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Basic

School

Age

Care

Funding provided by the

NC Division of

Child Development

Participant

Guide

Basic School Age Care – Preface CEU Version Revised 2011

School age care providers are crucial to the development of children and youth into successful,

competent adults. This manual has been developed to assist these providers in their important work. It consists of six modules: 1) Health/Safety/Nutrition, 2) Environmental Design, 3) Child/Youth Development, 4) Developmentally Appropriate Activities, 5) Guiding Child Behavior, and 6) Quality School Age Care. BSAC (Basic School Age Care) is a basic, entry-level training covering only 5 hours of instruction. School age care professionals are encouraged to increase their skills further by continuing with additional education. The BSAC program is the result of a successful collaboration between the North Carolina Department of Health and Human Services, Division of Child Development, the School-Age Care Committee of the North Carolina Child Care Commission, and the North Carolina Cooperative Extension Service, Department of 4-H Youth Development, North Carolina State University. As with any effort of this magnitude, the Basic School Age Care manual was developed through the efforts of a diverse group of professionals. We gratefully acknowledge the contributions of the many people who assisted in developing concepts, reviewing materials and general support to the project. Thanks go to Dr. Thelma Harms, Frank Porter Graham Child Development Center for assisting with the development of the concept of the original seven modules and the outline of the content areas. We also wish to thank the people who volunteered their time to review the original manuscript and test questions: Rosa Andrews, David Brittain, Jane Clark, Janice Fain, Sara Faulkner, Karen Ferguson, Gina Garcia-Somuk, Lisa Guion, Jim Hall, Wendy Krupowicz, Jane Lee, Fay Lewis, Holli Poole, Mary Roberts, and Gayle Starkey. Special thanks go to Shelley Gardner, Janet Leshko and Leah Barnard, 4-H School Age Project Staff who worked enthusiastically, often with very short deadlines, to make the project a success. The BSAC was revised and edited May, 2000 by Rebecca Hammill, Leah Barnard, Rosa Andrews, Shelley Gardner, and Liz Joye. The June, 2009 revision is the result of a dedicated team of school age care professionals working as a collaborative team comprised of: The NC School Age Quality Improvement Project including Bobbi Holley, Rachel Ward, Angela Doiron, Mary Miller, Laura Gose, Karen Quiros, Michelle Inhofer, Donna Smutherman, Karen Darby, Vanessa Chandler, Mandy Mills, Linda Curtis, Paula Cline, Tarsha Banister, Robin Sink, Monina Atkinson, Jan Waugh, Desmond Miller, Janet George, Mary Allen, and Lori Jones; Beth Soles, Raleigh Parks & Recreation Department; Polly Allegra, Wayne County 4-H; Phygenia Young, Forsyth Technical Community College; Carole Yardley, Forsyth Technical Community College/Retired YMCA; Marilyn Mack, Charlotte-Mecklenburg Schools; Cristy Barnes, Partnership For Children of Wayne County; and Sandra Jones, Private Provider/BSAC Trainer. The June, 2011 CEU revision clarified learner objectives and included a pre-post knowledge assessment for training participants to complete for CEU credit. All BSAC trainings will be conducted using this revised version and those participants wanting CEU credit will complete and submit the post assessment.

For additional information regarding the BSAC manual:

NC Department of Health and Human Services NC Division of Child Development 2201 Mail Service Center Raleigh, NC 27699-2201 (800) 859-0829

Basic School Age Care – Table Of Contents CEU Version Revised 2011

Module 1: Health, Safety, Nutrition 1 Module 2: Environmental Design 3 Module 3: Child/Youth Development 7 Module 4: Developmentally Appropriate Activities 13 Module 5: Guiding Child Behavior 16 Module 6: Quality School Age Care 19 Glossary Of Terms 21

BSAC Module 3 – Child/Youth Development – Participant Guide

Basic School Age Care – Module 1 – Health, Safety, Nutrition

CEU Version Revised 2011

LEARNING OBJECTIVE 1: Learners will be able to list the steps to proper table washing and hand washing procedures.

