The SAC Lunch

Combatting the H1N1 Virus

2009-11-03T12:02:00.003-05:00

From a lecture of Dr. Vinay Goyal (Thanks to my friend Pindie)

“In a global epidemic of this nature, it’s almost impossible not coming into contact with H1N1 in spite of precautions. Contact with H1N1 is not so much the problem as proliferation is. The only portals of entry are the nostrils and mouth/throat. While you are healthy, here are some simple steps – “not fully highlighted in most official communications” – that can be used:

1. Frequent hand-washing.

2. “Hands-off-the-face” approach. resist all temptations to touch any part of your face (unless you want to eat or bathe.)

3. Gargle twice daily with warm salt water (use Listerine if you don’t trust salt.) H1N1 takes 2 to 3 days after initial infection in the throat/nasal cavity to proliferate and show characteristic symptoms.
Simple gargling prevents proliferation. In a way, gargling with salt water has the same effect on a healthy individual that Tamiflu has on an infected one. Don’t underestimate this simple, inexpensive and powerful preventative method.

4. Clean your nostrils at least once every day with warm salt water. Not everybody may be good at Jala Neti or Sutra Neti (a very good way to clean nasal cavities.) But, blowing the nose hard once a day and swabbing both nostrils with cotton buds dipped in warm salt water is very effective in bringing down viral population.

5. Boost your natural immunity with foods that are rich in Vitamin C (including eating citrus fruits). If you have to supplement with Vitamin C tablets, make sure that they also contain Zinc – to boost absorption.

6. Drink as much of warm liquids (tea, coffee, etc.) as you can. Drinking warm liquids has the same effect as gargling, but in the reverse direction. They wash off proliferating viruses from the throat into the stomach where they cannot survive, proliferate or do any harm.”

Since the target population for the H1N1 vaccine is the younger crowd, Dr Goyal suggests passing on this hygiene and nutrition information to kids and grandkids. He says that the older population has some immunity, but it doesn’t hurt any one – of any age – to follow the simple guidelines he’s presented.

(With over 20 years of clinical experience, Dr. Vinay Goyal, MBBS, DRM, DNB, has worked in numerous medical facilities, including Bombay Hospital. Presently, he’s the head of the Nuclear Medicine Department and Thyroid clinic at Riddhivinayak Cardiac and Critical Centre, in India.

Based on his experience, he offers the following observations and recommendations one can take to keep a healthy immune system, and prepare against the H1N1 (swine flu) virus. He says that these measures can be and should be practiced “instead of focusing on stocking up on N95 or Tamiflu.”)

Activity Idea: An Apple A Day...

2009-10-21T11:56:00.012-04:00

Objective:

To introduce children to a variety of apples using their senses.

Procedure:

Display and label 5 or 6 different types of apples, with samples available for each.

Provide slips of paper for children to jot down words to describe each apple.

(Perhaps provide a list of descriptive words that the children can learn in order to accomplish this task)

Have a ballot box at the end of the display for the children to vote for their favorite apple.

Follow up activities:

1. Blindfold guessing game--taste and identify.

2. Have the children chart the results.

3. Have the children prepare a campaign advertisement for their favorite apple.

a.) could be a radio ad.

b.) a magazine ad.

c.) a TV ad.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Linking the standards:

Note that there are many standards being addressed by the follow up activities.

Science Standard 3.2 B

Describe objects in the world using the five senses.

- Recognize observational descriptors from each of the five senses

- Use observation to develop a descriptive vocabulary

is addressed in the jotting down activity and in the blindfold guessing game.

Math Standard 2.6 B

Interpret, construct and draw conclusions from bar graphs, pictographs, tally charts and/or tables

is addressed in having the children chart the results.

Reading, Writing, Speaking and Listening 1.2 D

Demonstrate a rich listening and speaking vocabulary, the ability to understand (receptive) and

use (expressive) words to acquire and convey meaning

is addressed in having the children prepare a campaign advertisement for their favorite apple.

Art Standard 9.1 K

Create works of art based on varied styles within all art forms

is addressed in having the children make a magazine advertisement.

Are SAC Relationships Worth the Time?

2009-10-14T16:05:00.008-04:00

Daile's beautiful baby boy

My arms were full of groceries as I rushed out of the supermarket when I heard a tentative voice call out to me.

I swung around to see a young woman entering the store with a young baby secured tightly in her grocery cart.

"Daile!" I said.

She flashed a beaming smile and in that instant I was transported to 1994.

I remember Daile with her carefully braided hair, the graceful bowing of her violin and her soft spoken nature. I had known her from her first grade to fifth grade and had seen her coaxed ever so gradually out of her shell.

After her fifth grade (and extended day) graduation, her family and I had kept in touch.

Years later I stood with other mothers taking picture of her and her friends before they went to prom.

Today Daile has finished college and is a young working mother herself.

She is a picture of happiness.

Tired happiness, she tells me, as she now tries to mentally check boxes and juggle priorities as an adult.

I could hear the pride and confidence in her voice as she tells me about life.

I interrupt her mid sentence to say: "Daile, when did you get to be all grown up?"

She laughed and and said, "I wish we could get together soon..."

As we went our separate ways I could not help but feel proud to have been a part of her growing up years.

I believe that somehow, the positive experiences she will provide for her son will be in part, due to the kind of environment we contributed to her childhood.

For myself it is moments like that-- encounters with former children in my school-age care program-- that I realize that the twelve years that I devoted to my work there, was meaningful.

It is also just another validation that those school-age care relationships can and will last a lifetime if you treat the children in your program with respect and genuine care.

-Chesca Silva

Who Says you need the Beach to have Fun??

2009-06-30T13:55:00.004-04:00

Materials:
-A Digital Camera with video taking capacity.

-Beach Accessories (Beach Towels, Beach Umbrella, Sand Toys, Bathing Suits, goggles, squirt guns, hats, floating accessories (like wings, inflatable toys, life jackets etc), picnic baskets, beach chairs) old magazines, tents, etc.
-If possible: borrow a "sound machine" or a CD with ocean sounds.
-buy a cheap plastic baby pool fill with two or three bags of playground sand available at home depot.

Various Activities leading up to the "Beach Day:"

SOCIAL STUDIES:

Map the nearest beaches to where you are. Find its distance. Look for pictures of the place and check out the different activities the beach offers.

With the children's help, plan and set up a beach area.

Brainstorm on all the elements that make a day at the beach, fun,

-picnic

-water play

-sand play

-shell hunting

etc.

Come up with solutions with the children to have makeshift substitutes.

For example:

Water play: squirt guns, water balloons, painting with paint brushes/water/colored chalk, watering cans, wading pool, sprinkler and hose if possible. Slip and slide, etc.

Sand play: fill a child's plastic wading pool with three bags of playground sand.

Shell hunting: purchase shells from a craft store.

