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Something Cool After School

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Something Cool After School Technical Assistance Paper Number 1 The Qualities of Excellent School-Age Care For generations, children nearing the vast majority of two-parent park and recreation centers, some the end of their school day have households require both parents to in activity or child care centers. Some found their minds wandering from work outside the home. Nearly half of cater to children up to age 10; others their classroom books and their all households with children are run provide environments specifically teachers’ voices. With delicious by a single parent. For many children, designed for older children. While tension they have rustled in their family social structures that once some focus all their activities on a seats and eyed the minute hand of created safe and constructive central theme such as the arts, the big round wall clock, waiting for recreational opportunities have athletics, or community building, that last mechanical clink, followed evaporated. others develop highly varied agendas by the r-r-r-ring of the day’s-end School-age care programs seek to that take into account the full range bell. Then, like Fred Flintstone redress these concerns. The term of children’s interests and surfing down his rockasaurus’s “school-age care” encompasses a characteristics. back, they’ve dashed out of the gamut of services offered before and Typically, an enrolled child spends classroom into what they consider after school operating hours for anywhere from 15 to 20 hours a to be their “real” lives. Riding bikes children between ages 5 and 14. week— the equivalent of two full and writing poems. Playing house Although they may use different working days—in a school-age care and playing ball. Splashing through names—extended day, school’s out, program. A successful after school a puddle. Diving into a pile of leaves. latchkey, kid’s club, or after-school, program comes about as the result Making angels in the new-fallen to list a few—all school-age care of an effective partnership of school snow. All the things they usually programs seek to offer safe and secure administrators, program directors, can’t do in school. places children can go when schools parents, caregivers, children, and But in recent years, economic are not in session. members of the local community. and cultural changes have affected Some programs operate in schools, Success depends on recognizing the children. Just to make ends meet, some in community centers, some in importance of helping children make S T A E O F N W J R Y Something Cool After School photo by Sarah E. Round 1 the most of this substantial block of time. Figure 1 As with any partnership, success Characteristics of School-Age Children* also depends on the active efforts of each partner. After school is frequently the only time some children have to Cognitive relax, stretch their bodies as well as their minds, and develop productive “Rule-bound”; may spend more time deciding and debating the rules than playing leisure interests. To create these the game opportunities requires your heartfelt Learn quickly, memorize easily answers to questions such as: Can concentrate for increasingly long periods of time on activities that interest • Exactly what do we wish to them accomplish with our school-age Need time and space to explore ideas, develop interests program? Have lots of enthusiasm for learning, but may be turned off by school Enjoy playing games: surprising capacity to memorize and strategize • Who will join us in this endeavor, Need to categorize and classify everything and in what capacity? Not particularly interested in abstract symbols or ideas Music is a major part of their development • How much money will it take to do justice to our ideas? Social • What about the kinds of things that Influenced more and more by peer groups money just can’t buy? Often form intimate attachments to one or two best friends • In what physical environment will Attribute increasing importance to adults other than parents children benefit most from our Have strong desire to make and keep friends efforts? Develop greater sensitivity to the needs and desires of others • What kinds of experiences do we Desire increasing responsibility and opportunities to try out adult roles want to bring to children’s lives? May have strong likes and dislikes, ideas about whom they want to be with and what they are interested in doing The Technical Assistance paper seeks to frame the general Physical considerations that make up the process of planning and implementing Have lots of energy a successful school-age program. You Like physical challenges need to determine your long-term Need to build skills goals for the program and then figure Gain a sense of independence from physical prowess out how to get there, step-by-step. Practice and develop new skills to build self- esteem Along the way, always keep in mind who your allies and partners are and Emotional that the “best interests” of the children should prevail. Are usually resilient; get upset easily and get over it just as readily Need to feel that adults are in control Who Is a School-Age Child? Become increasingly self- conscious and self- critical Even when children belong to the May have difficulty verbalizing feelings, especially difficult ones like rejection and same age group, very specific sadness characteristics distinguish one child Are very concerned with fairness and have extreme sense of justice and morality from another. At various times each See right and wrong as absolutes has his or her own intellectual, Gain self-confidence through successful completion of concrete tasks abilities, physical capacities, and Gain self-esteem by being good at something; need to build skills levels of emotional maturity. Tend to work out anxieties, fears, and feelings by “acting out” or withdrawing Although patterns of development do Often honestly answer “I don’t know” when asked why they did something vary, a school-age child generally Need adult support, nurturing, reassurance, encouragement, and limit setting to possesses a completely different set help them feel safe and secure of interests and characteristics from Need to be valued as special, accepted as part of a group a preschooler. Each has his or her own *By definition school- age children are five (5) to fourteen (14) years of age. Since this is such a wide range, and cognitive, social, physical, and since each child’s growth and development is so individual, the characteristics listed will not necessarily describe emotional characteristics, (see Figure each child. 1). 2 In surveys, school-age children frequently cite recess, physical Figure 2 education, and lunch as their favorite times in the school day. Why? One Tips on Sharing Space reason is that school curricula often address only the cognitive aspect of 1. Purchase or build adaptable equipment: portable room dividers; storage closets; their lives. During these nonacademic tables, chairs, cabinets, and even sofas on wheels. times, the other developmental characteristics finally receive some 2. Include setup and takedown time in the daily routine, for instance hanging attention. pictures on the wall, putting materials out on tables, rolling out rugs, and rolling School-age children begin to develop in “soft” furniture. their sense of social identity by comparing themselves to others. Being 3. Make sure there is a definite arrangement about where each program will able or unable to join a group can add store equipment and supplies, who will clean the space, and the process for to or detract from the sense of security working out any conflicts that may arise. Regularly scheduled meetings, perhaps they associate with that identity. at the beginning and end of the school year, can help clarify issues before they Perhaps with clothing, choice of arise as problems. activities, or specific behaviors, school- age children seek to gain the 4. Develop “learning centers on wheels” for art, library, dramatic play, and so on. acceptance of those peers whom they Small rugs will help establish boundaries between activity centers. desire as friends. Like a preschooler, a school-age child — Adapted from School- Age Child Care: An Action Manual for the 90s and Beyond (Auburn House/ continues to develop this sense of social Greenwood, 1993) and School- Age NOTES, November/ December 1984. identity through experiences with adults. When not immersed in television and School-Age Child Care objectives of program qualities. This is video games, school-age children try to What would you expect to see when where excellence begins. make sense of the world around them you walk into an excellent after school Excellent programs exhibit basic and attempt to figure out their place in program? Would you find children administrative and aesthetic qualities that world. They exhibit great interest engrossed in a variety of projects? A that other programs have not yet found in most adults, especially those who sense of energy and productivity in the the will or the way to finance. share their gender, race, and ethnic air? Would you expect caregivers to use • Qualified, trained, and caring staff; identity. Those who demonstrate what respectful language and an appear to be admirable ways of coping understanding tone of voice with the • The potential for small supervised with the world can be treasured role children? Art, sports, science, models. construction, board games, creative groups; A school-age child’s first efforts at dramatics areas, easily accessible at all • Functionally-designed, well-lit, warm understanding an overwhelming world times to all children? space; are generally characterized by The school-age care field has developed stereotypes. One child may categorize its own standards for quality and methods • Developmentally appropriate and classify, one may test boundaries, for programs to use in measuring how well activities.
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