HEALTH

Responsible for individual health needs o Confidentiality o Special dietary restrictions o Allergies (must be posted-covered)

Medication administration o Require written permission and instructions from parent/guardian to

administer medications. o Store medication in locked cabinet or in locked box in refrigerator labeled

with each child’s name and sent home at the end of each day. o Dispense correct medication dosage to the correct child at the correct

time. o Document medication given to children. o Return unused medication to parent.

Indoor and outdoor activities o Appropriate clothing o Physical activity

First Aid o Staff requirements o First Aid Kit

Sanitation o Handwashing techniques

Charts posted near sinks Staff - good role models

o Facility clean and free of health hazards Table washing procedures Comfortable environment – proper temperature, ventilation, lighting

Communicable Diseases o Knowledgeable about communicable diseases o Program policies/procedures o Health Information for children and staff required

Emergency contact information Current immunization records Specific health needs of children with disabilities or chronic

illnesses o Notify families of normal childhood diseases

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Basic School Age Care – Module 1 – Health, Safety, Nutrition


PARTICIPANT NOTES:

SAFETY

Supervision – group sizes and ratios

Emergency procedures

Scheduled safety checklists – indoor and outdoor environment

Drop off and pick up

Field trips

Aquatic policy

PARTICIPANT NOTES:

NUTRITION

USDA MyPlate - http://www.choosemyplate.gov/

USDA Child and Adult Care Food Program (CACFP) meal guidelines

Serving food – items needed

PARTICIPANT NOTES:

NATIONAL AFTERSCHOOL ASSOCIATION SAFETY, HEALTH AND NUTRITION - KEYS OF QUALITY

The safety and security of children and youth are protected.

The program provides an environment that protects and enhances the health of children and youth.

The program staff try to protect and enhance the health of children and youth.

Children and youth are carefully supervised to maintain safety.

The program serves foods and drinks that meet the needs of children and youth. NAA Standards For Quality School Age Care

2

http://www.choosemyplate.gov/


Basic School Age Care – Module 2 – Environmental Design


LEARNING OBJECTIVE 2: Learners will be able to sketch quality indoor and outdoor program environments.

PHYSICAL ENVIRONMENTS

Physical environment sets the stage for everything that happens in the program, including behavior

Designed to meet individual needs of children and youth

Developmentally appropriate

Encourage learning and development

Divided into two parts – indoor and outdoor space

PARTICIPANT NOTES:

INDOOR ENVIRONMENT

Must provide for easy monitoring

Create a welcoming environment

Children should feel safe and secure

Adapting space may be needed

Adequate space for program activities

Space should be provided for: o Individuals o Small groups o Large groups o Various age groups o Mixed age groups o Special needs

Variety of activities with opportunities for choice and cognitive development: o Active play – physical games and sports o Creative arts – art, music and cookery o Dramatic play o Quiet games o Enrichment offerings o Reading, writing, and language arts o Eating o Computers o Socializing and clubs o Homework o Science and exploration o Math o Building o Cozy area

3




Storage space o Well organized storage needed for activity areas o Storage of children and staff personal belongings

Best practice o Quiet near quiet – read, rest, relax, homework, individual assignments o Noisy near noisy – talk and actively participate in activities o Messy near messy – art, cooking activities, water supply for cleaning o Design so that children can make choices of activities o Clear pathways so that children can move freely without disruptions

Shared space o Using space that someone else uses during other times o Work to create the best environment o Portable equipment that is easy to move o Staff and children can work together to design and set up environment o Drawing a plan can be helpful o Working together will help build better relationships between children/staff

PARTICIPANT NOTES:

OUTDOOR ENVIRONMENT

Staff have responsibility to meet safety and developmental needs

Variety of equipment and games for both active and quiet play

Equipment should accommodate the sizes and abilities of all children

Staff should engage children in wide variety of activities

Physical activity available for 30 minutes of every 3 hour block of time

Should include both vigorous and quiet time

Outdoor play areas should include: o Open area o Protected area o Quiet area o Private area o Large ball field area o Hard surface area o Natural area

