Complete the following review of your school-age program and then discuss the ... Type of programming opportunities ... Chapter 7: Intentional Programming.
New Staff Orientation – Working With School-Age Youth
Review of school-age programming Complete the following review of your school-age program and then discuss the results with your site supervisor or director. Look over the past three weeks of programming. Rate the following program components using the scale in the righthand column.
Available at least once during the day’s session
Type of programming opportunities
(Always/Often/Sometimes/Rarely/Never)
Active play (sports, games, dance, active free play, rough and tumble play, big body play) Low-energy activities (like table top games and puzzles, reading, listening to music)
Never Rarely Sometimes Often Always
No-energy activities (like nap, daydreaming) Creative opportunities in art, drama, dance, music, play, jewelry making (not kits or pre-packaged crafts) that welcome divergent, out-of-the-box thinking/ expression
Never Rarely Sometimes Often Always
Never Rarely Sometimes Often Always
Fun, laughter-filled, playful experiences
Never Rarely Sometimes Often Always Interaction with nature
Never Rarely Sometimes Often Always Activities that reflect the local community’s culture, interests, and style Service learning (children involved with purposeful projects for others, where children learn or refine skills and knowledge) Life skills (cooking, earning money, woodworking, gardening, computer skills, swimming, fitness, etc.)
Never Rarely Sometimes Often Always Never Rarely Sometimes Often Always Never Rarely Sometimes Often Always
Short-term projects
Never Rarely Sometimes Often Always Long-term projects (more than a week in duration)
Never Rarely Sometimes Often Always Snack or meal
Never Rarely Sometimes Often Always Children help serve and clean up snack/meal Intellectually challenging (strategy games like Battleship or chess, STEM challenges, logic puzzles, computer challenges, geo-caching)
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Never Rarely Sometimes Often Always
Never Rarely Sometimes Often Always
Available at least once during the day’s session
Type of programming opportunities
(Always/Often/Sometimes/Rarely/Never)
Homework support/space
Never Rarely Sometimes Often Always Social time to talk with friends, staff, with no other agenda
Never Rarely Sometimes Often Always Group announcements
Never Rarely Sometimes Often Always Small group or paired play or inquiry experiences
Never Rarely Sometimes Often Always Spontaneous, unplanned learning experiences
Never Rarely Sometimes Often Always Activities designed BY older children FOR older children
Never Rarely Sometimes Often Always
In the last month:
Type of programming opportunities
(Always/Often/Sometimes/Rarely/Never)
Children involved in planning and implementing
Never Rarely Sometimes Often Always Involve families in planning, implementation, or celebration of an experience Children surveyed about interests (to build into future program plans, learning centers) Special events day (backwards day, pajama day, crazy Olympics, family dinner day) A neighborhood walk or connecting with some community feature (park, business, library, pool, event)
Never Rarely Sometimes Often Always Never Rarely Sometimes Often Always Never Rarely Sometimes Often Always Never Rarely Sometimes Often Always
References Ashcraft, Michael. 2005. Best Practices: Guidelines for School-Age Programs. Sparrow Media Group. Barber, Diane. 2015. “10 Things New Staff Should Know About School-Agers.” PA Child Care Association presentation. California Department of Education. 2014. “School’s Out California: An Out-of-School-Time Program Guide.” California Department of Education. Click, Phyllis, and Jennifer Parker. 2012. Caring for School-Age Children. Sixth edition. Wadsworth Cengage Learning.
extension.psu.edu/youth/betterkidcare
Chapter 7: Intentional Programming
Supported by funds from the Office of Child Development and Early Learning, jointly overseen by the Departments of Human Services and Education.
This publication is available in alternative media on request. Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to minorities, women, veterans, individuals with disabilities, and other protected groups. Nondiscrimination: http://guru.psu.edu/policies/AD85.html
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Claudia C. Mincemoyer, Ph.D., Better Kid Care Program Director 2182 Sandy Drive – Suite 204 State College, PA 16803 © 2016 The Pennsylvania State University HO_NSOS_ReviewProgramming.indd
