School Age Summer Staff Orientation Series

School Age Summer School Age Summer Staff Orientation SeriesStaff Orientation Series

Goal of the SeriesGoal of the Series

The school age summer The school age summer orientation series has been orientation series has been designed to help you designed to help you understand the basics of caring understand the basics of caring for school age children & youth.for school age children & youth.

Understanding the seriesUnderstanding the series

Each module consists of:Each module consists of: Objective of the moduleObjective of the module Training ContentTraining Content

With a Youth:With a Youth: Activities Activities

With a Peer:With a Peer: Read and Reflect Read and Reflect

With a Supervisor:With a Supervisor: Self Assessment Self Assessment

What you will needWhat you will need

Print the PDF that goes with this Print the PDF that goes with this course. course. The link is located The link is located near the link you clicked to near the link you clicked to open this module open this module (as well as on the first slide of this presentation)..

Paper and pencilPaper and pencil Approximately one hour of quiet Approximately one hour of quiet

timetime Access to a printerAccess to a printer An optimistic outlook towards An optimistic outlook towards

gaining new knowledgegaining new knowledge

Module 5Module 5

Environments Environments

ObjectiveObjective

To gain an understanding of To gain an understanding of supportive spaces for youth supportive spaces for youth

and supplying developmentally and supplying developmentally appropriate materials for playappropriate materials for play

IntroductionIntroduction

All programs have unique spaces that they offer All programs have unique spaces that they offer to youth for their play.to youth for their play.

Programs can offer supportive indoor and Programs can offer supportive indoor and outdoor spaces for youth.outdoor spaces for youth.

How do we decide what materials are How do we decide what materials are appropriate for youth.appropriate for youth.

Daily schedules are an important component to Daily schedules are an important component to a youth’s day.a youth’s day.

EnvironmentsEnvironments

The space around us effects the way we feel The space around us effects the way we feel and what we feel like doing. The same and what we feel like doing. The same statement is true for youth.statement is true for youth.

The environment should be comfortable and The environment should be comfortable and home-like.home-like.

The space for youth programs is extremely The space for youth programs is extremely important and children need to help create important and children need to help create their space. Children feel most at home when their space. Children feel most at home when they have helped design their own spaces.they have helped design their own spaces.

Youth need different environments to Youth need different environments to accommodate their different moods and accommodate their different moods and activities.activities.

http://www.wccip.org/tips/school_age/creating_environments.html

Types of EnvironmentsTypes of Environments

The The National After School AssociationNational After School Association defines defines the different type of spaces as:the different type of spaces as:

Program SpaceProgram Space – The place where program – The place where program activities occur. Some programs find space activities occur. Some programs find space in a self-contained building (such as a church in a self-contained building (such as a church or school). Other programs may use one or school). Other programs may use one large room (such as a gym or cafeteria) that large room (such as a gym or cafeteria) that can be divided into activity areas. Program can be divided into activity areas. Program space may also include locations throughout space may also include locations throughout the community where children engage in the community where children engage in specialized activities such as swimming, specialized activities such as swimming, playing soccer, or taking music lessons.playing soccer, or taking music lessons.

Types of Environments Types of Environments (continued)

Indoor Space – refers to the enclosed space Indoor Space – refers to the enclosed space where program activities take place. (e.g. where program activities take place. (e.g. cafeteria, library, computer lab, classroom, art cafeteria, library, computer lab, classroom, art studio). The environment also includes studio). The environment also includes furniture, materials, and visual displays.furniture, materials, and visual displays.

Outdoor Space – refers to the open air space Outdoor Space – refers to the open air space where program activities take place. The where program activities take place. The outdoor space includes the program entrance outdoor space includes the program entrance and exit areas and all outdoor play spaces at and exit areas and all outdoor play spaces at the program site. It may also include nearby the program site. It may also include nearby areas that children use, such as a local park or areas that children use, such as a local park or tennis court.tennis court.

Middle School Youth – refers to space for older Middle School Youth – refers to space for older teens usually between 10 -14 years old. These teens usually between 10 -14 years old. These school-agers will often have a “clubhouse” school-agers will often have a “clubhouse” within the program.within the program.