SCIENCE:

-Purchase a hermit crab from a pet store and have the children care for it.

-Teach the children water safety

-Teach the children how to do CPR.

MUSIC:

Make a beach music list. Have the children vote on their top 50 selection.

Burn a CD to play on "beach day"

See if you can borrow a steel drum or have someone do a steel drum demonstration.

Look up other various forms of "island music"

On "Beach Day" have children wear their swim suits, or clothes they can get wet in.

GROSS MOTOR ACTIVITIES:

-Have a paddle ball tournament.

-Frisbee toss.

-Beach ball volleyball

-Long jump contest.

-Water balloon toss (the furthest toss)

-Limbo under the stream of a water squirter.

-Slip and slide.

FINE MOTOR and ART:

-With Buckets of Water, Colored Chalk and paintbrushes have a boardwalk where artists can display their side walk art.

-Have children create sand sculptures in your makeshift sand box.

-With paper and glue create sand pictures drawing with the glue and shaking sand on the glue.

DRAMATIC PLAY:

-Have various groups pose for their beach scenes and take pictures.

-Discuss how advertising agencies use pretty pictures to sell products. Have children

pose for advertisements/magazine ads.

-For older children--discuss how some advertisers use subliminal messages to sell products. Have children plan their own indirect way of taking pictures to sell products and have others guess what product they are "selling."

-Encourage children to make their own music videos using the beach props.

MISCELLANEOUS:

- Hide shells (purchased in bulk at a craft store) all around the "beach area" and have the children find them. Give them a maximum of how many each children can take home, so that everyone gets a chance to "find" shells.

-Have a picnic.

-Make a fresh fruit salad.

-Popsicles

-Make ice cream (or serve ice cream)

Have Fun.

What We Can Do Without

2009-05-27T13:53:00.003-04:00

The children who come to the center on the university campus are from different countries around the world. Many of their parents are studying in the United States, leaving friends and familiarity to be together.

"It's amazing,"one parent tells Sarah, one of the teachers.

"These kids do so well with so many different backgrounds. You must have six different languages in this room."

"My theory is that it works because there is one language that none of the children know very well yet," Sarah replies.

"What's that?" the parent asks.

Sarah answered: "Prejudice."

(Source: For the Love of Children Daily Affirmations for People Who Care for Children.

by Jean Steiner and Mary Steiner Whelan)

Activity Idea: Top Ten Lists

2009-05-27T13:12:00.006-04:00

Create Top Ten Music Lists

Materials Needed:
CD player and CDs (with headphones if possible)
Wide variety of different types of music (screen ahead of time for appropriateness)
Comfortable places to sit (large pillows, beanbags, rugs, etc)
Paper and pens
Posterboard and markers

Create a comfortable area where children can sit and listen to music. Invite children to visit the area regularly to listen to a wide variety of different types of music. Point out that music can communicate many different feelings and moods. Also, point out that the same music can communicate different things to different people. As children visit the area each day to listen to music, have them build individual lists of the music they really like a lot-music that really speaks to them. Encourage children to rank the music on their lists from 1 to 10, with 1 being their facorite piece of music or theme song. Have each child transfer his/her list to posterboard and write a brief description of why he/she likes each piece on the list. Display the posters in the quiet listening area to encourage others to check out the music on the Top Ten Lists.

Note: Younger children may want to come up with a word, a phrase or even a drawing to describe each piece of music on their lists rather than writing full descriptions.

(Source: Communication Connection 100+ activities by Roberta Newman)

**A variation on this activity would be to have children listen to music and vote or rate what their favorite to least favorite songs are. Post it. Let children discuss what appeals to them, or what they do not like about certain music.

Question of the Day: Help! How Do I stop children from hitting each other?

2009-05-27T10:00:00.000-04:00

Question: How do I handle a group of children in my program that constantly forget to keep their hands to themselves?

We found a good answer to this question in the book Conscious Discipline by Dr. Becky A. Bailey
(Page 176)
Answer: Dr. Bailey says that children convey their wants and their needs through their actions.
They hit and grab to get what they want. We can help children by teaching them to use words.

In the situation where one child hits another on the head with a pencil, Dr. Bailey walks us through six steps to help the child use words instead of actions:

Step 1: Since we do not actually know what a child's motives are, we might as well assume that it is positive. So the first thing we should do is state the child's positive intent by completing this sentence, "You wanted _____." This builds security and cooperation.
So we might say, "You wanted Cameron to look at you."

Step 2: Without making judgements, describe the child's actions by completing the sentence,
"So you _____." This builds consciousness.
So we might say, " You wanted Cameron to look at you, so you thumped him on the head with a pencil."

Step 3: Give the child the benefit of the doubt. We might say, "You did not know the words to use to_____." or " You didn't know how to _____ without being hurtful." This defines the child as a good person who made a mistake.
You might say, "You didn't know what else to do to get Cameron's attention." This builds self-esteem.

Step 4: State the limit and why it is needed. This gives the child a clear boundary of what is not acceptable. Say, "You may not ___ ! It hurts."
You might reiterate, "You may not hit Cameron with the pencil. It hurts."

Step 5: Teach the child what should be done in that situation. Help the child practice the words needed. To teach the child a new course of action, use the following words:
"When you want ____, say (or do) ____. Say or (do it) now."
Tell the child, "When you want Cameron to look at you, say: Hey Cameron, look here. Try it now."

Step 6: Encourage the child for being willing to try a different approach. If possible, point out how the new approach has proved successful.
You might say, "You did it! Cameron is looking right at you."

The SAC Lunch Book Giveaway

2009-05-21T12:06:00.000-04:00

May 2009
It is our pleasure to offer the 1st SAC Lunch resource book giveaway.

Your participation is needed.

For the next two weeks, anyone that drops us a SAC comment, asks us a SAC question, shares a SAC tip or story with us will be eligible to win a great resource book.

Once you participate in the comments section, your name/site name that you provide will be added to a drawing and a winner will be selected at random.

This is a fun and easy way to build your resource library while you help us with your valuable feedback and input.

