Goal of the Series

1. Goal of the Series The School Age Youth Summer Program orientation series has been designed to help you understand the basics of caring for school age youth.

2. Understanding the Series Each module consists of: • Overall objective of the module • Terms and definitions • Specific learning objectives • MN Core Competencies and NAA Standards addressed • Module training content • Learning activities • Resources The learning activities include: • An application activity focused on school age youth • A personal reflection activity that is not shared • A reflection activity to be done with a peer or supervisor

3. What you will need You will need the following items to complete the module: • Print the PDF file that goes with this course. The link is located by the link you chose to open this module. • Paper and pencil • Approximately one hour of “quiet time”; some of the activities will be completed outside of this hour • Access to a printer • Optimistic outlook to gaining new knowlege

4. Module 7 Programming for School Age Youth

5. Objective To provide an understanding of meaningful and appropriate activities that support learning in school age youth programs

6. Terms and Definitions • Academic achievement - academic scores or grades • Academic support – activities that support learning • Activity plan - written plan to explain how to lead an activity, provides information about when, where, what and why • Choices– activities, interest centers and other options that are available for school age youth to use • Developmentally appropriate – activities, opportunities, choices that meet the developmental level of the school age youth • Enrichment– activities that support and enhance the regular school day learning • Experiential learning - hands-on, ‘learning by doing’ type of learning opportunity • Intentionality - planned with a clear purpose or reason in mind • Program Design – the overall plan for delivering the school age program, this needs to match the program’s mission

7. IntroductionSpecific Learning Objectives In this module you will: • Learn best practices that support learning activities and opportunities in school age youth programs • Explore the importance of ‘intentionality and purpose’ in planning activities for school age youth • Define and explore the importance of offering a variety of developmentally appropriate choices in school age youth programs • Discover strategies for successful implementation of choices, activities and opportunities

8. Programming for School Age Youth The Challenge: School age youth are out of school and looking forward to a fun summer! Your role in your program is to plan and/or lead activities that are fun and engaging and at the same time, are meaningful and age/developmentally appropriate.

9. Best PracticesMN School Age Core Competencies The MN School Age Core Competencies address the expectations of staff relevant to providing appropriate activities in: Content Area 2: Learning Environment and Curriculum General • Gives school age youth choices • Supports and encourages the participation of school age youth in a variety of activities, experiences, and social interactions • Actively participates with school age youth in a variety of activities • Provides a safe environment through active supervision of school age youth, materials and equipment Physical Development • Interacts appropriately with school age youth during physical activities

10. Best PracticesMN School Age Core Competencies Language, Literacy and Cognitive Development • Encourages school age youth to explore their environment through activities related to literacy, math, science, geography, history etc. • Provides opportunities for conversation and language development that includes support for English Language Learners • Supports school age youth in creative activities and problem solving • Reads books with school age youth and models reading behaviors Personal/Social Development • Acknowledges and shares the school age youth’s excitement in discoveries, exploration, and manipulation of items in the environment • Acknowledges the efforts, accomplishments, and innate gifts of each school age youth

11. Best PracticesNAA Standards of Quality The NAA Standards of Quality recognizes the importance of learning using choices and activities. The standards are listed in the Human Relationships and Activities categories. Human Relationships • Staff interact with school age youth to help them learn. Activities • School age youth can choose from a wide variety of activities. • Activities reflect the mission of the program and promote the development of all the school age youth in the program. • There are sufficient materials to support program activities.

12. Best PracticesTheories: ERE, Five Foundations of Childhood, and Generations of Care The ERE,Five Foundations of Childhood, and Generations of Care have been explained in previous modules (you can access the handouts in Module 1). The ERE tells us why the things we do and provide in our program (the environment, relationships, and experiences) are important to school age youth. The Five Foundations of Childhood explains why school age youth need to accomplish these tasks: empowerment, play, community building, maturity and self-direction. The Generations of Care help us to see where we are in our personal development and philosophy relevant to school age youth.

13. Best Practices – Quality EquationCore Competencies + Standards + Theories =Quality programs for school age youth The quality of activities and opportunities (the ‘How’) we offer are based upon our knowledge of school age youth (the ‘Why’) and our commitment to them (the ‘What’).

14. Planning for School Age Youth School age youth programs support academic success through the attitude, belief or practice that places value on life-long learning. Programs accomplish this by providing choices, opportunities and activities that include experiential learning, civic and community involvement, and developing real-life skills. .

