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School-Age NOTES, 2002-2003. ISSN ISSN-0278-3126 PUB DATE 2003-00-00 NOTE 98P.; for 2001-2002 Issues, See ED 466 323

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School-Age NOTES, 2002-2003. ISSN ISSN-0278-3126 PUB DATE 2003-00-00 NOTE 98P.; for 2001-2002 Issues, See ED 466 323 DOCUMENT RESUME ED 477 943 PS 031 374 AUTHOR Scofield, Richard T., Ed. TITLE School-Age NOTES, 2002-2003. ISSN ISSN-0278-3126 PUB DATE 2003-00-00 NOTE 98p.; For 2001-2002 issues, see ED 466 323. Published monthly. AVAILABLE FROM School-Age NOTES, P.O. Box 40205, Nashville, TN 32704 (12- issue subscription, $26.95). Tel: 800-410-8780 (Toll Free); Tel: 615-279-0700; Fax: 615-279-0800; Web site: http://www.schoolagenotes.com. PUB TYPE Collected Works Serials (022) JOURNAL CIT School-Age NOTES; v23 n1-12 Sep 2002-Aug 2003 EDRS PRICE EDRS Price MF01/PC04 Plus Postage. DESCRIPTORS After School Education; *After School Programs; Art Activities; Developmentally Appropriate Practices ; Elementary Education; Elementary School Students; Enrichment Activities; Financial Support; Play; Recess Breaks; *School Age Child Care; Summer Programs; Training; Volunteers ABSTRACT This document is comprised of the 12 monthly issues of a newsletter providing support and information for providers of child care for school-age children. The featured articles for each month are: (1) "Transitions: Opportunities to Connect" (September); (2) "Art for All Kinds of Smarts" (October); (3) "Teasing and Bullying in After-School Programs" (November); (4)"Activities for School-age Child Care--25 Years Later" (December); (5) "Cut Recess and Get Sued?" (January); (6) "Hiring and Training Summer Staff" (February); (7) "Beyond the 21st CCLC [Century Community Learning Centers)(March); (8) "Mathematica Report on 21st CCLC Leads to Threat of Funding Cuts" (April); (9) "Engaging Older Volunteers in After-School Programs";(10) "JustPlay...or Is It?" (June);(11) "Lessons of Hope--The Boys and girls Club Mission" (July); and (12) "Reduce Conflict by Meeting Developmental Needs" (August). Regular features in the newsletter include activity suggestions, information on conferences and resources, and editorials.(HTH) Reproductions supplied by EDRS are the best that can be_made from the original document. School-Age NOTES, 2002-2003. Vol 23, No. 1-12, Sep 2002-Aug 2003 Richari T.Scofield,Editor School-Age NOTES 2003 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS This document has been reproduced as BEEN GRANTED BY Vreceived from the person or organization originating it. Minor changes have been made to improve reproduction quality. idflard, 6-61PI Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) 1 2 BESTCOPYAVAILABLE r. Volume XXIII #1 The Newsletter for After-School and School-Age Care Professionals September 2002 0 Vfii®®11 N ISSN0278-3126 © 2002 School-Age NOTES A National Resource Organization on School-Age CarePioneering the Field Since 1980 Transitions: INSIDE Opportunities to Connect Homework 3 by Georgia Hall, Research Scientist, NIOST October Activities 4-5 Some years ago while presenting a build. As children are coming back to a Building Rapport 6 workshop on planning summer pro- large group after being in smaller group grams, I was asked the question, "What activities, think of how the moments $3 Million Donation.. 3 are your exact program hours?" In other waiting for the group to merge can be words, in what time frame do program, SAC Wages 7 curriculum, and/or activities take place? My response was "All the time." ThereTransitiontimesare is never non-program time. There is perfect opportunities toSAC @ NAEYC-NYC structured program time and there isconnect in unique ways. As in the past, the National Associa- non-structured program time, but the tion for the Education of Young Chil- whole day, every minute is "part of the dren (NAEYC) Conference will have a useful and productive. Ask some of the program." And in fact, my favorite part children to share what went on in theirtrack on "School Age." Set for Wed., of the program day, were those in- smaller groups, what did they learnNovember 20, 2002 through Sat., No- between times when we were vember 23rd, the site is the Javits Con- O new today, etc. This type of processing transitioning to new activities, coming vention Center in New York City. can help children better connect to their together as a whole group, or the inevi- experiences and increases the aware- The headquarters hotels and other table waiting periods. ness of the general group of the otheraccommodations are located in the mid- types of activities that occur in yourtown theater district. Reflect, React, Relax This year there will be 18 one-hour program. Transition times are perfect opportu- workshops on after-school and school- nities to connect with participants inTeam Building & Socializing age care. In addition, there will be one unique ways. Children have just been Transition times are often challeng- two-hour seminar and two preconference