theObservations ways of thinking. They are learning to same values that he/she was brought up with, there must be a shift in the locus Rich Scofield is not working in a SAC "think in a new key"(Elkind, 1984); program this summer but passes on this seeing themselves and others in new (source) of those values (i.e. the youth observation. 0 ways. While many youths may seem tomust now become the author of those The age-defying, universal appeal be more moody, more emotional, andvalues). The expansion of their socialof playground swings is "vestibular more self-conscious, these may in factworld to include junior high school,stimulation" (stimulating our internal various peer groups, and numerous con-"chambers" organs). coo @ 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 Jam 19967 Printed on Recycled Paver 89 FIRST CLASS NOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 July 1996

ADDRESS CORRECTION REQUESTED FIRST CLASS U

RESOURCES

Available from School-Age NOTES, New Designs for SAC Rating Scale PO Box 40205, Nashville TN 37204 for The School-Age Care Environment $8.95 plus $2.50 S &H. (144) Youth Development Rating Scale (SACERS) by The lm a Harm s, Ellen Vineberg Jacobs, and Donna Romano The redesigned magazine of the Na- White (1996) is now available from School - Standards for tional Network for Youth, now in its Age NOTES. Many people are familiar twelfth volume year, is available through with the ECERS (Early Childhood Envi-Quality SACC subscription. The Spring 1996 issue of ronmental Rating Scale). The SACERS is The Pilot Standards for Quality School- New Designs for Youth Development similar in format but its content was devel-Age Child Care from the National School- carried articles such as "Re-Discover- oped especially for programs serving Age Care Alliance (NSACA) are now avail- ing Today's Young People"; "Smarter school-age children. In the 40-page book- able from School-Age NOTES for $9.95 Kids, Safer Streets"; "Youth Develop- let pages 6-37 are 49 rating scale items and ($8.95 for subscribers) plus $2.50 S&H. ment: An Idea Whose Time Has Come notes for clarification. It divides the envi- These pilot standards were developed to Again" by Judith Erickson; and ronment rating items into 7 categories: be used in a field test of the new program "Building Bridges: Connecting the improvement and accreditation system for "Space and Furnishings," "Health and SACC and as a model of national standards School-Age Care and Community Youth Safety,""Activities," "Interactions," "Pro- for any future accreditation system byDevelopment Movements" by Sandy gram Structure," "Staff Development," and NSACA. These standards are designed to Tsubokawa Whittall (former NSACA "Special Needs Supplementary Items." describe"best practice" in out-of-school pro- board member). Pages 38-40 are the "Training Guide." A grams for children and youth between the The magazine is available for $29 blank scoring sheet is in the middle of the ages of 5 and 14. They are intended for use in per year (4 issues) from National Net- booklet with additional copies available. group settings where the children participate work for Youth, 1319 "F" St. N.W. Ste The scale is designed for center-based on a regular basis and where the goal of the 401, Washington, D.C. 20004. (202) care rather than use in family child care program is to support and enhance the overall 783-7949. eslo homes. development of the children. dila 90 Volume XVI #12 The Newsletter for School-Age Care Professionals August 1996