Upcoming Trainings for SAC

2009-05-20T09:42:00.009-04:00

_________________________________________
What: SAC Planning and Implementing Summer Thematic Units. (C1-Level 1)
Learn ways to develop thematic units for the specific needs of children.
Practice developing own thematic unit.
Where: Westmoreland County Community College, rm. 2110
145 Pavilion Lane, Youngwood, PA 15697
When: May 30, 2009
8:00 AM-10-AM
_____________________________________________

What: Art and Books: Ideas for Your Summer Camp (C2-Level 2)
Explore creating a summer environment that is print rich and artfully wonderful! Leave with lots of new ideas and the enthusiasm to begin using them.
Where: Westmoreland County Community College, rm. 2110
145 Pavilion Lane, Youngwood, PA 15697
When: May 30, 2009
10:15 AM -12:15 PM
_____________________________________________

What: Tips for Trips: Field Trip Ideas for Your School Age Program (C2-Level 2)
Learn how to make the most of field trips by creating positive experiences outside of the site.
Where: Westmoreland County Community College, rm. 2110
145 Pavilion Lane, Youngwood, PA 15697
When: May 30, 2009
1:00 PM-3:00 PM
_____________________________________________

What: Links to Learning Foundations -A prerequisite for all other Links to Learning courses (C2-Level 2)
Be introduced to basic child development as it relates to SAC. Find out how to involve youth in identifying their interests and learn how to select, plan and develop these activities. Participants will begin to create curriculum/overview for their school-age program and link activities to the PA Learning Standards which are both STAR 3 Performance Standards. The use of thematic units in SAC will also be discussed.
Where: University of Pittsburgh Office of Child Development, Basement Training Room
400 N. Lexington Ave. Pittsburgh, PA 15208
When: June 6, 2009
8:30 AM-3:00 PM

**Please note that this class is already filled to capacity. This session will be offered again in the fall.**
_____________________________________________

What: SAC-Its Raining: Now What? (C1-Level 1)
Don't let the rain stop you from having fun this summer. This workshop will provide you with games and activities to keep your campers busy during those frustrating rainy days.
Where: Community College of Allegheny County-Boyce Campus, rm. SWG 659
595 Beatty Road, Monroeville, PA 15146
When: June 6, 2009
8:00 AM-10:00 AM
_____________________________________________

What: SAC Planning and Implementing Summer Thematic Units. (C1-Level 1)
Learn ways to develop thematic units for the specific needs of children.
Practice developing own thematic unit.
Where: Community College of Allegheny County-Boyce Campus, rm SWG 661
595 Beatty Road, Monroeville, PA 15146
When: June 6, 2009
8:00 AM-10:00 AM
_____________________________________________

What: Tips for Trips: Field Trip Ideas for Your School Age Program (C2-Level 2)
Learn how to make the most of field trips by creating positive experiences outside of the site.
Where: Community College of Allegheny County-Boyce Campus, rm. SWG 661
595 Beatty Road, Monroeville, PA 15146
When: June 6, 2009
10:15 AM-12:15 PM
_____________________________________________
Each session costs $5.00 make checks payable to PAEYC at
5604 Solway St. Pittsburgh PA 15217
To sign up online for any of these classes click on our link to
PA Keys Professional Development Sign-up
or call PAEYC at 412 421 3889
___________________________________________

May 18, 2009 SAC Professional Development

2009-05-04T12:05:00.006-04:00

Featuring: Nationally known school-age presenter and author, Roberta Newman.

Title: Guiding Children's Behavior

Workshop description: Guiding Children's Behavior is a session recommended for program directors, managers, leaders and front line staff. This workshop provides a comprehensive exploration of steps staff can take to create an environment that encourages children and youth to engage in the program in positive and productive ways.

When: Monday, May 18, 2009 9:00 a.m.-3:30 p.m.

Where: Woodlands Foundation
(Room: Meditation Center)
134 Shenot Road Wexford, PA 15090

6 hours of professional development

***Meals and refreshments are provided***

Registration Fee: $15.00

register online http://www.pakeys.org/

or contact Molly at PAEYC
(412) 421 3889
email: mollym@pghaeyc.org

Help Wanted

2009-05-04T09:41:00.007-04:00

A Before and After-Schol Program in Point Breeze, Pittsburgh needs YOU until the end of the school year.
Work hours: 7-9 AM and 3-6 PM Mondays to Fridays.
If you or anyone you know is interested, please call (412)665 3995.
(Posted May 4, 2009)

~~~~~~~~~~~~~~~~~~
First and foremost, School-Age Care (SAC) Staff must enjoy working with 5 to 10 yr old children. SAC staff must ....

-be enthusiastic and constantly alert.
-be able to communicate effectively with the children and their parents, as well as with teachers and other SAC staff.
-be mature, patient, understanding, and energetic.

It is also helpful when SAC staff share their skills and interests with the children. (i.e. music, art, drama, and sports)
Staff must be able to build positive relationships with all children in order to...

-anticipate and prevent problems.
-enable them to deal with disruptive behaviors.

-provide fair but firm discipline.

~~~~~~~~~~~~~~~~~~~

*Email us at TheSacLunch@gmail.com if you would like us to post a job for you.

The 16 Principles of Effectiveness

2009-03-24T11:40:00.003-04:00

Listed below are Laurie Ollhoff's 16 principles of effectiveness for SAC programs. How many of them are seen in your program?

1. SAC time is valued as the child's time; their needs and ideas drive the program.
2. SAC programs grow and evolve with kids-children have an ever-changing role and purpose in the program.
3. Intentionality is the key to adult-child programming.
4. SAC programming porvides balance in a child's day and life.
5. The role of adults is to facilitate rather than direct.
6. In SAC - movement is life, learning and living.
7. SAC sites are miniature societies.
8. SAC has access to the appropriate facilities and equipment allowing for flexibility and enrichment in programming.
9. Parents are cherished partners.
10. SAC is the link to education, families and communities.
11. SAC is a social setting - social skills are taught and practiced.
12. Individual choice and community building are equally important.
13. SAC management and budget are devoted to supporting staff and program standards.
14. Issues of diversity and sensitivity are championed by staff and children.
15. Staff's individual gifts and talents are a celebrated part of the program.
16. The space utilized is kid friendly.

From: Best Practicies: Guidelines for School-Age Programs by Michael Ashcraft

School-Age Children Need Choices

2009-03-17T12:33:00.003-04:00

A great School-Age Care (SAC) program needs to give children the opportunity to LAP, RAP, SNACK and NAP. Opportunity means children have some choices to make for themselves in the after-school setting. SAC should not be a continuation of the traditional school day. Giving children choices about when to do the lapping, rapping, snacking and napping allows them to practice and improve their decision-making skills.

LAP- Let the children release their energy by running and being active upon arrival. They have had little time during the day to “let off steam” and many children have an abundance of energy when they arrive to after-school. SAC programs are today’s version of yesterday’s neighborhoods because they provide a safe venue for children’s spontaneity. Adding a few minutes of free play can make all the difference in the world.

RAP- Children should be able to socialize with their friends. The traditional school day has not given them much opportunity to talk and interact with people they choose. SAC programs are the perfect place to develop important social skills and lasting relationships.

SNACK- Some children are hungry when they arrive while others had a late lunch and do not want to eat immediately. Having a snack area where children can serve themselves when they are hungry builds independence and gives them the opportunity to have conversations with different children.

NAP- Other children just want to relax in a quiet area to read or rest after a full day of school. Like adults, children need to unwind, clear their thoughts, have a place to do quiet work and process their day.