Indoor EnvironmentIndoor Environment

Play is one of the most vital aspects of a Play is one of the most vital aspects of a child's life. It's not only a socially enriching child's life. It's not only a socially enriching activity, but it also helps contribute to a child's activity, but it also helps contribute to a child's physical, mental and emotional development. physical, mental and emotional development. Through play, children can discover their Through play, children can discover their surroundings, make connections, apply new surroundings, make connections, apply new skills and learn how things work together.skills and learn how things work together.

www.articlesbase.com/free-articles/an-enriching-environment-at-a-young-age-means-

a-brighter-future-89735.html

Planning Your SpacePlanning Your Space

The National After School Association describes The National After School Association describes quality indoor space as follows:quality indoor space as follows:

There is enough room for all program There is enough room for all program activities.activities.

The space is arranged well for a range of The space is arranged well for a range of activities.activities.

The space is arranged so a variety of The space is arranged so a variety of activities can go on at the same time.activities can go on at the same time.

There is adequate and convenient storage for There is adequate and convenient storage for the equipment, materials, and personal the equipment, materials, and personal possessions of children and staff.possessions of children and staff.

Planning Your Space Planning Your Space (continued)

Youth can get materials out and put them away Youth can get materials out and put them away independently.independently.

Youth can arrange materials and equipment to suit Youth can arrange materials and equipment to suit their interests & activities.their interests & activities.

The indoor space reflects the work and interests of The indoor space reflects the work and interests of the youth.the youth.

Some areas have soft, comfortable furniture on Some areas have soft, comfortable furniture on which youth can relax.which youth can relax.

Activity AreasActivity Areas

When planning the types of activity areas that When planning the types of activity areas that will be offered, consider these factors:will be offered, consider these factors:

How much space does the program have?How much space does the program have?Is the space shared: inside or outside?Is the space shared: inside or outside?

What are the interests of the youth?What are the interests of the youth?

What materials are there to work with?What materials are there to work with?

How many youth will use the space?How many youth will use the space?

Activity Areas Activity Areas (continued)

The following are activity areas that could be The following are activity areas that could be offered in school age/youth environments:offered in school age/youth environments:

Socializing/Quiet Area:Socializing/Quiet Area: A space for youth A space for youth to relax, read, listen to music, do homework to relax, read, listen to music, do homework and talk to friends.and talk to friends.

Games Area:Games Area: A space for youth to play A space for youth to play sitting on the floor or at a table. Children can sitting on the floor or at a table. Children can do various activities like puzzles, play cards do various activities like puzzles, play cards or do board games.or do board games.

Dramatic Play:Dramatic Play: A space for youth to use A space for youth to use their imagination and try out roles. This their imagination and try out roles. This space can provide props boxes that center space can provide props boxes that center around a theme.around a theme.


Arts/Crafts Area:Arts/Crafts Area: A space where youth can A space where youth can use materials such as, paint, markers, glue, use materials such as, paint, markers, glue, paper etc.. And participate in skill building paper etc.. And participate in skill building activities such as pottery, weaving, candle activities such as pottery, weaving, candle making, and cross stitch. making, and cross stitch.

Sensory Area:Sensory Area: A space that can be used for A space that can be used for the youth to explore their sense of sight, the youth to explore their sense of sight, smell and touch and hearing. smell and touch and hearing.

Construction Area:Construction Area: A space that provides a A space that provides a chance for youth to build structures. The chance for youth to build structures. The building materials can be toys or recyclable building materials can be toys or recyclable goods.goods.


Physical Area:Physical Area: This space can support the This space can support the running, jumping and climbing interests of youth. running, jumping and climbing interests of youth. This area needs to allow enough room for the This area needs to allow enough room for the school-agers to be able to move and use their school-agers to be able to move and use their whole body in many different ways. Some whole body in many different ways. Some equipment that that can be provide are balls, hula equipment that that can be provide are balls, hula hoops, net activities (such as volleyball or hoops, net activities (such as volleyball or badminton), parachutes, and bowling, badminton), parachutes, and bowling,

Science Area:Science Area: This space allows youth to This space allows youth to experiment the natural world around them. experiment the natural world around them. Microscopes to view bugs, balances to compare Microscopes to view bugs, balances to compare weights of rocks, magnifying glasses to compare weights of rocks, magnifying glasses to compare leaves. Youth can also learn about the leaves. Youth can also learn about the environment through activities that explore environment through activities that explore recycling, animal extinction, and plant growth.recycling, animal extinction, and plant growth.


