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Course 04: Exploring Individual Differences in School-Age Children |
2.00 |
One of the most significant challenges for staff in OST programs is learning how to identify, manage, and respond appropriately to individual differences in a group setting. Some differences among children are the result of inborn characteristics and traits (e.g. physical characteristics, temperament, talents, race). Other differences are the result of external factors (e.g. the environment) or are cultivated as the child grows and develops (e.g. interests, skills, knowledge). The diverse needs, characteristics, interests, abilities, and skills of school-age children require a flexible atmosphere that supports diversity and choice for children with varying capacities for independent action. Staff who understand and appreciate individual differences in children are better equipped to plan and implement program experiences that help individual children grow and flourish in a group setting. |
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Course 05: Guiding School-Age Children in Groups |
2.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
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Course 06: Guiding the Behavior of Individual Children |
2.00 |
The knowledge and understanding in this course will help students develop strategies for creating programs that encourage individual children to develop self-discipline and self-direction, establish positive relationships with others, and exhibit respect for program materials and equipment and the rights of others. |
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Course 07: Observation Skills - What's Going on Here? |
2.00 |
Observation forms the basis for much of what people plan and do every day. As staff work with children in school-age programs, observation takes a more formal role. High quality school-age care is based on the principle of developmentally appropriate practices. Developmentally appropriate practices combine general knowledge of child development with specific knowledge of each individual child. Conducting objective observations help staff learn about each child’s development and provides staff with valuable information to use in planning and implementing appropriate program experiences and in developing effective guidance strategies. |
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Course 08: Human Relations Skill Development |
2.00 |
Being able to communicate effectively is an essential human relations skill for school-age care professionals. To be a good communicator, school-age professionals need to understand the components of communication and how the communication process works. They need to identify barriers to clear communication and develop strategies for minimizing or eliminating barriers to communication. School-age care professionals also need to work cooperatively with other team members to solve problems and conflicts. This requires an understanding of how teams work and the characteristics of effective teams. Assessing the current status of personal human relations skills helps each professional identify priorities for making improvements to these skills. |
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Course 09: School-Age Care as a Family Service - Part One |
2.00 |
Strong, positive, cooperative relationships with parents and families are at the heart of quality school-age programs. Unfortunately, positive relationships with parents and families are not always easy to achieve because parents, like children, have widely varying personalities; some are easier to reach than others. Parents in school-age programs have different ideas, values, concerns, knowledge, pressures, lifestyles, plans, dreams, resources, and constraints. Staff who are successful in building positive relationships begin by recognizing the importance of accepting parents as the most important people in children’s lives, regardless of differences among them. They understand that staff attitudes toward parents can have a strong effect on whether or not staff can establish positive relationships with parents. Staff in quality programs make a commitment to learning as much as possible about parents’ needs, interests, wants, and concerns and develop effective strategies for making positive connections with parents. |
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Course 10: School-Age Care as a Family Service – Part Two |
2.00 |
The foundation for getting parents involved in school-age programs is to keep parents well informed about what is happening in the program. Quality programs also provide parents with opportunities to make suggestions and give feedback on program services through suggestion boxes, feedback forms, and surveys. When parents are encouraged to have input in the program, they develop trust and confidence in the program and feel a sense of pride and ownership. They are much more likely to participate as resourceful partners with program staff when they know their ideas are welcome and valued. Finally, because parents are all different from each other, it’s important to provide many different opportunities for them to connect with the program. Staff in quality school-age programs recognize that all parents don’t have to be involved in the same way. |
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Course 11: Building Relationships with School Personnel |
2.00 |
School-age programs and schools share a mutual goal of supporting the growth, development, and learning of school-age children. Over 50% of all school-age programs nation-wide are housed in school facilities. When school-age programs are housed in school facilities, it is essential for staff in school-age programs to establish and maintain a positive relationship with school personnel. This makes it possible for schools and programs to work together to support the needs of the whole child. Staff can develop successful partnerships with school personnel by cultivating an understanding of the needs, interests, and goals of school personnel and using effective strategies, tools, and systems to build a spirit of positive collaboration and communication. |
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Course 12: Growing as a Professional in School-Age Programs |
2.00 |
Caring for school-age children in a school-age program is a relatively new field of work. The field itself is constantly changing and expanding. In view of this "newness" and change, those who work in the field are playing an important role in shaping and defining what it means to be a school-age professional. They are guiding school-age care as an emerging profession.