-Suzanne and Chesca

Patience

2009-03-10T12:59:00.005-04:00

I hear and I forget.
I see and I remember.
I do and I understand.
-Chinese Proverb

Charlie struggles to get all of his school stuff into his backpack.
"Weren't you here when we had a session about how to do that?" the teacher asks.
"I was here but I forgot." says the ten year old.
The teacher empties the backpack. "Watch. Put your books in like this," he says demonstrating
how to put the books in so their titles are visible."
"Now, try again," he tells Charlie.
Charlie slides in two spiral-backed notebooks, his grammar text and workbook and a math book and stuffs in a snack. "It all fits," he grins.
At the after-school club, Charlie drops the backpack to the floor while he opens his locker.
Nothing spills.
"See that," he says to his friend Kevin, who's scrambling after papers that slid out of his canvas back. "Packed it myself."

*Patience with children teaches not only the lesson at hand, but also gives children the pride of accomplishment that is necessary for building faith in themselves.

(Source: For the Love of Children: Daily affirmations For People Who Care for Children
by Jean Steiner and Mary Steiner Whelan)

Saturday, March 7, 2009

2009-02-16T14:48:00.003-05:00

School-Age Care Professional Development Day
Saturday, March 7, 2009 8:00 a.m.-3:00 p.m.
CCAC North Campus
Room 1119
8701 Perry Highway
Pittsburgh, PA 15237

6 hours of professional development
***Includes continental breakfast and lunch***

Register online http://www.pakeys.org/

Classes offered ($5 per session):

Ethics and Professionalism in the School-Age Workplace
Literacy = Fun!
SACERS
On the Level . . . Positive Guidance and Discipline
Relationships 101: How to Improve Relationships
SAC 101: An Introduction to School-Age Care

It was a pleasure to meet so many dedicated practitioners last Saturday. Thank you to all for making the day successful.

Suzanne and Chesca

(Pictures from the event will be posted here.)

Challenges We Face in SAC

2009-02-03T13:48:00.006-05:00

Round Table Discussion is defined as a number of persons gathered together for conference and discussion of a topic.

On January 29, 2009 a group of after-school professionals came together to participate in the first SAC Round Table in southwestern PA this year. Before discussing the challenges that we face in the SAC field, we talked about what we thought we were doing right and what we would like to see more of in SAC programs.

What we are doing right:
* Staff plan for and with our after-school children.
* After-school programs are flexible.
* Staff understand that relationships are important.
* Staff are role models.
* Children are given choices.
* Parents learn more about their children through assessments and daily interactions with staff.
* After-school programs are not a continuation but a supplement to school and home.
* Children feel safe not just physcially but emotionally.
* After-school programs broaden the horizons of the children they serve.
* Please add to this list in the comments section.

Challenges we face:
* Finding and retaining good staff.
* Properly compensating quality staff.
* Building positive relationships with families.
* Sharing common goals between directors, parents, staff and children.
* Transporting children to and from programs.
* Dedicating space specifically for after-school needs.
* Serving children with special needs.
* Stating and implementing policies that deal with behavior issues.
* Finding the time and motivation to attend professional development.
* Please add to this list in the comments section.

Round table discussions serve as 2 professional development hours and also serve as an opportunity to network and share ideas about SAC issues. We hope more people will be able to join us for the next session. We will keep you posted for the next meeting and hope to see you there.

It was nice to meet Traci, Mary Lou and Christopher.
Thanks to Jan for leading the round table.

Suzanne and Chesca

How to Make Cooking with a Group of Children Stress-Free

2009-01-26T09:45:00.010-05:00

Some practitioners shy away from cooking activities because they dread the mess and the chaos that is sometimes associated with children and cooking. Cooking in after-school is a great time to incorporate reading, math, science and social skills.

The following recipe was shared with us by:
Mrs. Dorothy Clark (a 20 year veteran in the school-age care field)

CORN SALSA

1/2 tsp. coarsely ground pepper
1 can (15 1/4 oz.) DelMonte Whole Kernel White Sweet Corn, drained
1 can (14 1/2 oz.) DelMonte Diced Tomatoes with Garlic and Onions
1 tsp. cornstarch
1 can (15 oz.) black beans, rinsed and drained

Combine corn, undrained tomatoes and cornstarch in a medium saucepan. Cook and stir over medium heat until slightly thickened and bubbly. Cook and stir 2 minutes more. Stir in beans; heat through.

TIPS

Brace yourself. Know that children will be excited about cooking:

Many children do not have the opportunity to participate in cooking at home.
The anticipation of eating the end result makes children more active.

Give children tasks that not only preoccupy them but teach them something. For example:

Even if you know the recipe calls for 1 can of corn, have a child measure it out. See how many 1/2 cups there are in a can.
Even if the canned tomatoes are already diced, you can have a 6 or 7 yr old cut them some more with a regular butter knife.

Engage children in conversation by asking questions like:

"How many quarter cups make a half cup?"
"Who knows where the corn in a can comes from?"
"What should we with these empty cans?" (discussion about recycling or recyclable art)
"Discuss how cornstarch thickens liquids"
"Safety tips while cooking (using a stove or hot plate, knives, etc)

Give each child a role. For example:

can openers
corn drainer
someone to measure the corn
bean drainer/rinser
someone to measure the black beans
tomato dicer
stirer (everyone should get a chance to stir)
clock watcher (timer)
ground pepper and cornstarch adder/mixer
someone to add the black beans at the end.

Use the cooking activity to instill certain values such as:

Cleaning up after yourself
Sharing and taking turns
Table manners

Thanks for this recipe Mrs. Clark and congratulations on your 20 years at LEDP!

A Conversation about Relationships

2009-01-22T15:19:00.004-05:00

Standing L->R: Ida, Chesca, Suzanne and Desirae

Seated L-R: Melissa, Raff and Andrea

Saturday, January 17, 2009.

A group of dedicated practitioners got together for coffee, juice and bagels to have a conversation about relationships.

Aside from earning two Professional Development hours, the idea behind the session was to move beyond the basic and obvious necessities of school-age care by improving relationships.

Building relationships in the school-age care setting makes life better not only for the children but for everyone involved.

Through the exchange of ideas and experiences amongst this dynamic group of women,

it was apparent that we all agreed that we must establish a meaningful relationship before we can lead, influence or work with others.

IDA-Stressed that consistency teaches responsibility and is crucial to a positive relationship with children.

Both IDA and SUZANNE maintain that we do not all have to agree but we must treat everyone with sensitivity and respect.

ANDREA shared how she can like a certain child despite how challenging the work with the child can be.
We identified how important it is to find something to like in a person and build a relationship from there.
DESIRAE reminded us of the importance of giving children control with boundaries. She also tries to ignore the negative in an effort to nurture more of what she hopes to see in a child.