Music Area:Music Area: A space where youth can explore A space where youth can explore different types of musical instruments, sing, different types of musical instruments, sing, dance, write songs, and perform concerts. dance, write songs, and perform concerts. CD’s/tapes that support many styles of music, CD’s/tapes that support many styles of music, CD/tape players, microphones, and instruments CD/tape players, microphones, and instruments can complete this area.can complete this area.

Take Apart Area:Take Apart Area: A space where youth can see A space where youth can see everyday household items and take them apart to everyday household items and take them apart to see how they are made. Materials to support this see how they are made. Materials to support this could include, screwdrivers, goggles, wrenches, could include, screwdrivers, goggles, wrenches, pliers, toasters, can openers etc… Another way to pliers, toasters, can openers etc… Another way to structure this area could be using woodworking structure this area could be using woodworking materials to provide the school-agers with the materials to provide the school-agers with the opportunity to use hammers, nails, saws, glue, opportunity to use hammers, nails, saws, glue, popsicle sticks, gloves, goggles, and popsicle sticks, gloves, goggles, and wood/Styrofoam to make projects.wood/Styrofoam to make projects.

Sample Indoor EnvironmentSample Indoor Environment

Picture provided from: Picture provided from: http://www.wccip.org/tips/school_age/creating_environments.html


*Note about shared space:*Note about shared space:

Your program may be one that has to be set up and taken down Your program may be one that has to be set up and taken down everyday. Due to this, staff may need to consider what types of everyday. Due to this, staff may need to consider what types of furniture, shelving, and soft items can make the space comfortable furniture, shelving, and soft items can make the space comfortable for the children. for the children.

Portability and storage of equipment can be a problem. Think about Portability and storage of equipment can be a problem. Think about “kits” or “rolling storage cabinets” that can be used and “kits” or “rolling storage cabinets” that can be used and maneuvered more easily.maneuvered more easily.

You may not have enough space to offer many different activities at a You may not have enough space to offer many different activities at a time. Organizing and planning with your co-workers can help you time. Organizing and planning with your co-workers can help you to provide an optimal learning environment for the youth.to provide an optimal learning environment for the youth.

Outdoor EnvironmentOutdoor Environment

Visual Exercise:Visual Exercise:

Close your eyes. Think back to when you were Close your eyes. Think back to when you were a kid. Visualize your back yard or a kid. Visualize your back yard or neighborhood.neighborhood.

Then think about the following questions:Then think about the following questions:

What did you do when you went outside? What did you do when you went outside? What did you play with? What did you play with? Who did you play with?Who did you play with? Where did you go? Where did you go? How long did you stay outside?How long did you stay outside?

Outdoor Environment Outdoor Environment (continued)

Outdoor areas for youth can encompass many Outdoor areas for youth can encompass many different venues. You can go to the park, different venues. You can go to the park, ride bikes along a path, take a field trip to the ride bikes along a path, take a field trip to the zoo, go fishing, or just go out the back door zoo, go fishing, or just go out the back door of your program. Your focus here is to of your program. Your focus here is to provide the youth with wide open spaces. provide the youth with wide open spaces. Kids need a place where they can freely Kids need a place where they can freely explore the natural world. A place where explore the natural world. A place where they have room to run, climb or play ball. A they have room to run, climb or play ball. A place to sit in the shade or splash in some place to sit in the shade or splash in some water. A place where they can yell and water. A place where they can yell and cheer! Where ever you decide to play, it is cheer! Where ever you decide to play, it is important for the youth to have the important for the youth to have the opportunity to “let off some steam”.opportunity to “let off some steam”.


The The National After School AssociationNational After School Association describes describes quality outdoor space as follows:quality outdoor space as follows:

Each youth has the chance to play outdoors Each youth has the chance to play outdoors for at least 30 minutes out of every three-for at least 30 minutes out of every three-hour block of time at the program.hour block of time at the program.

Youth can use a variety of outdoor equipment Youth can use a variety of outdoor equipment and games for both active and quiet play.and games for both active and quiet play.

Permanent playground equipment is suitable Permanent playground equipment is suitable for the sizes and abilities of all youth.for the sizes and abilities of all youth.

The outdoor space is suitable for a wide The outdoor space is suitable for a wide variety of activities.variety of activities.