engaged in an activity for a length of ing times for children who have moresessions (Wednesday) which are typi- time, maybe quite intensely, and so can difficulty socializing informally, andcally three hours or longer. benefit from an opportunity to enjoy may get stuck sitting by themselves or Sample session topics include qual- one of the three R' s: Reflect, React, or isolated from the charged up activityity initiatives, writing poetry, bully- Relax. If activities have wrapped up going on around them. If children areproofing programs, special days and quickly without a moment to reflect on kept waiting or start to feel alone, theyevents, a state model of professional what has just been accomplished or can often slip into boredom which canadvancement, professional needs of experienced, than a short intentional carry into the rest of their day. Havingschool-age caregivers, and quality im- time spent doing that can be very help- team-building activities and ice-break-provement. ful for youth to sort out and consider ers readily available as a group comes Along with 20,000 participants, hun- how their experiences impact them ....or together, may create new avenues ofdreds of workshops, a sea of exhibitors, what importance the just completed connections between children, and keep there is the extraordinary opportunity activity has in their lives. Or perhaps everyone engaged at a heightened level. to hear multiple famous speakers, and why an experience was not successful It can also be a way to build excitementattend workshops for administrators and or enjoyable. Program staff shouldn't for the next activity. directors on practical aspects of run- shy away from opportunities to let chil- Seeking children's reactions to top-ning programs for children with tracks dren and youth give positive criticism ics that are current and relevant to theiron research, technology, play, inclu- about the program. Practicing appro- daily lives can help move passive lis-sion, discipline, and much more. priate feedback and response is an im- teners into active learners. For example, For more information go to portant skill for children and youth to (Continued on page 2)www.naeyc.org or call 800-424-2460. 3 DIRECTOR'S CORNER etc., all during transition times. Transi-r 9 Transitions... tion times are also great times to high- Easy Transition (Continued from front page) light unique gifts of children and staff. You may discover a staff member who Activities as children are moving into a snack Here are more ideas for easy activi- after being in separate activity groupsis an amazing storyteller and can keep a room of 60 quiet and engaged. You ties to do with children during tran- you may ask them to react to a survey sitions: about their favorite music group. Youmay discover a child with amazing give each group a written survey pagebalance and the whole room can count No Props Activities and two pencils. You appoint someone together as she stands with one foot on Charades to put their responses on the flip chart in a block. The opportunities are endless Red Light, Green Light front after the group fills out the survey. and the reward is evident. Sometimes I Mother May I Perhaps you appoint that child who saw children more excited in transition Simon Says needs more opportunity for leadership time than any other time during the day. Seven Up in front of peers, etc. You may noticeWe would have missed that connection Animal, Vegetable, Mineral the children quite excitedly discussingwith the child had we let the time just I Spy pass by. Observation: Ask some children to Sometimes I saw childrenConversations with Adults stand and have others remain seated. more excited in transition It is also true that children need a Children have to guess what the chance to just relax and talk with each ones who were asked to stand have time than any other timeother. Yet, this may become more ef- in common (same color shirt, wear- during the day. fective when staff become involved. ing glasses, etc.). (from Training Transition time is a perfect time for New After-School Staff. Welcome current music groups and their reasonsstaff to engage in quiet conversations to the World of School-Age Care by for choosing one over the other. Aswith children, to step outside their su- Roberta Newman) pervisory or activity leader role and other groups come in you include them -Mental Games in the survey activity. You may noticejust be a caring adult. Children appreci- Alphabet conversation between groups. Whenate opportunities to talk casually with Gossip all have collected in the room you an- adults and to share experiences not Who am I? nounce the final results. You may ask a centering on school/out-of-school pro- 20 Questions couple of representatives from thegram, etc. Adults can still maintain Guess the Number groups to present their opinions as tosupervision and control over a group why one music group should be ratedwhile being a conversation participant.
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