ISSN0278-3126 OD 1996 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Field Since 1980 Accreditation for School-Age INSIDE Hispanic Heritage P.3 Programs-Now Native American Day P.4 What does it look like nothing more than babysitting. and why should your September Activities P.5 program be ...Accreditation is anDCBG News P.6 interested in it? achievement for a high level Youth Resources P.8 by Kimberly Moore Kneas and of quality in over 150 criteria Janeal Roberts and indicators which should be looked at Accreditationfor school-age care pro- Accreditation can be looked at from manyclosely and used to evaluate the quality of grams has definitely been a hot topic. The different perspectives. The first, and un- the specific area or interaction with school- National School-Age Care Alliancedoubtedly more important, is from the age children. (NSACA) is moving forward with its three- view of the children. Accreditation is a For example, Criteria H:7a states that year pilot program as reported in SAN but process that improves the school-age children are under supervision at all times; accreditation for all school-age programs child's experience, on a day-to-day basis. Infants and toddlers are never left won't be available until after the pilot is Second, from the point of view of parents, unattended completed, evaluated and refined. Pro- accreditation is a third-party endorsement Preschoolers are supervised by sight grams interested in being accredited now of the quality of the program they and their and sound PRA can look at the current system of the Na-child have chosen. Third, for staff and School-agers may not be in sight but tional Academy of Early Childhood Pro- administrators, accreditation is an achieve- staff know where children are and what grams administered by the National Asso-ment and reward for valuing and accom- they are doing. ciation for the Education of Young Chil- plishing a high level of quality in over 150 dren (NAEYC). This system works well for criteria which relate to the activities and those school-age programs that also haveexperiences they offer children. An addi- ItIs the system and preschool or infant / toddler components. It tional reward for staff and administrators is also the system that the authors refer to is the "discovery" process that they goteamwork that is formed in the following article. This article isthrough during self-study. Staff have theduring this process of self- intended to give programs a sense about opportunity to evaluate themselves and evaluation and improvement why accreditation is important and a look their program and discover areas that need at what the process is like from the point ofimprovement and those which already are that is often reported to be view of one particular system. high quality. the most valuable part of Programs should also be aware that The first step is to make the decision to the National Child Care Association (forapply to NAEYC's National Academy ofthe accreditation process. proprietary centers) has an accreditation Early Childhood Programs (800) 424 -2460 system and that the Wellesley SACC Project for the materials and begin the self-study has re-done the self-study materials As- process. To be able to meet this criteria, sessing School-Age Child Care Quality School-age child care staff often areschool-age program leaders need to look s (ASQ) and that NSACA has available thediscouraged with the number of criteria in at their program enrollment mix. If they Pilot Standards for Quality SACC. the accreditation process that don't relate have kindergarten-aged children attend- Ti Why would, or should, a school-age specifically to school-age children. For ing their program, the program will need child care program become accredited? school-age programs, these specific crite- to meet both the preschool and school- Why would they want to? The answer is ria are marked N/A or not applicable. The age criteria due to the fact that NAEYC simple, accreditation shows that the pro- school-age process will focus on the crite- includes kindergarten-aged children in gram is a quality experience for children ria specifically marked for school-age and the preschool grouping. To be able to and the staff, and helps administrators let those criteria which relate to all programs. meet the needs of both groups, systems the world know! Accreditation discredits These "generic" criteria have examples must be created that will provide the the myth that school-age programs are continued on page 2 DIRECTOR'S CORNER