In the search for a definition of professionalism in school-age programs, it is helpful to examine the common characteristics of professionalism in other fields. The next step is identifying qualities and characteristics associated with professional behavior in the school-age field, itself. As a school-age professional, it is also important to understand the importance of acting as a public policy advocate on behalf of school-age children and their families.
An important part of professionalism is continued personal growth and development in relation to the field. This requires using appropriate resources and strategies to further individual professional development. It also requires considering what constitutes ethical conduct in the field and developing an ongoing commitment to ethical behavior. |
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Course 13: Creating and Maintaining Safe School-Age Environments |
2.00 |
Keeping school-age children safe during out-of-school hours is a top priority for school-age programs. This requires giving careful attention to setting up the program environment in a way that promotes safety and using effective strategies for monitoring and maintaining a safe environment. Because school-age children are growing towards independence, it is also important for staff to help them develop habits and behaviors that will keep them safe from harm as they participate in program experiences. Promoting and protecting children’s safety is one of the major responsibilities of staff in school-age programs. |
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Course 14: Creating and Maintaining Healthy School-Age Environments |
2.00 |
Keeping school-age children healthy is another major priority for school-age programs. This requires giving careful attention to setting up the environment in a way that promotes healthy habits and using effective strategies for monitoring and maintaining a hygienic environment. Because school-age children are growing towards independence, it is also important to help them develop habits and behaviors for living a healthy life-style.
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Course 15: Designing Effective Indoor School-Age Play and Learning Environments |
2.00 |
Planning effective environments is the first step to planning an effective program. When environments are attractive, interesting, and comfortable, they provide a backdrop for a varied program that can address the developmental needs of school-age children. The look and feel of well-planned environments send messages that let children know they are welcome and valued. They are inviting and encourage children to get involved and stay engaged with program activities and experiences |
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Course 16: Developing and Implementing Effective Indoor Interest Areas |
2.00 |
In order to operate an effective school-age program environment, it is essential for staff to know how to design, set up, and operate a variety of different interest areas that meet the developmental needs of school-age children. Effective interest areas are multi-dimensional; they provide a wide variety of activity options within the area. Effective interest areas provide children with opportunities to work and play independently on their own or with others. They also provide a setting for focused, staff-led activities designed to introduce children to new concepts and skills. Staff in quality school-age programs know how to work with colleagues and children to define, develop, and manage a wide variety of interest areas |
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Course 17: Developing and Implementing Effective School-Age Outdoor Environments and Interest Areas |
2.00 |
School-age children need daily opportunities to exercise, relax, and participate in a wide range of outdoor activities. The hours children spend in after school programs are often the best hours of the day for getting fresh air and enjoying the out of doors while it is still daylight. School-age programs can provide safe, secure settings where children can enjoy the out of doors. Even if outdoor space is limited, regular participation in a wide variety of physical activities in the open air can help children develop healthy exercise habits that will last a lifetime. |
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Course 18: Exploring Effective Schedules, Diverse Activity Formats, Planning Tools, and Staff Roles |
2.00 |
Flexible schedules make it possible to provide a varied program of activities that support the developmental needs and interests of school-age children. By establishing a flexible schedule, school-age staff can plan and implement a variety of different activity formats. To develop a balanced program, it is important for school-age staff to take a systematic approach to both short-term and long-range planning. Staff can use a variety of different planning tools to plan different types of activities. To implement a diverse program of activities, it is essential for school-age staff to recognize and use a wide variety of different roles as they interact with children throughout the program day.