When MELISSA interacts with children she calls upon her own experiences as a child and is able to empathize.
RAFF's experience in supporting a child's interest is what inspired a big project at her site called the international food festival.
After a cooking activity with the children, and listening to them say: "wouldn't it be cool if we tried food from around the world?"
A culturally and socially enriching activity was born.

CHESCA says that talking is a major part of listening. Reflecting or repeating to a child what we hear them say lets them hear themselves and confirms to them that we are hearing them correctly.

We discussed how L-I-S-T-E-N is an effective tool that can be used to develop and improve relationships:

L - Like something or find something positive.

I - Inspire. We are inspired when someone reminds us of what is positive in ourselves.

S - Sensitive. In order to connect we must be sensitive their emotions and needs.

T - Talk. As we listen, we should reflect the words back to the speaker.

E - Empathize. We should remember or imagine what it is like to be in the place of others.

N - Nurture. Make each encounter something that nurtures. Nurture what is good.

The beauty of this tool is that it works not only with our work with children but in our daily interactions outside of work as well.

Life is not defined by the quantity of things we have but the quality of our relationships.

It was a great conversation we had and we look forward to seeing you again.

We hope more practitioners can join us at future sessions.

~Chesca Silva

Thaumatrope

2009-01-22T13:25:00.001-05:00

Activity Idea: Thaumatrope

2008-11-17T07:03:00.008-05:00

In this activity, children will build a thaumatrope and learn the basics of modern-day animation.
• Small pieces of paper (about the size of an index card)
• Pencils
• tape or stapler.
• Drawing materials

The thaumatrope, invented in the 19th century, is known as the precursor to modern-day animation.
Thaumatrope is just a fancy word meaning “turning marvel."
The thaumatrope relies on persistence of vision to create an illusion by blending two images drawn, into one.

PROCEDURE
Instruct children to draw a line down the center of their paper.
On the right-hand side of the card, draw an object, person, or animal to be
placed into another object (e.g.,goldfish outside of its bowl, bird outside of its cage).
On the left-hand side of the paper, draw the object that they would like the first object
to go into (e.g.,goldfish bowl,bird cage).
Instruct your students to fold the paper in half,
so that the drawings are facing outward, and then tape or staple the edges together.
The students should slip the folded card over the end of the pencil.

Make sure they tape along the upper and lower borders to secure the card to the pencil.
Instruct your students to place the pencil between the palms of their hands.

If they quickly roll their hands back and forth, they should see an interesting illusion.

EXPLANATION
As the thaumatrope spins, the two separate images appear as one!
The brain has trouble keeping up with the speed of the rotating card, so it blends the two images. and sees a goldfish back in its bowl! Ask the children to experiment with the speed they use to rotate the cards.

Tips for a successful activity

2008-11-17T07:02:00.001-05:00

image from photocruise.com

1. It is important that the teacher facilitating the activity BE ENTHUSIASTIC.
2. Know the activity. Familiarize yourself with the instruction and procedure. Simplify complicated steps. Try it out before hand.
3. Be sure you have all the materials necessary for the success of the activity.
4. Emphasize the importance of experience over finished product. Especially for younger children.
5. Allow for experimentation. This is how children learn.

Question of the Day: Can we be too flexible?

2008-11-17T07:01:00.002-05:00

Question: Okay, so I prepared for my science activity for the children.

I practiced it and had it down to a "science." I was quite pleased that it worked-- In fact, I was very excited about it. However, when I was working with the children, they were not interested in doing it the way I showed them. Should I insist that they follow the specific instructions or should I be flexible? When is it flexibility and when are we being "push-overs?"

Answer: In our role as teachers in after-school programs our job is different from that of a classroom teacher. It is less structured. Our job is not to teach the child a particular subject but to supervise the child's out-of-school time. While children may be expected to keep on task at school, while at after-school time, they need a change of pace. Children need to have fun.

Regardless of the activity that we have prepared for, the goal should be to enjoy the activity.

If having fun means changing the standard rules for a particular activity to fit the needs of the group, then by all means, change the rules. Games and activities should serve the needs of the children, not the other way around.

(source: Elements of an After-school Program by Clairece Feagin)

The Chefs say:

What do you think? Please tell us!

The Secret to Teaching Science to Kids

2008-11-17T07:00:00.002-05:00

Every child should have a solid science education regardless of whether they want to be the next Albert Einstein or Michael Jordan. Science is all around us, it is everywhere, effecting everything that we do. The “we” in that last statement includes children. Children that understand how science plays a role in our everyday lives have a wonderful foundation for success in life. This is what it means to give them a good educational science foundation for life.
In today’s world the idea that the only people that need to understand science are those that will work as scientists and engineers is seriously outdated. Making sure that all children have a good science education is vital to each child being a success regardless of their background, talent or abilities. Children need to be able to make sense of the world around them, so that they can make the best decisions possible in relation to what they want to do in life, or with life for that matter.

Teaching Children with Toys!

Children can learn science at any age really. The earlier they start the better. The best way for kids to learn is through play and repetition. There are wonderful science toys for preschool science activities. Babies learn cause and effect, they are hungry the cry. They are wet they cry. They are learning that you respond to what they need if they cry. That is science is a very simplistic form. Wooden blocks or architect blocks are wonderful for teaching balance and stacking and lessons in gravity. Baby crawl mats are also wonderful teaching toys that are a lot of fun for babies.

With play being the best way kids learn, it only makes sense then to introduce toys to them that encourage understanding science. Children love to use their imagination to have fun and to help them figure out the world around them. So play is a wonderful time to be introducing science to them. Think of the games that we used to play; Don’t Spill the Beans, Don’t Break the Ice, the Telephone Game, Lincoln logs, patty cake, each of these games has a science behind it. Each of these games are wonderful science games or toys for the pre K school age group.

Another popular toy is the Block N Roll, which is a construction block system with hundreds of possibilities, such as building a space ship that a child can sit in, to constructing the tallest tower that they have ever seen. There are also “board games” that teach science are fun for the family, such as Aggravation or Chinese Checkers.

Children are by nature curious as they feel out the world, trying to makes sense of what is around them. Science feeds that curiosity hunger that they have. It is a hunger that needs to be encouraged and satisfied the best that it can be. Finding these toys is not as hard as one would think. To make sure that you get good quality toys, visit science toy shops online. These are the best places to find unique science toys such as 3-D space projectors, or Hydro Greenhouses.

Help your children appreciate the world around them with understanding the world around them. This way, they understand how we are all linked together. Children will not only question the world, but be able to come up with answers to those questions on their own. Science is life.
By: Barry Chickini

Article from: eslteachersboard.com

From Fast food to Family Style

2008-11-10T12:31:00.013-05:00

Image from culinarymenus.com
"The human mind treats a new idea the same way the body treats a strange protein; it rejects it."