continued on page dren within the curriculum, posters on the create a mutually positive experience are: needed supervision for the younger wall, multicultural foods served, and any 1) Keep up to date on current school-age children, yet still respect the need for other ways that culture, family, ethnicity trends and issues. O more freedom and privacy for older and heredity are incorporated into the 2) Visit other school-age programs yearly children. One example of this is using a child's experiences in the program. This is to develop and maintain a perspective of restroom which may or may not be often the most nerve-wracking part of the quality programs. located in the immediate program area. process. Even when staff know they are 3) Know the criteria as it pertains to school- Systems need to be created, which doing a good job and see happy childrenage programs. A great support piece with include feedback from school adminis- busily engaged in challenging projects, the more clarification and examplesis: Devel- tration, staff and children as to how this process of being observed still may be opmentally Appropriate Practice in situation can be addressed. uncomfortable. The more opportunities that School-Age Child Care Programs. The second phase of the process is staff have prior to the validation visit to be 4) Ask for clarification and support from completing the self-study and making theobserved, the more comfortable they will NAEYC's Academy staff when agreeing improvements that result from the "dis- be on the day of the actual validation visit. to a visit. They are a great resource. covery" part of this process. For example, There are many and varied benefits of using our scenario above, let's say that the accreditation for children, families and area of supervision is one to be improved.Changes in systems must school-age child care programs. The ac- The self-study observation revealed that creditation process itself is designed to be children were going to and coming frombe ...used consistently. flexible and work within specific param- the restroom located outside of the class- eters under which the program operates. room and staff really didn't know where One of my favorite sayings related to ac- As many have observed, the validator they were at all times. So, to meet the creditation is actually borrowed from a plays a key role in the accreditation pro- criteria, the staff needed a system which famous tennis shoe advertisement, "Just cess. This is especially true when dealing would let everyone know where children Do It!" It's worth it. Children are worth it. with school-age programs which are housed were and what they were doing. This crite- Your community is worth it because they or run out of an elementary school, church ria could be met in several ways: know that you, as professionals in your or other contracted space. Even though the 1) Children can be involved in brain- field, are doing a quality job. Most of all, program is being offered by the provider, storming, discussing the issue and sug- school-age children and their programs the school administrator still has control of gesting a system they can easily use. are worth the time and energy we devote to certain issues and systems which may or 2) Teachers can suggest two or three them through the process of accreditation may not follow NAEYC's guidelines and methods of supervision to the children and and in our everyday commitment. criteria. This is an important key differ- then ask them which they prefer. ence in validating the school-age program. Changes in systems must be perma- Kimberly Moore Kneas, M.Ed. is the Often, many of these issues already nent and used consistently. The goal and Vice-President ofEducationfor Children's were addressed by the provider at the time purpose of self-study is to improve the World Learning Centers in Golden, Colo- the contract was signed. However, issues rado andJaneal Roberts is the School-Age quality of the programpermanently.Thisof dedicated space, types of playground is the part of the accreditation process where Resource Specialist for Children's World. equipment, storage of equipment and pro- children, teachers and parents all work to- Children's World Learning Centers have gram logistics may cloud the validator's 224 accredited programs outof a total of gether to create the very best experience in interpretation of the program. This is the the program. It is the system and teamwork 534 centers.cab time when validators need to focus on the that is formed during this process of self- experience of the children in the program 11,00: NOTES evaluation and improvement that is often and on clear interpretation of the criteria; reported to be the most valuable part of the The environment as it relates to accreditation process. health and safety Subscriptions: $24.95/12 issues The next major step is to complete the The program, whether it is meeting Send To: School-Age NOTES program description materials and mail the physical, cognitive, and developmen- P.O. Box 40205 them to the Academy of Early Childhood tal needs of the children it serves. Nashville, TN 37204 Programs to request a validation visit. The The staff, are they facilitating an 615-242-8464 validator's role is to look at the program environment which fosters choices, deci- 615-242-8260 (FAX) from the eyes of the children as they expe- sion making and communication skills? Office: 2608 Grissom Dr. rience the day. Their role is also to validate Are training opportunities offered Nashville, TN 37204 the information which the program direc-on a regular basis to meet individual needs Editor/Publisher:Richard T. Scofield tor or program administrator filled out on of staff? Associate Editor:Joyce Maneck the completed program description. For These are the key indicators which example, in rating the program for drive a quality program and create a posi- Office Manager: Mary-Helen Marigza multicultural criteria, validators will look tive experience for children. Published Monthly in Nashville, Tennessee for pictures, books, experiences for chil- Some steps that validators can take to

