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School's Out--Now What? Creative Choices for Your Child: Afternoons

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School's Out--Now What? Creative Choices for Your Child: Afternoons 1. DOCUMENT RESUME ED 261 779 PS 015 176 AUTHOR Bergstrom, Joan M. 0 , TITLE Schdol's.Out--Now What? Creative Choices for Your Child: Afternoons, Weekends, Vacation REPORT NO ISBN-0-89815-131-7 PUB DATE 84 NOTE 338p. AVAILABLE' .FROM an Speed Press,,P.O. Box 7123, Berkeley, CA 94767 ($10.95). PUB TYPE Viewpoints'(120) guides - Non-,Classroom Use (C 5) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS . *After School Programs; *Childhood Interests; *Childhood Needs; Child Rearing; Child Responsibility; Community Programs; Community Resources; *Daily'Living Skills; *Enrichment Activities; HOme Programs; Individual Development; Parent Role;. Safety Education IDENTIFIERS tLatchkey Children ABSTRACT The central theme of this book is that parents should be directly involves in structuring their children's out-of-school time. Out-of-school or "free time"' /Offers great opportunities for children to learn from new experiences and to develop/ through carefully selected activities, a sense of competence, self-esteem, and achievement. Focus is,on the developmental needs of middle childhood, when children are.six-to twelve years old, and real-life examples and everyday language are used to direct a parent toward understanding 4nd developing his child's interests. Specifically presented are.the, following chapter, titles: "A Child's Life Out of School"; -"Parents' Roles and Special Insights" (appeals to parents to trust themselves and express their convictions to their children); °ResourcesWhat Are the Options?" (gives detailed information on searching for resources for activities); "Foitering Independence, or r. the:Other Three R's: Resourcefulness, Responsibility, and Reliability" (oilers a view of the child as member of a family); "Protecting Children's Safety" (starts with home safety and moves into the neighborhood); and "Putting It All Together" (includes a section entitled' "A False Start ,I's Not a Flop" for, those who fear failure or are Aasily discouraged. Six appendices list child-serving organizations; resources for computers and children; books about television and children; and books and organi' -tions with information on safety, first aid, and health. (DST) ************************************************************************ * Reproductions supplied by EDRS are the best that can be made * * * from the origtnal document. , ***************************************************t*******************- to U.S. DEPARTMENT OF EDUCATION 7t-i NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION f:- CENTER (ERIC) )(tibia document has been reproddced as eceived from the person or organization originating it Minor changes have been made to improve reproduction tileahty Points of view or opinions stated in this docu- ment do not necessarily tspresent official NIE position or policy .^ I 4 r' r ".!:.. .. .... ...r., ' ,*I.,... -.6. # 6. *.:i;'tf'"' . "PERMISSIONTO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY ".Nota_Y Belsk-rom TO THE EDUCATIONAL RESOURCES F INFORMATION CENTER (ERIC)" ...Helping to schedule a child's time after school. on the weekend, and during vacation doesn't imply that parents are imposing their own ambi- tions on their youngsters, and it needn't require extra expense, according to Dr. Bergstrom. Throughout the book, Dr. Bergstrom is intent on encouraging parents to trust their :Own feelings, whether they're heading up traditional house- holds or juggling the challenges of being a single parent. THE CHRISTIAN SCIENCE MONITOR .I wholeheartedly support your central theme that parents need to assert the responsibility and to become directly involved in structuring their children's ouCof school time. As you thoroughly demonstrate, out of school or "free time" offers great opportunities for childrento learn from new experiences and to develop, through carefully selected activities, a sense of competence, self-esteem, and achievement. The options your book presents for parents to make more meaningful the time children spend out of school are thoughtful,. carefully described, and accompanied by insightful examples and valuable checklists. Your book will be a valuable tool for parents, educators and other adults committed to enhancing the development of our most valuable resource our children. Margaret M. Heckler Secretary, Department of Health and Human Services .