-PB Medawar

Throughout my years of running an after-school program for 70 children, there were many things that we did just because "that was the way it had always been done."
As I began the self study process of working towards NAA accreditation, I realized that what may have seemed to be the easiest way of doing something was not necessarily in the best interest of the children.

Case in point was snack time.

When I took over as director, the snack routine was already in place. All children would check in, wash their hands and line up to walk beside a long table that had snacks sitting in coffee filters followed by juice already poured into cups. They would then have to walk back to their assigned tables which were by grade. (Yes, we had lots of spills! What were we thinking?)

As I began to understand the NAA standards, I realized that we were not giving the children any choices (first of when to eat and then what to eat). It was a time for change.

As anyone in the position of management has experienced, change can be difficult. In this case, it was most difficult for the staff. My desire to upgrade our standards was met with much opposition.

I wanted to serve snack family style.

The tables were covered with tablecloths and adorned with center pieces.

Children passed snack to one another, served themselves using tongs or plastic gloves and yes, poured their own drinks. It would be a time to enjoy each others company, socialize, eat and reinforce table manners.

My staff said:

"But if we do it that way, there will be a mess to clean up."
"There will be a lot of waste."
"It will take longer."

My reply was that the children will learn responsibility and would be empowered to decide when they were hungry. The children would also learn to clean up their messes and spills (with assistance from staff). I also realized that during school time, the younger children were eating lunch 11:00 a.m. and the older children were eating at 2:00 p.m.. Needless to say, the younger ones were famished by the time they arrived at 3:30, while the older ones did not want a snack until 4:30. In serving snack the old way, we were not meeting their needs by forcing everyone to eat right when they arrived all at the same time.

Eventually we succeeded in making the transition and it is one of the changes that I am most proud of. I found that snack time became a time for building relationships (not only between children but between children and staff). Sitting with the children while they snacked soon became my favorite time of day!

Just the other day I spoke at a professional development session and one of the SAC practitioners shared a great idea.

Their program (Child Development Center, Inc. in Franklin,PA) uses a syrup dispenser for the young children to pour their juice. It is much smaller and the children are able to control it better than a regular pitcher.

What a great idea! All I can say is we learn something new everyday.

by Suzanne Ashman

Question of the Day: How much is too much?

2008-11-10T12:20:00.002-05:00

Question:

I like your idea of serving children family style but how do we regulate the amount of food children help themselves to so that the children do not over-eat and the snack budget remains intact?

The Chefs say:

What worked for our program as we made the switch to family style was to:

mount labels on menu holders placed in front of each serving dish.

each label had the amount or portion each child is alloted to take.

For the non-reading children, we drew the serving size amount.

(for example: 3 slices of pears, 2 cookies, 8 spoons of yoghurt etc)

For added information on family style dining with school-age care, click here.

Tips: Healthy Snack Ideas for School-Aged Children

2008-11-10T11:00:00.000-05:00

image from provoprimaryblog.com

Salad with bread and butter

English muffin pizzas

Salsa and chips

Flatbread sandwiches

PB & J sandwiches

Cereal, milk and bananas

Fruit, graham crackers and yogurt dip

Homemade vegetable soup (cooking project from previous day)

Trail mix (popcorn, pretzels, chocolate chips or M&Ms, goldfish, cereal (chex or cheerios))

Pita bread with hummus

Cheese and crackers

Fresh vegetables and dip

Granola bars and yogurt

Activity Idea: Mummy Pizzas

2008-11-10T10:00:00.003-05:00

(image and recipe from familyfun.com)
Disguises aren't just for Halloween. Children enjoy making these dressed-up, spooky-looking snacks any time of year just as much as they enjoy eating it.

Children spoon the pizza sauce on the English muffin and make the mummy face with the cheese and vegetables.

RECIPE INGREDIENTS:
English muffins
Pizza sauce
Black olives
Scallions
Red or green pepper
Cheese sticks or slices

1. Heat the oven to 350° F. For each mummy, spread a tablespoon of pizza sauce onto half of an English muffin
(toast it first, if you like).

2. Set olive slices in place for eyes and add round slices of green onion or bits of red or green pepper for pupils.

3. Lay strips of cheese (we used a pulled-apart cheese stick) across the muffin for the mummy's wrappings.

4. Bake for about 10 minutes or until the cheese is melted and the muffin is toasty.

Activity Idea: Speed Stacking

2008-10-23T00:06:00.003-04:00

Cup Stacking is a growing sport.
School-agers love it!
Check out this amazing video and start a stacking craze in your site.

To learn more about speed stacking click here.
To see how cup stacking is linked to the NAA standards click here.

Tips for Managing Active School-Agers.

2008-10-23T00:05:00.002-04:00

1. Always have a plan for the day, but be flexible, allowing for changes depending on interest.
2. Have various activities planned that children can take turns doing, in order to minimize wait time.
3. Get the children’s input of what they want to do, and what they have to do (like HW)
4. Set limits and boundaries. Be consistent, predictable, prompt. Keeping it plain and simple eliminates arguments.
5. Give the child a space to cool off, re-group or let out steam.
6. Give smaller specific tasks instead of large tasks.
7. Always encourage physical activities.
8. Prepare for free time giving children appropriate choices.
9. Establish a routine that the children can count on.
10. Look for and appreciate each child’s individuality.

Resource:
Half A Childhood:Quality Programs for Out-of-School Hours by Bender, Flatter &Sorentino, 2005.

***p. 238 Half-a Childhood
Neither babies nor baby sitters.

Question of the Day: Boss or Bossy

2008-10-22T00:09:00.002-04:00

Question:
"I have a lot of rowdy children in my after-school program and I would like my staff to be able to manage them. How can the staff make sure that the children know that they (the staff) are the boss?"

Answer:
There is a difference between being "Bossy" and being "The Boss."
Being bossy is authoritarian-and is counterproductive to having a pleasant, congenial atmosphere that will enhance a child's development.
Being the boss means using authoritative strategies.
Authoritative strategies show a friendly, positive commitment to the children combined with clear, firm rules and explanations. An authoritative staff provides structure and control while taking the children's wishes and point of view into consideration.

(Clarice Feagin, Elements of a Quality After-School Program)

The Chefs say:
The difference between being authoritarian and
using authoritative strategies:
Telling a child not to knock down someone else's blocks "because I said so" is authoritarian.
An authoritative strategy would be to:
-Ask a child
"how would you feel if your blocks were knocked down without your permission?"
-Come up with an action plan to satisfy a child's desire to build and tear down.
"Its fun to tear down stuff, isn't it."
"What if you take turns building and knocking down? "
"Or what if the two of you see how many blocks it will take to knock this structure down?"
-Have a consistent consequence for someone that has not learned to respect others' creations.
"Jill, come sit over here and lets see how many blocks it will take for Jack to knock that down"

To see how using authoritarian strategies is linked to the NAA standards click here.