2AucusT 1996 0 1996 School-Age NOTES PO Eox.40205Nashville, TN 37204 615-242-8464 92 ® Printed on Recycled Paper OBSERVATIONS

ognize Rich as being a pretty bigknow, Junk Galore and Junk Galore His Director "Kahuna" in our field, the first week hePart II were great successes. When the Responds worked in AFTER-SCHOOL he had a created art pieces were too big to fit in trial by fire like every other new workereven the mini-vans, we decided to put by Beth Thornburg in the field. Some children tested his a limit on supplies, but each time Rich's During the 1995-96 school year, authority, some parents wondered aboutweek came up, the kids always looked Rich Scofield,Editor of School-Age the "old guy with gray hair," and sea-forwardtowhatever he might NOTES ,worked two afternoons a week soned employees wondered how this plan... hoping againsthope formore junk. in the University School's AFTER- new guy would turn out. On a personal note, as a team player, SCHOOL program. He reported his Rich is a wonderful partner. On days observations each month in SAN. The when things might have gone a little following is his director's observations. ...I'm sure many cynics smoother, he was only positive in his approach. He dug right in on those I have enjoyed reading the ac- want to know "Can he weeks that we couldn't get out because counts of Rich's return to the trenchesactually deal with kids as each month. It's always a thrill for of rain. Just as we preach in workshops, he "caught us all being good." When workers in the field to know that one ofwell as he talks about adult or child did something he thought the experts is making an effort to getthem?" was positive, he always made a point of out of the classroom and back onto the telling them about it. playground. As anyone knows who has ever been to one of Rich's workshops, he After a few weeks, this is how it So, although at the beginning of really knows how to "talk the talk." But, looked. Rich was the king of the play-the year, I thought I would be able to I'm sure many cynics want to know "Can ground. He enjoyed being with the kids tell some funny stories about Rich's he actually deal with kids as well as heas they played on all the equipment.first days back in the saddle, I can't. talks about them?" As his "supervisor"Using each moment as a teachable one,The things he has been saying for 18 during this past school year, I would like he would ask the kids daily to go over the years are accurate. Children will love to give testimony that he can. rules with him as they helped him each and respect you when they feel loved When he approached me last sum- day with their names. Within the week,and respected. Give them enough junk mer about working a few days a weekthey all knew that he knew their names and they will create a masterpiece. Dig- in our program, I must say although I and the rules, so that was that...no moreging in the dirt is developmentally ap- was delighted, I had absolutely no idearoom for pretending they didn't know.propriate and a time honored tradition. what kind of a day-to-day worker he On a different level, he was aware as only Catching people being good is a great would be. I knew he could captivate a seasoned professional can be of safety way to go about life. 500 adults as a keynote speaker, but issues that ranged from sitting on railings could he really get the interest of 18 to the stranger parked a little too long in the parking lot. Lastly, as he mentioned Tip for New Staff second graders long enough to take Beth was generous in her com- roll, talk about the expectations of thein his last article, he enjoyed watching (with appropriate judgment) the kids do ments above but she did forget some day and get them downstairs safely stories. One tip to new staff I would with backpacks and coats. Havingthings that licensing-and-dirt-concerned people might not like. Forencourage emphasizing since I had been handled the first ten minutes, could he warned but only became a believer supervise the playground, serve snack,school-agers, filling your shirt with after the fact is number four on her one- locate children at the end of the day,sand, digging a hole "to China," and page "All-Purpose employee tips you work with novice school-age workersmaking a fort out of dirt and large field rocks has been a right of passage for as might miss in the handbook." It states, or"horror of horrots" plan an art project? "If they say, 'Beth always lets us do To all the interested readers out there the long as I can remember. It is those types of developmental opportunities Ithis,' it's usually not true!!" The very answer was a resounding yes!!! first day inside a third grader when As he has chronicled, Rich reallyfeel our program can provide. For years Rich has preached that ifquestioned whether Beth would okay did go through the process for new what he was doing said, "Oh sure, I've employees of filling out applications,you give school-agers a large box of done it a 'billion' times before." Only getting a TB test, and finding refer-"stuff," scissors and glue, they will enthusiastically "create." But when hiswhen one of the kids said they weren't ences. What he didn't chronicle were suppose to build the blocks that way the small daily things that he took in week for art came along, he was leery. did I find out it was a big no, no. stride. Although we all know and rec-I'm proud to announce that as you all

