Activity Idea: Thaumatrope



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


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?

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


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


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?

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


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


(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

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.

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

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"

"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

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

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


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

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.

Quote

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

Lewis Carrol

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

- Lewis Carrol, Alice in Wonderland

PB Medawar

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

Eda Leshan

“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

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

- John Dewey

Albert Einstein

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

Scialabbe

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

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


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

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

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



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

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.

    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.

    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.

    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.

    d) When problems occur, children often try to discuss their differences and work out a solution.

    7. Staff and families interact with each other in positive ways.

    a) Staff make families feel welcome and comfortable.

    b) Staff and families treat each other with respect.

    c) Staff share the languages and cultures of the families they serve and the communities they live in.

    d) Staff and families work together to make arrivals and departures between home and childcare go smoothly.

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

    a) Staff communicate with each other while the program is in session to ensure that the program flows smoothly.

    b) Staff are cooperative with each other.

    c) Staff are respectful of each other.

    d) Staff provide role models of positive adult relationships.

Indoor Environment

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

    a) There is enough room for all program activities.

    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.

    c) The space is arranged so that various activities can go on at the same time without much disruption.

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

    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.

    c) The indoor space reflects the work and interests of the children.

    d) Some areas have soft, comfortable furniture on which children can relax.

Outdoor Environment

    11. The outdoor play area meets the needs of children and youth, and the equipment allows them to be independent and creative.

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

    b) Children can use a variety of outdoor equipment and games for both active and quiet play.

    c) Permanent playground equipment is suitable for the sizes and abilities of all children.

    d) The outdoor space is suitable for a wide variety of 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.

    d) When it is necessary for children to move as a group, the transition is smooth.

    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.

    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.

    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.

    c) Activities reflect the languages and cultures of the families served.

    d) Activities reflect and support the program's mission.

    15. There are sufficient materials to support program activities.

    a) Materials are complete and in good repair.

    b) There are enough materials for the number of children in the program.

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

    d) Materials promote the program's mission.

    Safety, Health, and Nutrition

    16. The safety and security of children and youth are protected.

    a) There are no observable safety hazards in the program space.

    b) Systems are in place to protect the children from harm, especially when they move from one place to another or use the rest room.

    c) Equipment for active play is safe.

    d) A system is in place to keep unauthorized people from taking children from the program.

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

    a) The indoor and outdoor facilities are clean.

    b) There are no observable health hazards in the indoor or outdoor space.

    c) There are adequate supplies and facilities for hand washing.

    d) The heat, ventilation, noise level, and light in the indoor space are comfortable.

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

    a) Staff are responsive to the individual health needs of the children.

    b) Staff protect children from communicable disease by separating children who become ill during the program.

    c) Staff protect children from potential hazards such as the following: caustic or toxic art materials and cleaning agents, medications, and hot liquids; overexposure to heat or cold.

    d) Staff and children wash hands frequently, especially after using the toilet or before preparing food.

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

    a) Staff note when children arrive, when they leave, and with whom they leave.

    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.

    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.

    Administration

    21. Staff-child ratios and group sizes permit the staff to meet the needs of children and youth.

    a) Staff-child ratios vary according to the ages and abilities of children. The ratio is between 1:10 and 1:15 for groups of children age 6 and older. The ratio is between 1:8 and 1:12 for groups that include children under age 6.

    b) Staff-child ratios and group sizes vary according to the type and complexity of the activity, but group sizes do not exceed thirty.

    c) There is a plan to provide adequate staff coverage in case of emergencies.

    d) Substitute staff are used to maintain ratios when regular staff are absent.

    22. Children and youth are supervised at all times.

    a) Children's arrivals are supervised.

    b) Children's departures are supervised.

    c) Staff have a system for knowing where the children are at all times.

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

    23. Staff support families' involvement in the program.

    a) There is a policy that allows family members to visit anytime throughout the day.

    b) Staff offer orientation sessions for new families.

    c) Staff keep families informed about the program.

    d) Staff encourage families to give input and to get involved in program events.

    24. Staff, families, and schools share important information to support the well-being of children and youth.

    a) Program policies require that staff and family members communicate about the child's well-being.

    b) Staff, families, and schools work together as a team to set goals for each child; they work with outside specialists when necessary.

    c) Staff and families share information about how to support children's development.

    d) Staff and families join together to communicate and work with the schools.

    25. The program builds links to the community.

    a) Staff provide information about community resources to meet the needs of children and their families.

    b) The program develops a list of community resources. The staff draw from these resources to expand program offerings.

    c) The staff plan activities to help children get to know the larger community.

    d) The program offers community-service options, especially for older children.

    26. The program's indoor space meets the needs of staff.

    a) There is enough room in the indoor space for staff to plan various program activities.

    b) Staff have access to adequate and convenient storage.

    c) The indoor space meets or exceeds local health and safety codes.

    d) Written guidelines are in place regarding the use and maintenance of the program facility.

    27. The outdoor space is large enough to meet the needs of children, youth, and staff.

    a) There is enough room in the outdoor space for all program activities.

    b) The outdoor space meets or exceeds local health and safety codes.

    c) Staff use outdoor areas to provide new outdoor play experiences.

    d) There is a procedure in place for regularly checking the safety and maintenance of the outdoor play space.

    28. Staff, children, and youth work together to plan and implement suitable activities, which are consistent with the program's philosophy.

    a) Staff ask children to share their ideas for planning so that activities will reflect children's interests.

    b) The program's daily activities are in line with its mission and philosophy.

    c) Staff keep on file their records of activity planning.

    d) Staff plan activities that will reflect the cultures of the families in the program and the broad diversity of human experience.

    29. Program policies and procedures are in place to protect the safety of the children and youth.

    a) Staff and children know what to do in case of general emergency.

    b) The program has established procedures to prevent accidents and manage emergencies.

    c) The program has established policies to transport children safely; it complies with all legal requirements for vehicles and drivers.

    d) A system is in place to prevent unauthorized people from taking children from the program.

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

    a) There is current documentation showing that the program has met the state and/or local health and safety guidelines and/or regulations.

    b) There are written policies and procedures to ensure the health and safety of children.

    c) No smoking is allowed in the program.

    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.

    d) Staff receive training in how to promote the safety, health, and nutrition of children.

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

    a) The program has a plan in place to offer the best possible wages and working conditions in an effort to reduce staff turnover.

    b) Full-time staff receive benefits, including health insurance and paid leaves of absence. Staff are also given paid breaks and paid preparation time.

    c) Staff are given ample time to discuss their own concerns regarding the program.

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

    35. The administration provides sound management of the program.

    a) The financial management of the program supports the program's goals.

    b) The administration oversees the recruitment and retention of program staff.

    c) The director involves staff, board, families, and children in both long-term planning and daily decision making.

    d) Administrators assist with ongoing evaluation. They aim for improvement in all areas of the program.

    36. Program policies and procedures are responsive to the needs of children, youth, and families in the community.

    a) A written mission statement sets forth the program's philosophy and goals.

    b) The program makes itself affordable to all families by using all possible community resources and sources of subsidy.

    c) The program's hours of operation are based on families' needs.

d) It is the program's policy to enroll children with special needs.