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Course 19: Involving School-Age Children in Activity Planning and Implementation |
2.00 |
As they grow and change and move toward independence, school-age children and youth become very interested in planning and directing their own activities. This means it’s very important for staff to think of ways to involve them in program planning and implementation. By planning activities WITH children instead of FOR them and engaging them in creating the program environment, staff can help children develop a feeling of ownership of the program – a positive feeling that the program belongs to them. |
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Course 20: Developing Activities That Encourage Creativity and Cognitive Development |
2.00 |
Children who regularly attend school-age programs need many opportunities to engage in activities that will help them develop their creative potential and apply their emerging thinking abilities and skills. To support children’s needs, it is essential for school-age staff to understand the creative process and the relationship of cognitive development to creativity. With this knowledge and understanding, staff can design and implement a program that encourages a sense of wonder as children explore their environment, fosters creative imagination, and enhances children’s ability to apply reasoning skills appropriately as they develop ideas and encounter challenges, problems, and opportunities. |
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Course 21: Creating Successful Clubs, Special Events, and Field Trips in School-Age Programs |
2.00 |
Children who regularly attend school-age programs need many opportunities to participate in activities that help them connect with their communities and work together to build on their interests, talents, and abilities. Clubs, special events, and field trips are ideal vehicles for providing these opportunities. When staff know how to work with children to plan and implement these activities, children develop a sense of program ownership that helps them become productively engaged in a variety of meaningful activities that support their development. |
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Course 22: Developing Activities That Support Character Development and Promote Social Interaction |
2.00 |
In order to operate an effective school-age program environment, it is essential for staff to know how to design, set up, and operate a variety of different interest areas that meet the developmental needs of school-age children. Effective interest areas are multi-dimensional; they provide a wide variety of activity options within the area. Effective interest areas provide children with opportunities to work and play independently on their own or with others. They also provide a setting for focused, staff-led activities designed to introduce children to new concepts and skills. Staff in quality school-age programs know how to work with colleagues and children to define, develop, and manage a wide variety of interest areas. |
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Course 23: Providing Homework Support |
2.00 |
The National Standard Objectives of Learning (SOL) have raised questions about the role of school-age programs in providing homework help and support. Research indicates there are many different ways to provide effective homework support in school-age programs. Some are more structured than others. When planning a homework support program, it is important for school-age programs to develop a homework philosophy that is consistent with the program’s overall philosophy and reflects current research on best practices for providing homework help. The homework philosophy should also reflect the needs of parents and children in the program and strike a balance between homework needs and other experiences that help children grow and learn out-of-school. When staff know how to design homework environments, identify appropriate homework materials, and use effective strategies to guide children’s efforts, homework support can be an effective component of ongoing programs. |
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Course 24: Helping Children with ADD Succeed in School-Age Programs |
2.00 |
Children with ADD regularly experience struggles and challenges at home, in school, and in the community. Without the help of knowledgeable, understanding, and supportive people, they often experience multiple failures and frustrations on a daily basis. Typically, they lack the self-confidence that stems from learning how to do things well. Their lack of social skills and self-control makes it hard for them to make friends with schoolmates and children they meet in program activities. By the school-age years, many of these children do not feel good about themselves. They feel lonely and ostracized. Their self-esteem sinks a little lower every day.
Staff in school-age programs are in a position to make a positive difference in the lives of children with ADD. Armed with important information and management tools, they can help reverse the cycle of failure and frustration that results in low self-esteem in these children. They can make life easier, happier, and more satisfying for children with ADD, their parents, other children in the program, and themselves.
IMPORTANT NOTE: ADD stands for Attention Deficit disorder. Many professionals refer to this disorder as ADHD, which stands for Attention Deficit Hyperactivity Disorder. Some professionals use these terms simultaneously or interchangeably. In this module, the term ADD is used to refer to the basic form of the disorder and recognizes that the basic pattern of inattention associated with ADD often includes the component of hyperactivity related to extremes in temperament.
