The 16 Principles of Effectiveness

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

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

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)

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

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!

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.

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

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.

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.

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.