 |
Developing Effective Outdoor Environments and Interest Areas (Collection) |
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. |
|
|
Providing Homework Support (Collection) |
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. |
|
|
Helping Children with ADD Succeed In School-Age Programs (Collection) |
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. |
|
|
Growing as a Professional: Health and Stress Management (Collection) |
2.00 |
An important part of professionalism in the school-age field is continued personal growth and development in relation to the field. This requires using appropriate resources and strategies to further individual professional development. In this course, we will explore professional development opportunities for school-age staff. |
|
|
Current Trends and Issues in Out-of-School Time Programs (Collection) |
2.00 |
It is important for OST professionals to understand how the field has developed since its inception and to be knowledgeable about the current status of the OST field. With this knowledge and understanding, it is possible for OST professionals to participate in shaping the field as it grows in the future.
The field of OST is growing and changing as national researchers learn more about what works best in OST programs for a wide range of children and youth, their families, and their communities. Other positive changes are occurring as advocates for OST succeed in creating more public awareness about the need to make quality OST services available to all children and youth across the country. In addition, the OST field is undergoing a metamorphosis as experienced professionals in several different disciplines and fields share and contribute their knowledge, skills, and insights with the goal of creating national models that represent the best possible OST programs.
In this climate of change, OST programs face a number of important issues, revolving around the availability, affordability, and accountability of programs. Many national trends and issues have implications for OST at the state and local level. When OST professionals are well informed about national developments in the field, they can become more effective OST advocates as they design and implement high quality, sustainable programs that are responsive to youth, family, and community needs. |
|
|
Youth Development Trends: Focus on Older Youth (Collection) |
2.00 |
The Center for Early Adolescence at the University of North Carolina and the Search Institute have found that early adolescence is a time of rapid change in youth development and developmental needs. For many children, the characteristic needs of early adolescence begin to emerge as early as age nine, when children are still in elementary school and attending traditional OST programs. OST professionals who understand these emerging needs are better equipped to create successful program experiences with older children in their programs.
The number of quality OST programs for children between five and twelve is steadily growing across the country. At the same time, there is increasing public interest in establishing programs that can also address and support the out-of-school needs of children over age twelve. For many years, communities tried to meet the needs of older youth by a problem-solving approach that focused on helping youth by fixing what was wrong. New trends in youth development take a more positive approach and are focused on working with youth to create positive outcomes.
OST professionals who are knowledgeable about adolescent development and developmental needs and are knowledgeable about youth development research and trends can play important roles in helping their communities design and develop the next level of program services for children over the age of twelve. By learning about ways to support the developmental needs of older youth, OST professionals can join with others to create strategies and programs for continuing to build on the positive experiences younger children have in their OST programs. |
|
|
Sharing Information with Parents and Other Professionals (Collection) |
2.00 |
School-age children work on many important developmental tasks during their out-of-school hours. One of the important responsibilities of OST staff is to help parents stay in touch with how their children are growing and developing during program hours. In addition to parents, professionals who work with children in other settings are often interested in learning how children spend their time when they are not at home or school.
Portfolios are excellent tools for bringing children’s experiences in OST programs to life for parents during planned parent conferences. They are also valuable tools for sharing helpful information about children with other professionals. |
 |
Emergency Animal Recall - Polar Bears |
2.00 |
Welcome to Emergency Animal Recall. This Overview course covers the fundamentals of Emergency Recall training for exhibit animals, including:
What exactly is Emergency Animal Recall, and why is it necessary?
What are the benefits of Emergency Animal Recall?
How do you generate support within your organization for a training program, and how do you decide which animals should be trained first?
What equipment will you need, and what preparations will you need to make?
What is the general outline of an Emergency Recall training program, and how do you maintain the conditioning once it has been established?
This is the first course in a series. After completing this Overview, you should continue with the species-specific Polar Bear Emergency Animal Recall course. |
 |
Emergency Animal Recall - Brown Bears |
2.00 |
Welcome to Emergency Animal Recall. This collection consists of an overview course which covers the fundamentals of Emergency Recall training for exhibit animals, including:
What exactly is Emergency Animal Recall, and why is it necessary?
What are the benefits of Emergency Animal Recall?
How do you generate support within your organization for a training program, and how do you decide which animals should be trained first?
What equipment will you need, and what preparations will you need to make?
What is the general outline of an Emergency Recall training program, and how do you maintain the conditioning once it has been established?
After completing this Overview, you can continue with the species-specific Brown Bear Emergency Animal Recall course. |
 |
Emergency Animal Recall - Tigers |
2.00 |
Welcome to Emergency Animal Recall. This collection consists of an overview course which covers the fundamentals of Emergency Recall training for exhibit animals, including:
What exactly is Emergency Animal Recall, and why is it necessary?
What are the benefits of Emergency Animal Recall?
How do you generate support within your organization for a training program, and how do you decide which animals should be trained first?
What equipment will you need, and what preparations will you need to make?
What is the general outline of an Emergency Recall training program, and how do you maintain the conditioning once it has been established?
After completing this Overview, you can continue with the species-specific Tigers Emergency Animal Recall course. |