Adapting equipment for children with special needs – assistance or advice

Storage for equipment

Water supply

4




PARTICIPANT NOTES:

EQUIPMENT

Full range of learning and recreational activity equipment available

Equipment needs based on objectives of program

Provide a variety of skill levels

Good condition

Variety of play options – baseball, basketball, soccer is considered one play option as these activities all involve balls

Portable and stationary equipment

Shared space affects equipment selections

PARTICIPANT NOTES:

ASSESSMENT OF ENVIRONMENTS

Continual assessment is important

Based on criteria for developmental appropriateness

Areas of evaluation: o Arrangement of indoor/outdoor space and furnishings o Health and safety o Materials and activities o Supervision and interactions o Program structure – schedules including routines and activities o Staff development o Supplementary items – designed for children with special needs

Supports offered to parents and staff

Staff can perform self-assessments

Use good assessment tools o SACERS (School Age Care Environment Rating Scale) o Developed in 1995 as joint US/Canadian effort o Part of the Early Childhood Environment Rating Scale – Frank Porter

Graham, UNC o Used nationally and internationally o Used in NC by NCRLAP (North Carolina Rated License Assessment

Project) as part of star rated licensure system

5




o Divided into seven subscales Space and furnishings Health and safety Activities Interactions Program structure Staff development Special needs supplementary items

PARTICIPANT NOTES:

NATIONAL AFTERSCHOOL ASSOCIATION ENVIRONMENT - KEYS OF QUALITY

The program’s indoor space meets the needs of children and youth. The indoor space allows children and youth to take initiative and explore their interests. The outdoor play area meets the needs of children and youth, and the equipment allows them to be independent and creative.

NAA Standards For Quality School Age Care

6


Basic School Age Care – Module 3 – Child/Youth Development


LEARNING OBJECTIVE 3: Learners will be able to name and define the four domains of children’s development.

CHILD/YOUTH DEVELOPMENT

Key concepts of child development theory

Children develop in a systematic way o Stage development o Individual development

Brain development o Different areas mature at different rates o Helps explain intellectual and emotional changes o Developmental milestones linked to changes in brain tissue

Four domains of children’s development o Physical o Social o Emotional o Cognitive

PARTICIPANT NOTES:

DIVERSITY

Child and family

Many races, cultures, and religions

Dimensions – age, gender, race, ethnic background, socio-economic class, language, individual abilities

Acceptance of differences

PARTICIPANT NOTES:

INDIVIDUALS WITH SPECIAL NEEDS

Americans with Disabilities Act (ADA) sets standards for the physical environment for children with special needs

Special adaptations may be needed o Space o Equipment o Room arrangement o Schedule o Activities

7




Provide for individual needs by becoming more knowledgeable and familiar with each situation

Encourage children with special needs to participate in every activity

Team approach – family, teachers, school age care staff, varied resource people

Encourage acceptance of peers by including children and youth with special needs in daily activities

Seek out and use community resources PARTICIPANT NOTES:

OBSERVATIONS

Observation allows program staff to show interest in each child

Conveying interest strengthens family communications

Good observational techniques allow staff to know how a child is progressing in social, emotional, cognitive and physical development

PARTICIPANT NOTES:

8




AGES 5-6 YEARS

PHYSICAL DEVELOPMENT refers to development of the body:

Physical activity is an outlet

Sitting is difficult

Prefers free play

Enjoys new physical activities

Needs practice in gross motor and fine motor skills

SOCIAL DEVELOPMENT is the way children interact with other people:

In stage of transition

Leaving babyhood to identify with others

Prefers small groups

Individual friendships and loyalties are important

Concerned for others

Observes adults carefully and copies their behavior

Friendly and affectionate

Beginning to understand and appreciate humor

Silly and enjoys tricks and jokes

Difficult to laugh at themselves

EMOTIONAL DEVELOPMENT refers to feelings:

Senses growing up and likes it

Enjoys responsibilities and privileges that they can handle

Easily discouraged and has difficulty accepting criticism

Seeks praise and encouragement

Responds readily to affections, warmth and a sense of humor

Difficult to accept losing—consider games that are non-competitive

Tends to dawdle and become upset if hurried

Shy—needs encouragement to participate and protection from aggressive children

Sense of safety and belonging is important

Fearful of imaginary creatures

COGNITIVE DEVELOPMENT refers to the way children think:

Transition period in thinking processes

Makes logical decisions and solve problems

Logical thinking involves concrete or actual objects

Enjoys games that require logical thinking

Short attention spans

Difficulty following directions

Eager to learn

Learns by concrete situations or direct participation—active learning (“School-Age Teacher Orientation”)

9




AGES 7-9 YEARS PHYSICAL DEVELOPMENT refers to development of the body:

Physical development and coordination has become quite good

Enjoys roller skating, riding bikes and jumping rope

Enthusiastic about games

Beginning to play team sports

Fine motor skills are increasing

Devotes time in perfecting motor skills SOCIAL DEVELOPMENT is the way children interact with other people:

Forms close friendships

Tends to become cliquish-3 to 8 members

Shifts in/out of groups-on again/off again friendships

Sensitive to what other children and adults think of them

Wants to please

Enjoys helping with chores

Likes cleaning

Plays in a socialized manner

Adheres to game rules rigidly

Able to solve arguments with peers

Excessive tattling EMOTIONAL DEVELOPMENT refers to feelings:

Struggles to become competent and productive member of society

Eager to learn new skills, fix things, and create

Worth and industry result based on efforts and products recognized – efforts must be praised

Reacts poorly to being teased and ridiculed

Difficulty accepting criticism

More argumentative and spirited

Eager and capable of participating in rule making

Enjoys competitive games, but keep at reasonable limits with simple rules COGNITIVE DEVELOPMENT refers to the way children think:

Enjoys playing games with rules

Perception is more developed

Beginning to play some strategy games (“School-Age Teacher Orientation”)

10




AGES 10-12 YEARS

PHYSICAL DEVELOPMENT refers to development of the body:

Uses body to master complex physical activities

Introduces varied and complicated movement in jumping rope

Bodies are developing at different rates—rapid growth for girls ages 10-14

Body build can affect child’s relationship with others

SOCIAL DEVELOPMENT is the way children interact with other people:

Desperately wants to ―fit in‖

Peer-group acceptance is important—will risk adult’s disapproval for peer approval

Increasing need for peer recognition and approval

Shifts from dependency on parents and dependency on peers

Friendships are important—on again/off again relationships are common

Developing loyalty, standing up for each other

Can be insensitive or cruel to others—need strong adult models of kindness and compassion

Learns from adult’s sense of fairness and consideration

Likes to discuss social problems

Interested in working on community projects

EMOTIONAL DEVELOPMENT refers to feelings:

Boys are typically uneasy with girls and spend time with the boys

Boys respond to girls with interest masked by teasing and aggressive behavior

Girls are more aggressive in pursuit of boys

Emerging feeling of sexual identity and desires are confusing

Adults support is crucial during period

Seeking independence

Constantly arguing, contradicting and taking issue

Needs to let off steam while maintaining self-control Needs adults to respect their ability to make sound judgments

COGNITIVE DEVELOPMENT refers to the way children think:

Beginning abstract thinking

Gains ability to reflect and imaging possibilities – what might be

Experiences new ideas

Moves into a world of new people and expanded possibilities

Needs opportunities to participate in ―real‖ adult world

Needs access to information and facts that promote understanding of their emotions, bodies and emerging sexuality

Needs opportunities to discuss thoughts and feelings

Should be encouraged to find value in a variety of social, intellectual, artistic activities and physical sports (“School-Age Teacher Orientation”)

11




AGES 13-14 (Early Adolescence) PHYSICAL DEVELOPMENT refers to development of the body:

Girls complete their growth spurt

Boys will complete their growth spurt later

Both have attained puberty by the end of this period

Both are concerned about physical changes

Boys become more muscular

Girls have increase in body fat with puberty SOCIAL DEVELOPMENT is the way children interact with other people:

Begin forming peer alliances

Both search for identity and experiment with a variety of roles

Usually use parents for role models and accept their authority

Belonging to a peer group helps avoid role confusion EMOTIONAL DEVELOPMENT refers to feelings:

Some become self-conscious

Have feeling that every action is being observed and evaluated

Process of identity formation often results in rebellious behavior

Ideals, such as sincerity and genuineness become important

Become tolerant of things they see as being phony or hypocritical COGNITIVE DEVELOPMENT refers to the way children think:

Has difficulty solving problems

Thinks in the present

Cannot use past experience to control behavior

Exhibits a strong sense of invulnerability – society’s rules don’t apply to him or her

(“School-Age Teacher Orientation”)

12

Basic School Age Care – Module 4 – Dev Appropriate Activities


LEARNING OBJECTIVE 4: Learners will be able to plan a developmentally appropriate activity for school-age children using the 5 key points of planning an activity. DEVELOPMENTALLY APPROPRIATE ACTIVITIES

Staff, children, and families should work together to set goals and establish priorities for the program

Planned and implemented by staff and/or children

Activities and teaching methods should relate to ages, developmental stages, and individual differences of children and youth

Two dimensions of developmental appropriateness in program planning: o Age-appropriate – Activities are planned according to the knowledge of

predictable growth and changes that occur in children. o Individual-appropriate – Activities are planned according to each child’s

unique pattern and timing of growth. (Click, p. 97.)

Staff should know the age-specific changes that typically occur

All children have individual strengths, interests, and needs

Themes – developed with children and youth interests in mind

Safe environment offers time for children to be independent and challenged

Free choice - child is permitted to select materials, companions, and as far as possible manage play independently

Materials should be available and within children’s reach

Children should be able to move freely about play areas as they choose

Identify resources to support and expand curriculum

PARTICIPANT NOTES:

ACTIVITY CENTERS

Program should be set up as centers and reflect the program’s mission

Activities should be interesting and challenging

Survey children to help determine interests

Activities can last one day, several days, or longer

Extend outdoor play by giving children choices of activities outside

SACERS requires the following activity centers: o Arts/crafts o Music/movement o Blocks/construction o Drama/theater o Language/reading o Math/reasoning o Science/nature

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PARTICIPANT NOTES:

OUTDOOR PLAY

Outdoor time is required daily, weather permitting

The NC Rated License Assessment Project (NCRLAP) uses http://www.idph.state.ia.us/hcci/common/pdf/weatherwatch.pdf to determine weather permitting

Check Air Quality Index – www.airnow.gov

Most indoor activities can also be conducted outdoors

Best practice – provide unstructured outdoor play before inside or structured activities

No maximum amount of time children can play outdoors

PARTICIPANT NOTES:

SCHEDULES

Children need schedules to provide sense of security and direction

Staff should plan ahead – weekly, monthly, yearly

Designed to be flexible and flow smoothly

Programming list: o Opening and closing activities o Transition times o Planned and unplanned activities o Indoor and outdoor activities o Small and large group activities o Active and quiet activities o Nutritious snacks and meals o Set-up and clean-up

Schedule should provide time for choice activities

Plan according to staff ratios and time schedules needed by families

Staff check availability of inside and outside areas if shared space

Outdoor time can be extended or shortened depending upon weather

Homework o May be important to families and children o Combined responsibility of children, families, classroom teachers, staff o Give opportunity to play, rest, relax, and eat before homework o Provide a quiet area with resource materials available

14

http://www.idph.state.ia.us/hcci/common/pdf/weatherwatch.pdf

http://www.airnow.gov/



PARTICIPANT NOTES:

SPECIAL NEEDS

All children should be included in program as long as there is sufficient, trained staff to meet their needs

Present activity plan to others who work with children who have special needs to develop ways the plan can be adapted for all children in the program

Invite parents and specialists to your program to gather helpful information on meeting child’s individual needs

PARTICIPANT NOTES:

NATIONAL AFTERSCHOOL ASSOCIATION DEVELOPMENTALLY APPROPRIATE ACTIVITIES - KEYS OF QUALITY

The daily schedule is flexible, and it offers enough security, independence, and stimulation to meet the needs of all children and youth. Children and youth can choose from a wide variety of activities. Activities reflect the mission of the program and promote the development of all the children and youth in the program. There are sufficient materials to support program activities.