(Joan Bergstrom is) really addressing the nagging questions that many parents have. There are plenty of books out on survival skills for children and adults, but none of them talk about development issues Joan does. She's really saying, 'Take a look at who you are, and who your child is, and what role activities can play in his or her develoom-ent: Michelle Seligsdn Director, School-Age Child Care Project Wellesley College Center For Research on Women SthodS OW CHOICES FOR YOUR CHILD'S TIME Joan M. Bergstrom Ten Speed Press PHOTOGRAPHSSpecial thanks and acknowledgement to the photogXphers who contributed,to this book: Jon Goell courtesy Boston Children's Museum, p. 36, 108 ,Richard Howard, courtesy Boston Children's Museum, p. 18, 84 Bonnie Kamin. p. 10, 40, 236 Jane Schen, all others CARTOONS Special acknowledgement to the people who make us smile: For Better or For Worse by Lynn Johnston °,C.opyright, Universal Press Syndicate Peanuts by-Charles M. Schulz ° Copyright United Features Syndicate Ziggy by Tom Wilson 0 Copyright Universal Press Syndicate ART And thanks to the artists who added their gift to the interior and cover: Kathleen Fain, coyer Pedro Gonzalez, interior Mimi Osborne, interior Copyright 0 1984 by Joan M. 'Bergstrom. All rights reserved. No part of this book may be reproduced in any form, except for brief reviews, without the written permission of the publisher. t5 TEN SPEED PRESS P.O. Box 7123 Berkeley, Califorpia 94707 Type set by Green Mountain Printed in the United States of America 10 98 76543 21 C I P Library of Congress Cataloging in Publi;--.tion Data Bergstrom, Joan M. School's out, now what? Bibliography: p. Includes index. 1. StudentsRecreation.2. StudentsTime management. 3. Student activities.4. Leisure.1. T..:e. LB3608.B47 1984371.8 84-51171 ISBN 0.89815-131-7 paper ISBN 0.89815-140.6 cloth 5 husban'd-Gary and my son Craig for their love, understanding, care, support, inspiration and wisdom. Both of you have been'very significant in your contri- butions to my personal and professional development. Words cannot express my deepest feelings!' ft. 1, O . .. Q Thanks There is one person who was especially important in the writing of this book. my special friend and colleague at Wheelock College, Marcia M. Folsom. Marcia possesses ninny fine qualities the ability to write clearly and to reassure and support, and she made constructiv&contributions throughout the writing and editing of this manuscript. Many thanks to all the Folsoms Mike, Jamie, and Raphie, too tor their involvement, inspiration, and interest, Their hospitality and kindness will always be remembered. Many children, parents, teachers, psychologists, librarians, and school prinLipals gave of their time and their ideas to make this book a reality. Principal Charles Crisafulli, and teachers Erna Betcher, Ann Davitt, Margaret Gondei- Odell, and Kathleen Ohde who were then at the Roger Wellington School were especially supportive. At a time when I was trying to answer many ques- tions about children's use of out-of-school time, they offered, as a team, very . innovative solutions. -^e exceptional children who helped me in thig project were Ricky Gazarian, t_narlie Margosian, Jr., and David Puhl. In the end, dozens of people played important roles in the creating and sriting of this book. I am especially appreciative to the following people ior their hours of generous help in reading and making valuable suggestions: Bernice Broyde, Kathleen Carbonell-Sullivan, Mary F. Carey, Lois Coit, Rita Chrappa, Anne Coolidge, Paula Gopin, Debbie Hale, Susan Harris - Sharpies, Mary Iatri- tints, Mieko KamiCConstance Koeneman, Irving Lazar, Sandra Levesque, Claire McCarthy, Bernadette McNaliy, Gwen Morgan, Patricia Ramsey, Michelle Seligson, Phyllis Sonnenschein, Susan Speroff, Anne Stair- Rosenbloom, Martha Shea-Smith, Joan Tepper, Susan Todd, Arlene Treacy- Montgomery, Mary Wallace and Geneva Woodruff. Susan Todd worked with me in the early stages, and from the beginning she perceived this subject as an important topic. Francis Litman, Rose Margosian, Elliott Medrich and Joanne Shoemaker each played a painstaking role. I thank them for all of their excellent and timely counsel throughout.the writu,, ,Icess. All four gave generously of themselves to read through the manuscript several times at various stages to provide me with direction. The Wheelock College librarians Marie Cotter, Jean Finn, and Thelma ThoMpson spent hours assisting me in locating necessary information. I thank 7 ts all three of thein for their never-ending persistence and patience in helping,ine with my almost daily requests. There were many children's librarians and par- ents who made suggestions and spent time compiling lists of books for children. I am especially grateful to Paula Gopin, Amanda Nelson, and Shelly Marr for their contributions to that section of the -wok. Jacqueline Trudel did a consistent, job in searching out a wide variety of resources, some of which seemed at times almost impossible to locate. Maureen Brown and Catherine Field made invalu- able contributions to the section on computers. Catherine also provided me excellent and cheerful editorial support throughout several stages of the 'manuscript.
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