ECE IObjective 6.02Evaluate developmentally appropriate programs for school-age children.

ANSWER THE FOLLOWING QUESTIONSWhere do kids go after school?

What do kids do after school?

How many good options are there in this community for children six to twelve to do after school?

Now, research the yellow pages and online to complete the list.

RECORD IN YOUR NOTEBOOKLABEL: LEARNING LOG OBJECTIVE 6.021. If you had a child in this age group, which option would you choose, and why?

2. What can happen when a child does not receive appropriate care and guidance before and after school?

Here are some standards for planning and evaluating developmentally appropriate programs for school-age children:

1. ENVIRONMENTRelaxed, comfortable atmosphere; free of stressInteresting learning centersDevelopmentally appropriate materialsIndoor and outdoor areas

2. STAFFAdult-child ratios to meet state requirementsIdeal: One care provider per ten childrenStaff trained and experienced in working with school-age children

3. ROUTINESSome predictable daily routines neededAlso need variety and choicesBalance between structured routines and the freedom of unstructured timeRoutines planned for arrivals, planning time, meals and snacks, activities, rest time, departures

4. ACTIVITIESAll areas of developmentGuide behavior (b/h)Balance Quiet vs. activeIndoor vs. outdoorLarge vs. small group activitiesHelp with homeworkPromote respect for cultural diversityMotivate children to develop hobbies and interestsAccommodate diverse groups with a range of ages representedCommunity participationClubsTeamsspecial activities

6.02 KEY TERMS

1. LEARNING CENTERA place in a classroom where materials are organized to accomplish a specific purpose

2. ADULT-CHILD RATIOThe number of adults for each child present

3. QUALIFICATIONSRequirements to be able to get a job, including education and work experience

4. GREETINGSaying hello as children arrive

5. HEALTH CHECKChecking to see if children feel well/are sick

6. MEAL ROUTINERegular ways of serving, eating, cleaning up after meals

7. STRUCTURED ACTIVITIESActivities that have routine procedures that are expected to be followed

8. UNSTRUCTURED ACTIVITIESActivities that have a greater degree of freedom of choice, options for the participants

9. JOINT ACTIVITIESActivities for more than one age group

CAN YOU SPOT THE IMPORTANT DETAILS?Scan textbooks to find details to describe developmentally appropriate programs for school-age children. :Chapter 29 of Working with Young ChildrenSection 21-2 of Adult and Child Care ProfessionalsUse Graphic Organizer to record details in or across the spots. Here are sample types of details related to environment that they are looking for:Casual, comfortable classroomsInteresting learning centersBoth indoor and outdoor areasBe ready to discuss with class and add to your list details that you may have missed.

Can You Spot the Important Details?Directions: Read the section of each textbook, Chapter 29 Working with Young Children and Section 21-2 of Adult and Child Care Professionals, that relates or describes developmentally appropriate programs for school-age children. See if you can spot the important details that relate to environment, staff, routines, and activities that are appropriate for 6-12 year-old children in these programs.

SCHOOL DAYSFollow directions on handout in Appendix 6.02B to look for standards/features of school-age programs.Create a jingle, rap, or poem containing these standards.Be ready to share with class.

SCHOOL DAYS

This jingle is based on an old familiar song aboutSchool Days. The first four lines contain the refrain of the original song. Directions:In the remaining stanzas, key words about standards and features of school-age programs have been used. See how many of these key words you can find. Then highlight or underline them. Then use the text box on the lower right to compose your own original jingle, poem, or rap about school-age programs. See how many standards and features you can include. Finally, exchange papers with other students and highlight the standards and features found in one anothers jingles/poems/raps.

SCHOOL DAYS JINGLE

School days, school days, Dear ole golden rule days.Readin and writinand rithmetic,Taught to the tune of a hickory stick.Fore school, after school,Indoors and outdoors with cool rules.Relax and de-stress in the environment,Centers and fun things are heaven-sent.School-age, adult to child,Ratio of staffers is really wild.One care provider for every ten,Qualified adults know when to say when.Mor-nin, after-noon,We always sing the same tune.Arrivals, departures and in-between,Snack time and rest-time, its the routine.Development, activities,Promote respect for diversity.Options to motivate and hobbies to please,Helping with homework, no time to tease.Before school, after-school,Dear ole programs with cool rules.Balance and structure on every page,School-age programs are all the rage!