NAA Standards For Quality School Age Care

15

Basic School Age Care – Module 5 – Guiding Child Behavior


LEARNING OBJECTIVE 5: Learners will be able to identify six key considerations for guiding children’s behavior and how those are impacted by staff or environment. GUIDING BEHAVIOR

School age staff responsibility o To help children express themselves in positive and acceptable ways o To know stages of growth and development to aid in setting guidelines for

positive behavior o To manage appropriate and inappropriate behaviors o To help children learn the need for rules, expectations and consequences o To provide child-centered programs with variety of choices in activities o To provide a secure and well-organized environment o To understand that the physical environment and atmosphere set stage

for behavior

School age children need o To feel secure – have regular schedule o To have clear, simple and limited number of rules o To assist in making rules – easy to remember and follow o Clear guidelines for behavior expectations o To receive consequences appropriate for the misbehavior such as:

loss of free time, loss of privileges, time alone, call to parents

Family responsibilities o To understand program’s policies and procedures on discipline o To work together with children and staff to promote positive interactions

Six Key Considerations For Guiding Children’s Behavior

1. Children’s Basic Needs: Recognition, attention, freedom from fear, autonomy and food

2. Physical Environment: Traffic patterns, room arrangements, furnishings, and the way space is set up

3. Activities and Schedules: What is taking place and the duration and sequence in which it is taking place

4. Social Groupings: The size and composition of groupings and how the groups are formed

5. Rules: The way expectations for appropriate behavior are communicated (or not communicated)

6. Consequences: The way positive behaviors and undesired behaviors are or are not reinforced.

(Taken from “Discipline in School Age Care, Control the Climate, Not the Children”, by Dale Borman Fink)

Punishment vs. Discipline o Consequences should teach rather than punish

16



PARTICIPANT NOTES:

COMMUNICATION TECHNIQUES

Communication style and attitude with children will be a key to any technique you use

Communication techniques demonstrate the respect that should be shown to all children

Expect the best from the children

Let children know you have confidence that they can and will strive to be their best

Suggested Techniques….

TECHNIQUES BRIEF EXPLANATIONS

―I‖ messages

Be positive

Be an example, use examples

Redirection

Cause and effect

Choices

Expect and give respect

Behavior contract

Label the behavior, not the child

State rules and instructions in a positive way

Model the behavior expected in the program

Focus on something else

Good action choices

Good behavior by choice

Use the right tone of voice and be consistent and fair

Agree on acceptable behavior

(Skelton, pp. 242-248)

PARTICIPANT NOTES:

CONFLICT RESOLUTION

Conflicts can occur in any school age program

Children need to learn to resolve conflicts on their own

17



Conflict resolution techniques: o Mediation – most common technique used in conflict resolution

Program staff and peers listen to all issues and guide those involved to reach a conclusion satisfactory to all

o Reflective Listening

Program staff listen to children describe issue and then reflect partial statements back to the children

PARTICIPANT NOTES:

ABUSE AND NEGLECT

YOU are responsible for the positive development of the children in your care o Forms of discipline may differ, yet must be appropriate o Corporal punishment is not an appropriate form of discipline and is not

allowed in licensed child care o Educate yourself – be familiar with the signs of abuse, neglect, and

maltreatment of children o Moral and legal responsibility to report any suspected abuse or neglect

Understand program policies on reporting Follow through with reporting responsibilities (director/authorities) Continue to observe and record information Maintain confidentiality

Awareness and education of abuse and neglect issues o Reduces risks of harm to children o Reduces liability to yourself and your program

PARTICIPANT NOTES:

18

Basic School Age Care – Module 6 – Quality School Age Care


LEARNING OBJECTIVE 6: Learners will be able to identify the six elements of quality

school age care.