1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 AUGUST 19963 e Printed on Recycled Payer Q Q SEPTEMBER ACTIVITIES

National Hispanic this year. up that number from her slips. She gets Heritage Month Following is a partial list of large another turn to roll and continue to pick Native American gatherings in variousup something each time. If she rolls a National Hispanic Heritage Month is parts of the country, throughout thenumber she cannot use, she can con- from September 15 through October 15, month. tinue her turn by helping the player to and includes the following United Tribes PowWow, Bismarck,her left, or she can let her turn be over. Independence Days: North Dakota, Sept. 5-8. When her turn is over the player on September 16Mexico Indian Summer Festival, Maier Fes-her right gets the next turn. Play moves September 18Chile tival Park, Milwaukee, WS. Sept. 6-8.to the right with each player having the September 15Costa Rica, National Championship Indianoption of helping the player on the left. El Salvador, Guatemala, Honduras and PowWow, Traders Village, Grand Prai- The winner will be the one to have all Nicaragua rie, TX, Sept. 6-8. 10 of his pieces picked up. Find out if there are parents or NanticokeIndian relatives in your program who have cel- PowWow, Millsboro, DE, Sept. 7-8. Dog and Cat ebrated these holidays. See if anyone is "IT" is the dog and the other players are familiar with the musical instruments, St. Francois River PowWow, Farmington, MI, Sept. 14-15. cats. Arrange the cats in two lines along maracas, to help with the activity below. Northern Plains Tribal Arts Showthe walls facing each other. The dog will Make Maracas and Market, Sioux Falls, SD, Sept. 20-call out a color, and players wearing that color will try to run to the other side of the You will need balloons, wheat paste, 22. room without being tagged. dried beans, 1/2" strips of newspaper, Trail of Courage Living History When a cat is tagged, that player will and dowels 6" longer than the balloons. Festival, Rochester, IN, Sept. 21-22. sit down on that spot and with legs Make a maraca by covering a balloon Sukkot Treat (Tzimmes) crossed. From that position, so long as with 4 layers of 1/2" strips of newspa- the legs remain crossed and the bottom per held in place with wheat paste. Sukkot, on September 28, begins a on the floor, that cat may reach out and Dry it thoroughly several days if9-day harvest festival on the Jewish calen- necessary. dar. Whether or not you celebrate the holi-tag other players. Be sure that no one is tripped. Cut a small hole day, the recipe is tasty and fun to prepare. The last cat becomes the new dog. the diameter of the You will need: 3 sliced carrots, 4 sliced sweet potatoes, 3 tart apples (from Games, Games, Games by David L. dowel and remove Whitaker. Available from School-Age NOTES; the balloon through peeled, cored and quartered. 1/2c brown sugar, 3T margarine, salt and pepper, $16.95 ($14.95 for subscribers) plus $3.50 ship- it. Put in a dozen ping/handling. and 3 cups water. dried beans or small rocks. Put glue on With an adult's supervision, simmerHello, But I'm Gone the end of the dowel the carrots and sweet potatoes in 2c ofPlayers sit in a circle. "IT" goes around the water until tender but not soft. and insert it into the hole until it touches the outside and taps a player lightly on the Alternate layers of apples with layers the opposite wall inside. Use more glue shoulder. The tapped player gets up and around the hole, and patch over withof the carrots and sweet potatoes in a 2goes the opposite direction around the paper strips if needed. 1/2 quart baking dish. On each layer,outside of the circle. When they meet they Let it dry thoroughly before painting. sprinkle some of the brown sugar, saltmust stop, shake hands, and say, "Hello, Dry again before coating with shellacand pepper and dabs of the margarine.but I'm gone." Then the player who was in a well-ventilated space. Add the other lc of water. "IT" takes the seat, and the player who An alternative design is to use paper Bake covered at 350°F until the apples are was tapped becomes "IT." tubes with cardboard circles for each tender (about 30 minutes) and then uncov- end. Use the beans and the dowel. ered until the top is brown. Serves 6. from Everyone Wins! Cooperative Games and (from Kids Multicultural Cookbook: Activities by Sambhava and Losette Luvmour. Tambourines Food &Fun Around The World by Deanna F. Cook. Available again from School-Age NOTES; Available from School-Age NOTES; $12.95 ($11.95 $9.95 ($8.95 for subscribers) plus $2.50 4 large sleighbells and 2 heavy-duty for subscribers) plus $2.50 shipping/handling. shipping/handling. paper plates laced together make a great tambourine. Help Your Neighbor Each player should make 10 slips of Native American Indian Daypaper and number them 2 through 12. Activity Ideas Native American Day, the fourth Fri-The first player rolls a pair of dice. The minimum number of Activ- day in September, falls on September 27Whatever number she rolls, she picksity Ideas in this issue is 36. 4 Auousr 1996 15 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 Printed on Recycled Paper 94 SEPTEMBER CURRICULUM CORNER Monday Tuesday Wednesday Thursday Friday 0Give each player 5Pin each one's name Write yourname on aIna circle, take turnsEach player tells a beans. Players moveon his back. Givepiece of paper. Blow telling somethingjoke.The joke 03about talking. If aeach a pencil and pa-up a balloon and tieabout yourself. Thegreeted by the loud- playercangetanotherper. The object is tothe name inside. Take group must guessest groans from the copy as many namesone from the pile. group is the winner. E-0 player to say yes or whether what you 0 no, that player takesas you can withoutBreak it. Prepare totold is true or false. Et; a bean. The object isexposing yourown to introduce the one [Z' to get rid of beans. be copied. from your balloon. o September 8-14 September 8 September 8-14 September 9- September 10 -Video National Housekeep-National Pet Subtitute Teacher National Boss/ Games Day a day w ing Week. InterviewMemorialDay. Appreciation Week. Employee Exchange for kids to thank o:i the professionals whoBring pictures and a good time to Day. How about a parents for all the LI; clean your building.tell about pets youintroduce yours, and staff/student cartridges and E- Ask if there are waysknow or rememberreview ways to be exchange day? quarters they have ;.4W you could make itor share a bookconsiderate of provided for video easier. about an animal. substitutes. games in the past year.

September 13 the September 13 AskSeptember 15-21 September 15-21 September 17, 1787- first Friday the 13thsomeone to tell youNational Adult Careis also National US Constitution com- A4 W this year. What does aboutRoshHoshanah,Center Week in theMusic Appreciation pleted and signed. It is m triskaidekaphobiathe Jewish New year.USA. September 15Week. September is celebrated today as Observances begin atin Japan is Respect ;.1.1 mean? National Piano Citizenship Day. sundown.d Asksaboutfor the Aged D a e geay. Month. How many How will you W thelunarcalendartoo.Do a good turn for a cn senior citizen. budding pianists do celebrate? you have?