RUBRIC-DEVELOPMENTALLY APPROPRIATE SCHOOL-AGE PROGRAMSWork in pairs with each person writing on his/her own handout to develop a rubric for evaluating school-age programs. Use the handout from Appendix 6.02C.

The goal is for each student to evaluate the details related to environment, staff, routines, and activities and select the five most important details to include in each section of the rubric. All rubrics do not have to be identical, but should reflect the individual students best evaluative thinking. REMIDNER: There is more than one correct way to design the rubric, and that all do not have to be alike to be good work.

RUBRIC --- DEVELOPMENTALLY APPROPRIATE SCHOOL-AGE PROGRAMSPERFORMANCE ITEM: 6.02EVALUATE DEVELOPMENTALLY APPROPRIATE PROGRAMS FOR SCHOOL-AGE CHILDREN.Directions for Completing the RubricIn each section, list in Column A in the numbered cells five major elements on which each program should be evaluated in relation to the title of that section. Then write in the light gray cells of columns B, C, and D words to describe conditions under which each score 1, 3, and 5 may be earned for each element.Using the Rubric to Evaluate Programs: Indicate points earned from 1 to 5 for each criterion in each row.

CriteriaPoint Values/DescriptorsPoints EarnedColumn AColumn BColumn CColumn DColumn ESection 1:Environment51525The environment does not support learning and development of school-age childrenSome aspects of the environment support learning/development; others do not.The environment supports learning and development of school-age children.1351.1352.1353.1354.1355.

Section 2:Staff51525Staff situation does not support learning and development of school-age childrenSome aspects of the staff situation support learning/development; others do not.The staff situation supports learning and development of school-age children.1351.1352.1353.1354.1355.

SAMPLE SCENARIO: SCHOOL-AGED PROGRAM.In pairs, review the scenario found in Appendix 6.02E. Discuss what you believe is and is not developmentally appropriate, then, in case you happen to disagree, each person needs to write on his/her own paper. Class will come together as a whole to discuss.Return to pairs and students will talk about what they would say during the staff meeting. Come together again as a whole class and role play the staff meeting in which the teachers discuss what to do about the question of what to do with children who do not want to belong to either of the three clubs.

DESIGN-YOUR-OWN SCHOOL-AGE PROGRAMUse the handout from Appendix 6.02F to write an original description of a school-age program. Include in your descriptions several elements that ARE developmentally appropriate, and one element that IS NOT. Pass descriptions student to student. Each student needs to write on the back of the page what IS NOT developmentally appropriate and initial. If they agree with what someone else has written and initialed, have them simply initial beneath the previous initials.Discuss results.

DESIGN-YOUR-OWN SCHOOL-AGE PROGRAMDirections:Use the callout box below to write a description of an after-school or before-school program for children six to twelve. Give the program a creative name of your choice. Include at least one detail about each element of school-age programsEnvironmentStaffRoutineActivitiesPlan your program to be developmentally appropriate for school-age children except for one detail. Include in your description one element that is NOT developmentally appropriate to see if your fellow classmates can identify that poorly planned detail.

SAMPLE SCENARIO: SCHOOL-AGE PROGRAMSDirections: Read the scenario below about a school-age program. Use the left and right columns of the chart at the bottom of the page to list features of the program that ARE developmentally appropriate and those that ARE NOT. Then write in the bottom row what you would suggest about the club meetings if you were a staff member in the program and had to attend the meeting.

Mr. Jones, one of the teachers in the Happy Days After-School, asked his children each day to make a list of their homework assignments.Many of the children formed a good habit of making their homework lists as teachers made assignments throughout the day. They brought their homework lists when they arrived for the after-school program. Mr. Jones taught the after-school children how to check their answers in their math homework and made sure they checked their answers before they put away their work. He would not let them have leisure time or snacks until all of their homework was finished. The director of the Happy Days After-School announced that each teacher would sponsor a club for the children beginning next month. Each teacher was asked what type of club they would be willing to sponsor. The school announced to the children that they are planning to have a Drama Club, Photography Club, and Baseball Card Club. The only concern is what to do during club meeting times with the children who may not want to participate in any of the clubs. The staff members were called together for a meeting to discuss this. What IS developmentally appropriate?What IS NOT developmentally appropriate?

ANSWER KEY:Developmentally appropriate: Taking responsibility for helping children with homeworkTeaching children to be self-sufficient by checking their own workPlanning to offer clubsNOT developmentally appropriate:Withholding snacks/leisure timeExpecting students interests to match clubs offered by the teachersIf you were a staff member attending the meeting, what would you say?