ROLE OF SCHOOL AGE PROFESSIONAL IN QUALITY

Increase skills through professional development activities o Formal education – community college or university coursework o Informal education – trainings, workshops, and conferences o Resources

Provide safe, healthy environment for children and youth to: o Learn o Relax o Think o Have Fun

Continually assess and improve program quality through standards based on research based best practice

o NAA - National Afterschool Association o NIOST - National Institute on Out of School Time o SACERS – School Age Care Environment Rating Scale

Administration

NATIONAL AFTERSCHOOL ASSOCIATION ADMINISTRATION - KEYS OF QUALITY

Staff/child ratios and group sizes permit staff to meet needs of children and youth. Children and youth are supervised at all times. Staff supports family involvement in the program. Program staff, families and schools share important information to support the well-being of children and youth. The program builds link to the community. The programs indoor space meets the needs of staff members. Staff, children and youth work together to plan and implement suitable activities, which are consistent with the program’s philosophy. Program policies and procedures are in place to protect the safety of the children, youth, and staff.

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Human Relationships

NATIONAL AFTERSCHOOL ASSOCIATION HUMAN RELATIONSHIPS - KEYS OF QUALITY

Staff relates to all children and youth in positive ways. Staff responds appropriately to the individual needs of children and youth. Staff encourages children and youth to make choices to become more responsible. Staff interacts with children and youth to help them learn. Staff uses positive techniques to guide the behavior of children and youth. Children and youth generally interact with one another in positive ways. Staff and families interact with each other in positive ways. Staff works well together to meet the needs of children and youth. PARTICIPANT NOTES:

WORKING TOGETHER TO CREATE Q UALITY

Responsibility of all involved to form partnerships for the benefit of the children/youth

Partnerships should include: families, associates, educators, program staff, consultants, children’s classroom teachers, and community resources

Teamwork achieves high quality programs PARTICIPANT NOTES:

20

Basic School Age Care – Glossary Of Terms


Abuse - improper treatment in the form of violence

Accessibility - materials are stored in spaces children use daily and are easy to reach and lids or drawers are easy to open Assessment – any tool used to evaluate the program

Behavior - actions or conduct

Centers – separated child centered interest areas

Cognitive development - intellectual development

Communicable diseases – diseases spread from one person to another by respiratory spray or infected body fluids

Creative arts – art, music, acting, dancing, classical literature, etc.

Curriculum – multi-leveled process of activities reflecting goals and objectives

Developmentally appropriate – activities are designed for child’s age and/or stage of development

Diversity - difference or variety

Emotional development - refers to feelings

Enrichment – enhancing opportunities different from methods used during school day that tend to be hands-on, interactive, fun and project based

Environment – represents the conditions and surroundings

USDA MyPlate – graphic guide to daily food choices – http://www.choosemyplate.gov/

Free choice - child is permitted to select materials, companions, and as far as possible manage play independently

Hygiene – protective measures and sanitary practices to limit the spread of germs

Individual appropriate – activities are designed for each child’s unique needs

Neglect - improper or lack of care and not meeting basic needs

Nutritious – substances that provide for the growth and development, maintenance, and repair of the body

Observation - learning by watching

Partnership – team effort

Peer - others of equal status

Physical development - refers to the development of the body

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http://www.choosemyplate.gov/

Basic School Age Care – Glossary Of Terms


Physical play – play that promotes fine and gross motor development

Problem solving - activity of arriving at a solution of a problem

Professional development – the advancement of skills or expertise through continued education

Quality care - Supports and assists the child’s physical, social, emotional, and cognitive development

Reprimands - verbal requests made for improper behavior

SACERS - a tool used to assess the quality of an environment for school age children

Schedule – structure for daily activities

Social development - is the way children and youth interact with other people

Special needs - different from the average or ―norm‖

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