September 22firstSeptember 23 September 24 September 24, 1936September 26-27 p4 day of autumn in the 150th anniversary ofNational Win With birthday anniver-total lunar eclipse. P.4 western hemisphere. discovery of theCourtesy Day. sary of Jim Henson.Use an orange, a Hike and observeplanetNeptune. Cre-Practice remember-Use Muppets to tellgolf ball, and a 1'2, flowers in bloom inate a mobile show-ing pleases andthe story of his life.flashlight to show 1:64 the fall that are noting its relation to thethank yous, your how an eclipse hap /)there in spring. sun and to the otherwelcomes and after pens. planets. yous.

Each team memberGive each team 6Pass an orange or aEach team in singleEach team has 3. has aballoon to blowsmallcirclescutfromnerf ball under thefile spread their legsTwo players hold cn up and let go againcolored paper. Play-chin from player toto make a tunnel. The hands. The third 'and again until iters pass the circlesplayers withoutusingfirst in line rolls thestands behind and leads spot to spotfrom player to playeryour hands. ball through. The lastholds their outside W gover the goal line. by sucking them onto player brings it to thehands. Race to the Players go one bythe ends of drinking front to roll downgoal and back. one. straws. again. Make a torn-paper cg.'Paint on pennant- Start a scrap box. Collect autumn Paint on black paper 't shaped pieces of picture. Save all the bits ofleaves to use for instead of white. 8' paper or on card- colored paper andcollage projects. Tempera will do this. 0a board circles. other scraps from art xw projects to be used E. for later projects. 0w 0 95 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 AUGUST 1996 5 ® Printed on Recycled Paper ' I-T-'S B-A-C-K!!! get the money for school-age programs National Black Child that keep youth out of gangs. The Dept. (but needs Senate of Justice gives out the funds. Development O approval) $20 m illi on for Incentive Grants for Local Delinquency Prevention Programs Conference Like the phoenix in mythology, ,what (Title V). State advisory groups give the people knew as the Federal Dependent The 26th Annual Conference of Care Block Grant (DCBG) which wasmoney to local governments. the National Black Child Develop- $1 million for Law Enforcement funding specifically for school-age care ment Institute will be Oct. 8-11, 1996 and resource and referral efforts (seeFamily Support. Police departments can at the Hyatt Regency Hotel in New Feb. '96 SAN - "Congress Finally Killsget the money to provide school-age care Orleans. Over 3,000 participants are for law enforcement officials. DCBG Dollars" ), may have risen from expected. There will be an Early $2.5 billion for the Social Services the ashes. Childhood Leadership Institute and a Block Grant, up $99 million from FY 96. Charles Pekow reports that there are Youth Goals Panel Forum on the 8th; With all the new funding, Congress had $13 million set aside in the Child Care & Mini-Consultation Workshops and Development Block Grant (CCDBG) to cut somewhere to keep within budget special seminar on the 9th; and issue with the same purposes as the now de- targets. So while it curries favor by creat- forums and workshops on the 10th ing new programs, it reduces the support funct Dependent Care Block Grant. Most and 1 1 th. for the stream that for many years pro- CCDBG funds are not available until the Conference registration ranges vided most of the federal subsidies for last day of Fiscal Year 97 Sept. 30, 1997 between $260-$310 and hotel rates BUT, if approved by the Senate, these school-age programs.The situation could from $140-$155. For registration special school-age child care and re- get even worse. Welfare reform legisla-form and conference information source and referral funds will be avail-tion in both houses would cut SSBG tocontact: NBCDI, 1023 15th St., NW, $2.2 billion. Until Congress cut funding able at the beginning of Fiscal Year 97 Suite 600, Washington DC 20005 in mid-year this year, states traditionally which is October 1st of this year, 1996. (800) 556-2234 or (202) 387-1281. Pekow says that there is $950 mil-received $2.8 billion. $1.4 billion for welfare-related lion forthe CCDBG, up $15 million from child care, including At-Risk Child Care, National FY 96. The House Appropriations Com- Transitional Child Care and Work mittee filed a report telling the Dept. of O Activities Child Care. Conference on Health & Human Services to "strongly encourage" state to spend some of the Homeless Children funds on school-age care. While the lan- ACT Project Seeks guage doesn't require states to spend the and Youth funds on school-age care, advocates canSchool-Age Care The 8th Annual Conference of the remind state planners that federal legi sla- National Association of State Coordi- tors clearly want them to. efclo Coordinator nators for the Education of Homeless The Action for Children TodayChildren and Youth will be October (ACT) which is an AmeriCorps na-10-12, 1996 in Nashville, TN. This Washington Notes tional service partnership between theannual conference attracts state co- by Charles Pekow National Association of Child Careordinators, homeless coalition mem- Charles Pekow is the editor of "Day Resource and Referral Agenciesbers, state officials and administra- Care U.S A." This report was written(NACCRRA) and the National School-tors, program managers, teachers, exclusively for SAN readers. Age Care Alliance (NSACA) is seek-psychologists, and social workers ing a school-age care coordinator towho aim to improve services to home- CommitteeApprovesprovide comprehensive training andless children and youth. Workshops, technical assistance to the ACTpanel discussions, and presentations Crime Prevention Funds AmeriCorps staff and participants. will examine the full range of social, Think of your programs as keeping It is a one-year position with ex-developmental, and educational youth out of trouble. In a series of appro- tension contingent on funding. Theneeds of homeless children and youth. priations bills for FY 97, the House hasACT Project is located in theFor more information contact: Doug approved millions of dollars for this pur- NACCRRA headquarters in Washing- Vickers, Tenn. Dept. of Education, pose. Here's what may become availableton, D.C. A cover letter and resume are5th Floor, Gateway Plaza, 710 James next year: due by Wednesday, August 28th. ForRobertson Parkway, Nashville TN $11 million for Part D Youthposition announcement and job descrip- 37243(615) 532 -6186 INTERNET: Gangs, a $1 million increase from lasttion contact Laura Nakatani, [email protected] (Po year. Governments and non-profits canof the ACT Project at (202) 393-5501.