Youth who play outdoors -Youth who play outdoors -

Master skills they can’t practice indoorsMaster skills they can’t practice indoors Have the opportunity for physical exerciseHave the opportunity for physical exercise Breath fresh airBreath fresh air Learn about their surroundingsLearn about their surroundings Use all of their sensesUse all of their senses Choose from many types of playChoose from many types of play

With a Peer: Read and ReflectWith a Peer: Read and Reflect

Print the Print the Materials ChecklistMaterials Checklist located in the located in the PDF that goes with this course. PDF that goes with this course.

With a co-worker, evaluate the furniture and With a co-worker, evaluate the furniture and equipment that your program offers. equipment that your program offers.

Identify 3 ways to make your program more Identify 3 ways to make your program more “home like” as well as two interest centers “home like” as well as two interest centers that could be added to your program. Write that could be added to your program. Write your responses in the worksheet. your responses in the worksheet.

How Children LearnHow Children Learn

We used to think youth learned best when We used to think youth learned best when they:they:

Listened to and watched adultsListened to and watched adults Memorized factsMemorized facts Thought about abstract ideasThought about abstract ideas Followed directionsFollowed directions Had their mistakes correctedHad their mistakes corrected Practiced task selected by othersPracticed task selected by others Sat quietly at their desksSat quietly at their desks

This information taken from ESSENTIALS for Child Development Associates Working with Young Children, Carol Brunson Phillips, Editor.

How Children Learn How Children Learn (continued)

Now we know youth learn best when they:Now we know youth learn best when they:

Actively participateActively participate Work at their own pace and in their own styleWork at their own pace and in their own style Talk with each otherTalk with each other Use real, authentic objectsUse real, authentic objects Build on their own experiencesBuild on their own experiences Follow their natural curiosityFollow their natural curiosity Experiment to find solutions to their own Experiment to find solutions to their own

problemsproblems Choose what they want to doChoose what they want to do PLAYPLAY

This information taken from ESSENTIALS for Child Development Associates Working with Young Children, Carol Brunson Phillips, Editor.

Choosing Appropriate Choosing Appropriate MaterialsMaterialsWhen planning the type of play materials and When planning the type of play materials and

equipment that could be added to a program equipment that could be added to a program environment, consider these points:environment, consider these points:

Choose pictures that show people in non-Choose pictures that show people in non-stereotypical roles such as; men and women as stereotypical roles such as; men and women as community helpers, pilots, firefighters, or cooks.community helpers, pilots, firefighters, or cooks.

Plan your space to be able to be modified for Plan your space to be able to be modified for youth with special needs. youth with special needs.

Try to find ways to use sound absorbing materials Try to find ways to use sound absorbing materials to cut down on noise. to cut down on noise.

Use low, open shelving to promote accessibility Use low, open shelving to promote accessibility and independent use by youth. and independent use by youth.

Plan regular opportunities for changing the Plan regular opportunities for changing the learning centers to maintain the youth's interest, learning centers to maintain the youth's interest, support their ideas and encourage new support their ideas and encourage new experiences . experiences .

Ensure durability of the materials and equipment Ensure durability of the materials and equipment is appropriate for the ages using them. is appropriate for the ages using them.

With a Youth: ActivitiesWith a Youth: Activities

Print the worksheet “Interest Area and Equipment” from the PDF that goes with this module and survey the youth in your program by age group. Ask them what materials or equipment they would like added to their program space.

Daily ScheduleDaily Schedule

A daily schedule is basically the order of events A daily schedule is basically the order of events for the day. It outlines to the youth, what for the day. It outlines to the youth, what they can expect for the day and what choices they can expect for the day and what choices they will have. they will have.

Daily routines help children to feel secure and Daily routines help children to feel secure and have some consistency in their lives. In the have some consistency in their lives. In the world we live in, families lives are busy. They world we live in, families lives are busy. They are rushing to do errands, get to work, and are rushing to do errands, get to work, and take youth to extracurricular activities. Some take youth to extracurricular activities. Some youth may find themselves on their own at youth may find themselves on their own at times. They may have to make themselves a times. They may have to make themselves a meal or take care of a younger sibling.meal or take care of a younger sibling.

Establishing a routine at your program, gives Establishing a routine at your program, gives the youth an agenda they know they can rely the youth an agenda they know they can rely on. They know there will be adults there to on. They know there will be adults there to talk to, they develop a sense of trust for the talk to, they develop a sense of trust for the program, there will be other youth to play program, there will be other youth to play with, they will be fed, and they can make with, they will be fed, and they can make choices. choices.