*Please feel free to post your own questions and/or answers in the comment section.
We welcome all comments or suggestions.

"You'll Never Catch Me on Stage"

2008-10-21T15:21:00.009-04:00

"No, not me." She said that she would never get up on stage in front of people.
As an 11 year old, Jen was pretty adamant about that.
Her shyness was precluding her from joining her friends as they participated in the annual variety show.
She reminded me of myself.
I remembered what it felt like to be that age and I recalled my own battles with stage fright.
I decided to help her conquer this fear by giving her a purpose to be on stage.
I asked her to be one of the pole handlers in an ethnic dance called Tinikling.

I told her I needed someone dependable.
Someone who would not drop the poles nor catch a child's ankle with it.
At first she resisted, but she agreed to help with the practices.
Pretty soon Jen was the best pole handler.
She knew that she was important to the success of the dance number.
Finally she agreed to do it on stage, on the condition that she would have her back to the audience.
I agreed, but only if she promised to take a bow before and after the dance.
And she did.

I have had the chance to bump into Jen as a young woman today.
She told me that that experience was one of the biggest achievements of her young life--and it helped arm her with the confidence she needed to manage large groups of children at a local Boys and Girls Club.
Jen is now a senior in college doing her student teaching and I have no doubt will be an excellent teacher for years to come.

by Chesca S.

To see how this story is linked to the NAA standards, click here.

*We welcome your own heart warming stories about your work with children.

Activity Idea: Tinikling

2008-09-30T10:00:00.000-04:00

Activity: Tinikling
Materials:
Open Space
2 long bamboo poles (in the US, this can be purchased in Pier 1 Imports for about $4.00)
Energetic children

Tinikling is an energetic dance or rhythmic game that originated from the Philippines.
It is done with two long bamboo poles, that are tapped together and on the floor to a certain beat.
The object is to be able to dance or move through the poles without getting your ankles caught.
There are many versions of this--some traditional while others do an adaptation of it with a modern twist.

This video shows a little bit of both.

Quick Discipline Tips

2008-09-06T13:32:00.000-04:00

Laughter is the best medicine. Before a child has a chance to become defensive, use humor to diffuse a situation. Often times a little quip is all that is needed to be able to restore order and peace to a tense situation.

When you make a request, do not phrase it in the form of a question--asking gives the impression that it is a choice to follow your instruction or not.

Unless it is really a choice, do not add "ok?" after you make a request.

Eye contact and physical contact (like a gentle touch on the shoulder) makes the child feel that your guidance is in their best interest.

After you make a request or a reminder, walk away. Do not hover.

Give the child a chance to comply.

Remove emotion, be matter of fact.

Activity Idea: Drawing like Michaelangelo

2008-09-05T10:18:00.000-04:00

Introduction to the activity:
The artist Michelangelo painted 12,000 square feet of the Sistine Chapel ceiling between 1508 and 1512. The Sistine Chapel is in the Vatican City, Italy.
Exposing children to different artists' contributions introduces them to arts and culture.
This activity will allow children to experience the process of creating drawings/paintings in various styles.

Materials:
Low tables
Tape
Butcher paper

Tape paper underneath the tables and have children draw and color on it.
Make sure to ask them process questions like, whether it is easy or difficult to work with your arms up or lying on your back. Ask them how they thought Michaelangelo felt as he was doing this.

*When we first did this at our School-Age Care site, we thought only the young ones would be interested. Much to our surprise, even the "big kids" were totally into it!
Perhaps the novelty of working underneath a table combined with adapting various techniques for drawing "upwards" made it challenging for them...enough to stick to it for a long time.
We had our own display of 'Sistine Chapel Art' when the day was done.

Related Reference:
Getting to Know the World's Famous Artists by Mike Venezia.

Snack Tip

2008-03-01T18:24:00.001-05:00

Quote

2008-02-03T09:42:00.000-05:00

"Every adult needs a child to teach. It's the way adults learn."
-Anonymous

Lewis Carrol

2008-02-02T22:11:00.000-05:00

"Do we decide questions at all? We decide answers no doubt, but surely the questions decide us."

- Lewis Carrol, Alice in Wonderland

PB Medawar

2008-02-02T21:50:00.001-05:00

"The human mind treats a new idea the same way the body treats a strange protein; it rejects it."
-PB Medawar

Eda Leshan

2008-02-02T12:41:00.000-05:00

“One of the most important things we can do is to send a child home in the afternoon liking himself just a little better than when he came in the morning.”

-Eda Leshan

1923-2002

John Dewey

2008-02-01T21:56:00.001-05:00

"Every great advance in science has issued from a new audacity of the imagination."

- John Dewey

Albert Einstein

2008-02-01T21:47:00.000-05:00

“To herd children for mere safekeeping without concern for their emotional and intellectual needs makes them dull in thought and feeling.”
-Albert Einstein

Scialabbe

2008-02-01T13:23:00.000-05:00

"Imagination is only intelligence having fun."-George Scialabbe

How Serving snack Family Style can be linked to the NAA standards

2008-01-03T12:44:00.006-05:00

1. Staff relate to all children and youth in positive ways.

a) Staff treat children with respect and listen to what they say.

b) Staff make children feel welcome and comfortable.

c) Staff respond to children with acceptance and appreciation.

d) Staff are engaged with children.

2. Staff respond appropriately to the individual needs of children and youth.

d) Staff respond to the range of children's feelings and temperaments.

3. Staff encourage children and youth to make choices and to become more responsible.

a) Staff offer assistance in a way that supports a child's initiative.

b) Staff assist children without taking control, and they encourage children to take leadership roles.

c) Staff give children many chances to choose what they will do, how they will do it, and with whom.

d) Staff help children make informed and responsible choices.

4. Staff interact with children and youth to help them learn.

a) Staff ask questions that encourage children to think for themselves.

b) Staff share skills and resources to help children gain information and solve problems.

c) Staff vary the approaches they use to help children learn.

d) Staff help children use language skills through frequent conversations.

5. Staff use positive techniques to guide the behavior of children and youth.

a) Staff give attention to children when they cooperate, share, care for materials, or join in activities.

b) Staff set appropriate limits for children.

6. Children and youth generally interact with one another in positive ways.

a) Children appear relaxed and involved with each other.

b) Children show respect for each other.

c) Children usually cooperate and work well together.

9. The program's indoor space meets the needs of children and youth.

b) The space is arranged well for a range of activities: physical games and sports, creative arts, dramatic play, quiet games, enrichment offerings, eating, and socializing.

10. The indoor space allows children and youth to take initiative and explore their interests.

a) Children can get materials out and put them away by themselves with ease.

b) Children can arrange materials and equipment to suit their activities.