lege and degree programs. Laurie 011hoff, NSACA Workshop Students Receivewho along with her husband Jim 011hoff, Proposals Near SAC Certificate spearheaded this effort and is the Educa- tional Coordinator of the SAC Programs, by Gina Jarvi had this to say, "The reactions of students Deadline On June 15, 1996, the first com- who have been through our three Certifi- Do you have your workshop proposalmencement ceremony was held for the cate programs have told me this is the form for the 1997 National School-Age29 pioneering SAC professionals who right step. One student said she hoped Care Alliance Conference in Orlando FL received their Certificate of Proficiency April 17-19, 1997? The deadline for sub- everyone in our field could go through in School-Age Care. The certificate pro- mitting proposals is August 31, 1996. In this program." gram is the first of its kind in the country, order to obtain a proposal form drop a note This year the Minn. School-Age and is housed at Concordia College, SL to: Jim Atkinson, 1208 Cardinal Court, Child Care Alliance awarded Dr. Bob Paul, Minnesota. This 12 semester-credit Altamonte Springs FL 32714. 610 DeWerff, Director of Graduate and Con- program offers professionals in the field tinuing Education at Concordia College, a meaningful avenue for exploring issues their Outstanding Leadership award for directly related to school-age care. Of the his vision, guidance and support of these many issues explored during this five- programs. Jim 011hoff, the Administra- SAC CONFERENCES month, accelerated program, one was the tive Director of the SAC [courses] Pro- state of our profession as we approach NEW YORK Oct. 14, 1996 grams, says "We've designed our pro- the new millennium, and the relevance of Annual SACC Training Conference, grams for those who know their way such an educational program. Emily Albany Contact: Patty Skinner, around school-age care. We've set up the Holder, a member of the first group of 518-426-7181 ext. 11 courses to be sensitive to the ad ult learner students, described the state of the pro- who is holding a full-time job. We've NEW JERSEY Oct. 18-19, 1996 fession in this way, "A new language is tried to make the curriculum substantive, 3rd Annual Nat'l Conference being created... Leaders =claiming their yet applicable." on Older Children, Morristown, voice, creating a vehicle, and entitling The degrees and certificates will be Contact: Diane Genco, 908-789-0259 those of us in the field to add our voices." available by distance education. Formore More than five hundred profession- information, you can contact the SAC VIRGINIA Oct. 18-19, 1996 als have indicated a strong interest in this VA SACC Annual Conference, Norfolk Office at: (612) 641-8897, or write to: program and the subsequent degree pro- Contact: Misty Moreau, 804-358-6153 Office of School-Age Care, Concordia grams. Pending final approvals, a Bacca- College, 275 N. Syndicate St., St. Paul laureate degree, a Graduate Certificate in MICHIGAN October 23, 1996 MN 55104. MI SACC Conference, Warren SAC Leadership, and an MA in Educa- tion with an emphasis in SAC will be Contact: Sue Javid, 810-228-3480 Gina Jarvi is the Program Assistant offered beginning in January of 1997.for the SAC [courses] Program at These are strong indicators of the readi- ALBERTA Oct. 25-26, 1996 Concordia College. SAC Conference, Calgary, Alberta, ness of our profession to move into col- Canada Contact: Carol Broen, 403-282-7466