Components of a Daily Components of a Daily ScheduleSchedule Flexible vs. rigid Flexible vs. rigid Provides stimulation Provides stimulation Involves youth in the planning Involves youth in the planning Allowed for transitionsAllowed for transitions Provides choicesProvides choices Includes large “chunks” of time for free play Includes large “chunks” of time for free play Offers opportunities for energized or quiet Offers opportunities for energized or quiet

playplay Supports youth’s choice to play by Supports youth’s choice to play by

themselves or with a groupthemselves or with a group Offer a balance of adult directed vs. child Offer a balance of adult directed vs. child

directed activities.directed activities.

Sample Daily ScheduleSample Daily Schedule

6:30 Program opens6:30 Program opens 6:30 – 7:45 6:30 – 7:45 BreakfastBreakfast 7:45 – 9:00 7:45 – 9:00 Child led activities and outdoor playChild led activities and outdoor play 9:00 – 9:05 9:00 – 9:05 Transition to group Transition to group 9:10 – 9:15 9:10 – 9:15 Group time (connect with youth that Group time (connect with youth that

are there, are there, discuss events of the day)discuss events of the day) 9:15 – 11:00 Special activities, clubs, group projects, 9:15 – 11:00 Special activities, clubs, group projects,

free choicefree choice 11:00 – 12:0011:00 – 12:00 LunchLunch 12:00 - 12:1512:00 - 12:15 Transition to afternoon activityTransition to afternoon activity 12:15 – 2:45 Field trip or Outing (swimming, park12:15 – 2:45 Field trip or Outing (swimming, park museum, fishing at the lake etc.)museum, fishing at the lake etc.) 2:45 - 3:002:45 - 3:00 Transition to snackTransition to snack 3:00 – 3:453:00 – 3:45 Open snack (children choose if and Open snack (children choose if and

whenwhen they want to eat)they want to eat) 3:45 – 5:30 Child led activities and outdoor play3:45 – 5:30 Child led activities and outdoor play 5:15 – 5:30 Clean up/Transition to home 5:15 – 5:30 Clean up/Transition to home 5:305:30 Program closesProgram closes

Key PointsKey Points

There are many types of play spaces that are There are many types of play spaces that are supportive for youth’s activities and interests.supportive for youth’s activities and interests.

Setting up your indoor and outdoor environment Setting up your indoor and outdoor environment into interest centers, can promote curiosity into interest centers, can promote curiosity and creativity in youth.and creativity in youth.

Choosing appropriate materials and equipment Choosing appropriate materials and equipment depends on the youth in your program and depends on the youth in your program and what your program has to offer.what your program has to offer.

Daily schedules help a youth to feel secure and Daily schedules help a youth to feel secure and gives them the opportunity for making gives them the opportunity for making choices.choices.

With a Supervisor: With a Supervisor: Self AssessmentSelf Assessment

Print the worksheet Print the worksheet “Supportive Youth “Supportive Youth Environment”Environment” from the PDF that goes from the PDF that goes with this module. Complete the worksheet, with this module. Complete the worksheet, then review it with your supervisor. Decide then review it with your supervisor. Decide on two changes that can be made to your on two changes that can be made to your program.program.

Resource WebsitesResource Websites

www.mnsaca.orgwww.mnsaca.org

www.naaweb.orgwww.naaweb.org

www.bgca.orgwww.bgca.org

www.fourhcouncil.eduwww.fourhcouncil.edu

Resources BooksResources Books

No Gym? No Problems! Physical Activities for Tight SpacesNo Gym? No Problems! Physical Activities for Tight Spaces

The Outrageous Outdoor Games BookThe Outrageous Outdoor Games Book

New Games & More New GamesNew Games & More New Games

How to Play With Kids, Jim Therell How to Play With Kids, Jim Therell

School-Age Care Environment Rating Scale School-Age Care Environment Rating Scale

Developmentally Appropriate Practice in School-Age Child Care Programs. Second Edition.Developmentally Appropriate Practice in School-Age Child Care Programs. Second Edition.

School-Age Care Environment Rating Scale (New in 2nd Edition) School-Age Care Environment Rating Scale (New in 2nd Edition)

hone: 651-646-8689hone: 651-646-8689Fax: 651-646-4514Fax: 651-646-4514professionaldevelopment@[email protected]

Congratulations Congratulations You have successfully completed You have successfully completed

Module 5Module 5

Documents

School Age Summer Staff Orientation Series