Activities

12. The daily schedule is flexible, and it offers enough security, independence, and stimulation to meet the needs of all children and youth.

a) The routine provides stability without being rigid.

b) Children meet their physical needs in a relaxed way.

c) Individual children move smoothly from one activity to another, usually at their own pace.

13. Children and youth can choose from a wide variety of activities.

c) There are regular opportunities for quiet activities and socializing.

d) Children have a chance to join enrichment activities that promote basic skills and higher-level thinking.

20. The program serves foods and drinks that meet the needs of children and youth.

a) The program serves healthy foods.

b) Drinking water is readily available at all times.

c) The amount and type of food offered is appropriate for the ages and sizes of children.

d) Snacks and meals are timed appropriately for children.

The complete list of NAA standards can be found here.

How helping a child overcome stage fright is linked to the NAA standards

2008-01-02T19:03:00.001-05:00

Human Relationships

1. Staff relate to all children and youth in positive ways.

a) Staff treat children with respect and listen to what they say.

b) Staff make children feel welcome and comfortable.

c) Staff respond to children with acceptance and appreciation.

d) Staff are engaged with children.

2. Staff respond appropriately to the individual needs of children and youth.

a) Staff know that each child has special interests and talents.

b) Staff recognize the range of children's abilities.

3. Staff encourage children and youth to make choices and to become more responsible.

a) Staff offer assistance in a way that supports a child's initiative.

4. Staff interact with children and youth to help them learn.

b) Staff share skills and resources to help children gain information and solve problems.

c) Staff vary the approaches they use to help children learn.

Activities

12. The daily schedule is flexible, and it offers enough security, independence, and stimulation to meet the needs of all children and youth.

b) Children meet their physical needs in a relaxed way.

c) Individual children move smoothly from one activity to another, usually at their own pace.

13. Children and youth can choose from a wide variety of activities.

a) There are regular opportunities for active, physical play.

b) There are regular opportunities for creative arts and dramatic play.

d) Children have a chance to join enrichment activities that promote basic skills and higher-level thinking.

The complete list of standards can be found here.

How Using an Authoritative strategy (and not being an authoritarian) is linked to the NAA Standards

2008-01-02T18:35:00.001-05:00

Human Relationships

3. Staff encourage children and youth to make choices and to become more responsible.

a) Staff offer assistance in a way that supports a child's initiative.

b) Staff assist children without taking control, and they encourage children to take leadership roles.

c) Staff give children many chances to choose what they will do, how they will do it, and with whom.

d) Staff help children make informed and responsible choices.

5. Staff use positive techniques to guide the behavior of children and youth.

a) Staff give attention to children when they cooperate, share, care for materials, or join in activities.

b) Staff set appropriate limits for children.

c) Staff use no harsh discipline methods.

d) Staff encourage children to resolve their own conflicts. Staff step in only if needed to discuss the issues and work out a solution.

8. Staff work well together to meet the needs of children and youth.

d) Staff provide role models of positive adult relationships.

Activities

12. The daily schedule is flexible, and it offers enough security, independence, and stimulation to meet the needs of all children and youth.

a) The routine provides stability without being rigid.

19. Children and youth are carefully supervised to maintain safety.

b) Staff know where the children are and what they are doing.

c) Staff supervise children appropriately according to children's ages, abilities, and needs.

d) Staff closely supervise activities that are potentially harmful.

22. Children and youth are supervised at all times.

d) Staff plan for different levels of supervision according to the level of risk involved in an activity.

30. Program policies exist to protect and enhance the health of all children and youth.

d) The staff are always prepared to respond to accidents and emergencies.

31. All staff are professionally qualified to work with children and youth.

a) Staff meet the requirements for experience with school-age children in recreational settings.

b) Staff have received the recommended type and amount of preparation. They meet the requirements that are specific to school-age childcare and relevant to their particular jobs.

c) Staff meet minimum age requirements.

d) Enough qualified staff are in place to meet all levels of responsibility. Qualified staff are hired in all areas: to administer the program, to oversee its daily operations, and to supervise children.

32. Staff (paid, volunteer, and substitute) are given an orientation to the job before working with children and youth.

a) A written job description that outlines responsibilities to children, families, and the program is reviewed with each staff member.

b) Written personnel policies are reviewed with staff.

c) Written program policies and procedures, including emergency procedures and confidentiality policies, are reviewed with staff.

d) New staff are given a comprehensive orientation to the program philosophy, routines, and practices. They are personally introduced to the people with whom they will be working.

33. The training needs of the staff are assessed, and training is relevant to the responsibilities of each job. Assistant Group Leaders receive at least 15 hours of training annually. Group Leaders receive at least 18 hours of training annually. Senior Group Leaders receive at least 21 hours of training annually. Site Directors receive at least 24 hours of training annually. Program Administrators receive at least 30 hours of training annually.

a) Staff receive training in how to work with families and how to relate to children in ways that promote their development.

b) Program directors and administrators receive training in program management and staff supervision.

c) Staff receive training in how to set up space and design activities to support program goals.

34. Staff receive appropriate support to make their work experience positive.

d) Staff receive continuous supervision and feedback. This includes written performance reviews on a timely basis.

The complete list of standards can be found here.

How Cup Stacking can be linked to the NAA Standards

2008-01-02T17:26:00.002-05:00

Human Relationships

2. Staff respond appropriately to the individual needs of children and youth.

b) Staff recognize the range of children's abilities.

10. The indoor space allows children and youth to take initiative and explore their interests.

a) Children can get materials out and put them away by themselves with ease.

Activities

12. The daily schedule is flexible, and it offers enough security, independence, and stimulation to meet the needs of all children and youth.

b) Children meet their physical needs in a relaxed way.

13. Children and youth can choose from a wide variety of activities.

a) There are regular opportunities for active, physical play.

d) Children have a chance to join enrichment activities that promote basic skills and higher-level thinking.

14. Activities reflect the mission of the program and promote the development of all the children and youth in the program.

a) Activities are in line with the styles, abilities and interests of the individuals in the program.

b) Activities are well-suited to the age range of children in the program.

15. There are sufficient materials to support program activities.

a) Materials are complete and in good repair.

c) Materials are developmentally appropriate for the age range of the children in the program.

The complete list of standards can be found here.

Standards to live by

2008-01-01T15:34:00.002-05:00

NAA Standards at-a-Glance

Human Relationships

1. Staff relate to all children and youth in positive ways.

a) Staff treat children with respect and listen to what they say.

b) Staff make children feel welcome and comfortable.

c) Staff respond to children with acceptance and appreciation.

d) Staff are engaged with children.

2. Staff respond appropriately to the individual needs of children and youth.

a) Staff know that each child has special interests and talents.

b) Staff recognize the range of children's abilities.

c) Staff can relate to a child's cultural style & primary language.