NORTH CAROLINA Nov. 7-9, 1996 7th Annual SAC Conference, Raleigh SEND TO: P.O. Box 40205 Nashville, TN 37204 615-242-8464 Contact: Margaret Anne Biddle, 919-828-0345, ext. 130 Yes, sign me up for: 0 New Subscription Renewal U 1 year $24.95 Canada $27.95 U.S. Funds Foreign $29.95 U.S. Funds IOWA Nov. 9, 1996 NEW 0 2 years $46.95 0 2 years $52.95 U.S. Funds 2 years $56.95 U.S. Funds Iowa School-Age Care Alliance Conference, Indianola Contact: Amy Payment (must be included):CI Check or money order 0 VISA Master Card Williams-McKem, 515-961-5067 Card #: Exp. Date: NSACA April 17-19, 1997 9th Annual National Conference, Name Orlando, FL Contact: FL SACC Program Name Coalition, 407-568-6497 Address DO WE HAVE YOUR 97 SAC CONFERENCE DATES? City / State / Zip L 0 1996 School-Age NOTES PO Box 40205Nashville, TN 37204 615-242-8464 ® Printed on Recycled Payer AuGuser 1996 7 FIRST CLASS :bah 1- NOTES U.S. Postage PO Box 40205 PAID Nashville, TN 37204 Nashville, Tenn. Permit No. 695 August 1996 a. ADDRESS CORRECTION REQUESTED FIRST CLASS

O a.

RESOURCES

begin with evening services in synagogues and Youth-Worker mosques on Friday, October 18 and conclude Disaster Brochure Resources with church and interfaith services on Sunday, Summer school-age programs across the October 20th. Congregations can order book- country have focused on the Olympics in J uly. 1996 Boys Town Press Catalog lets from the Children's Defense Fund to plan As we go to press there has been the pipe- The nationally known Boys Town in Ne- celebrations for Protestant, Catholic, and Jew- bomb explosion at the Olympics 10 days after braska has a catalog of "resources for youth- ish congregations. A multifaith booklet that the crash of TWA's Flight 800. These inci- serving professionals, educators andparents." provides Native American, Muslim, and Span- dents which school-agers and even younger This is the first time we have seen this catalog ish-language resources also is available children can't escape learning about have the and although we have not reviewed any of the The Children's Sabbaths is more than one potential for being disturbing to children. This materials, the titles sounded as if they might weekend. It is a way to inform and involve is particularly so for school-agers who are at be helpful to ourreaders. Its subjects included congregations in the vital role they can play in the developmental stage where they take ev- child care,youth care, discipline, social advocating for children. One ecumenical leader erything seriously and believe if something issues, aggression, parent training and more. said, "Congregations have the resources and a happens to someone else it will happen to Contact: Boys Town Press, 13603 cadre of volunteers, particularly seniors, who them. Flanagan Blvd., Boys Town NE 68010 can help address children's needs, such as after- The National Association for the Educa- (800) 282-6657 school programs." Past examples of tion of Young Children (NAEYC) has pre- congregations'projects include: a youth pro- pared a brochure for preparing staff in case of Children's Sabbaths gram that collected money to buy cribs for a disaster and how to help children and families youth shelter, teenagers who organized a"unity cope with tragedies. When Disaster Strikes: Taking Action to run:" a rural congregation that organized a child Helping Young Children Cope is available for Meet Children's Needs care program; six churches worked with three $.50 for single copies and $10 for 100 copies community organizations to plan and imple- from: NAEYC, 150916th St., NW, Washing- This fall, thousands of religious congre- ment a teen pregnancy prevention program. ton DC 20036-1426. gations are expected to commit to doing more For more information aboutthe Children's for children, as they join in the 1996 National Sabbaths contact the Children's Defense Fund Observance of Children's Sabbaths. It will 98 Religious Affairs Division, 202-662-3589. I3EST COPY AVAILALE U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement (OERO Educational Resources information Center (ERIC) ERIC

NOTICE

REPRODUCTION BASIS

This document is covered by a signed "Reproduction Release (Blanket)" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket").

(9/92) PSOQ.