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Course 25: Focus on Health and Stress Management |
2.00 |
Every day OST professionals dedicate themselves to caring for and nurturing children, youth, and families. Often OST professionals are so dedicated to serving others, they neglect their own needs. When this happens, OST staff can experience stress that causes them to become overwhelmed, exhausted, frustrated, dissatisfied with job responsibilities, and unappreciated. When OST professionals maintain a healthy balanced lifestyle, they are in a much better position to face the challenges of supporting and nurturing children and families with positive energy, enthusiasm, patience, and empathy. By developing self-awareness; linking their personal and professional goals; developing a healthy balanced lifestyle; and identifying and managing stressors effectively, OST staff can create and maintain a positive sense of well-being that allows them to maximize their ability to build positive relationships with children, parents, colleagues, and others. |
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Course 26: Human Relations Skill Development: Focus on Leadership Styles and Conflict Management |
2.00 |
Research indicates that those in positions of leadership use a variety of different leadership and management styles. A person’s effectiveness as a leader is often directly linked to his or her leadership style. It is important for OST professionals to be aware of the assumptions and characteristics of different leadership styles. Knowledge of different leadership styles can help OST professionals reflect on their own leadership style and assess its effectiveness. It can also help OST professionals take a proactive approach to applying different leadership styles and techniques, depending on the situation.
Leaders also use a variety of different styles when it comes to managing and resolving conflicts. By understanding how to diagnose the causes and dynamics of conflict and understanding the characteristics of different conflict management styles, OST professionals can choose the best conflict management strategy for each situation.
There are a number of skills that enhance the ability of OST professionals to employ different leadership and conflict management styles effectively. When OST professionals are aware of these skills and their own skill levels, they can set priorities for ongoing development of leadership skills. |
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Course 27: Exploring Ethics in School-Age Care: Focus on a Professional Code of Ethics |
2.00 |
According to Frank Loewenberg and Ralph Dolgoff, developing a code of ethics is a significant stage for any profession. “For most American occupational groups the development of a code of ethics coincided, more or less, with the decision to formalize the transformation of the occupation into a profession.” The transformation to a profession allows those working in the profession continuity and heightened sense of purpose. It allows those outside of the profession to realize the integrity and importance of the profession.
When OST/SAC professionals develop, adopt, and adhere to a Code of Ethics, they are guided by underlying principles that represent the values of the OST field. These underlying principles help them determine appropriate courses of action when they face ethical issues as they work with children, parents, colleagues, and community members. |
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Course 28: Commitment to Quality in School-Age Programs |
2.00 |
School-age child care programs were prevalent during World War II. Many mothers worked outside the home to support the war effort and needed care for their children. When the war ended, school-age child care programs disappeared almost overnight as mother chose to stay at home. School-age programs emerged again in the late 1960’s in response to the vast numbers of mothers across the nation who were re-entering the workforce. National surveys in the 1970’s indicated that at least two-thirds of mothers with school-age children were again employed outside the home. The divorce rate was increasing as well as the number of households headed by a single parent. As a result, many elementary school children spent hours alone from 3:00 to 6:00 when school was out. Clearly, there was a growing need for out-of-school support services for school-age children.
In the 1970’s programs were commonly known as school-age child care or extended day programs. Those establishing programs gave their attention to increasing the availability and affordability of after school services for working parents. By the mid 1970’s, child care advocates also emphasized the importance of providing quality programs. Child care advocates, parents, educators, public policy experts, and representatives from a wide variety of child care and community organizations began a national dialogue to explore and identify the components of quality school-age child care services. Today, national, state, and local organizations are working to educate the public about quality school-age child care services and assist school-age child care professionals achieve quality programming in their communities.
It is essential for OST professionals to be aware of the national and state organizations, research, and practices that focus on the development of quality school-age child care programs. This makes it possible for OST professionals around the country to learn about the dimensions of quality OST/SACC programs and participate in the important process of continuous improvement of their own programs. |