15. Choices Empowering School Age Youth School age youth programs use choices as a strategy to deliver programming. They structure the environment with a variety of activities that encourage school age youth to decide which activity interests them. Using this strategy teaches school age youth to be responsible for their own actions. This ‘empowerment’ helps school age youth grow in self-esteem and the confidence to be successful as they grow older. Appropriate choices = happy, engaged school age youth = a peaceful environment

16. ChoicesEmpowering School Age Youth Having choices is not total free choice all of the time. Itmeans giving school age youth the opportunity to make decisions within a reasonable framework. Choices need to be: • ‘Real’ – they need to be something the school age youth would choose • Age and developmentally appropriate • Engaging and of interest to school age youth Choices teach school age youth how to make decisions, and be responsible for their actions.

17. ChoicesEmpowering School Age Youth It takes thoughtful and intentional planning to structure successful choices in your environment. You can do this by: • Providing a variety of activities and interest centers • Providing open-ended materials and supplies that encourage school age youth to create their own play and activities • Actively and attentively supervising the entire area • Offering alternative choices for those not interested in the ‘main’ activity • Incorporating the interests, ideas and suggestions of school age youth into the planning

18. Planning for School Age YouthTried and True Choices There are some activity choices that work really well in school age youth programs. These include: • Clubs – Organizing a group of school age youth that meets regularly to teach them a skill. Some examples of clubs could be: culinary, gardening, sports, photography, laundry, newspaper, and science • Long-term projects – activities that are pro-longed and take weeks to finish a product. Some examples are: scrap-booking, collections, calligraphy, and re-cycling

19. Planning for School Age YouthTried and True Choices • Field Trips – Going to places of interest with the school age youth outside of your program Some examples are: local water park, museums, historical sites, supermarket, baseball game • Parent Participation – Inviting parents to share their skills and knowledge with the program. Some examples are: cooking project from their country, playing an instrument, making items for the program, playground improvement (raking sand, sanding wooden equipment) • Special visitors and programs – Someone from the community to introduce school age youth to something new. Some examples are: Zookeeper bringing in animals, banker sharing with school age youth how to save money, a local chef presenting cooking ideas

20. Planning for School Age YouthTried and True Choices • Community Service – activities that involve the school age youth doing something for someone else, going out into the community Some examples are: - youth can work with a hospital to set up a toy room for the children's ward or provide them with activities to do in their rooms - collect needed items for a local shelter - work with your chamber of commerce office or tourism office and plan a self-guided historical walking tour of your community • School Age Youth Council – school age youth form a council to help plan and organize activities for the program Some examples of activities may include: program newsletter, special parties and family events, reward system for younger school age youth

21. Planning for School Age YouthProgram Design Your job may or may not include planning activity choices. However, it is important to understand the purpose and process for planning and delivering/leading activities. • Curriculum, activity or lesson plans are names commonly used to refer to the projects or events that are offered in a school age youth program. • Activity plans are a way for supervisors and staff to be intentional and purposeful about the activities offered. • Activity plans also help staff articulate the learning that is occurring within their school age youth program. • There is no one right way to design an activity plan. But there are key components that should be included in the planning form.

22. Planning for School Age YouthProgram Design You should be able to articulate the purpose behind the choices, activities and opportunities you offer school age youth. They should: • Be appropriate for the age range and skill level of all of the participants • Reflect the interests and needs of the school age youth in your program – school age youth should be part of the planning process • Support academic success by enriching the learning that takes place in the regular school day/year • Use a hands-on, real-life approach to reinforce learning • Provide a challenge without being too frustrating School age youth are learning every minute of their lives – make their time with you count!

23. Planning for School Age Youth Intentionality in Planning There are some ‘activity planning basics’ that will help you be successful in planning: • The ages and abilities of the school age youth need to be considered when planning an activity. • Everyone should not be expected to participate together nor will one activity be a good fit for all the individuals in the program. • Plan for the varying levels of attention span of the school age youth in the program. • Consider the available materials, space and time for the activity. • Build skills by providing challenges that take school age youth from their current level of ability to the next higher one. • Staff should have a regular set time to network with each other to plan program activities .

24. Planning for School Age Youth Intentionality in Planning A successful activity or choice: • Can be adjusted for various age groups by adding/deleting some materials or changing the rules to fit a certain age group or skill level • Stresses learning by doing, which means that the school age youth do the work themselves • Supports some competitive activities but allows everyone involved to be a winner and be part of the group • Promotes a sense of wonder and encourages questions from the school age youth • Has been tried before using it with school age youth to ensure it will work

25. Planning for School Age YouthFormula for Success Using an activity planning form helps you organize staff information. Information could include: • General Information Who is conducting the activity, the date, space, where activity will happen • Goals and objectives What do you want to teach the school age youth, what areas of development are the focus, theme • Activity Name of the activity, what materials are needed, describe how the activity will be carried out • Special Notes What accommodations need to be made, what permissions do you need, what preparations need to be made • Reflection and Evaluation How much participation was there, what changes are needed, what was the fun factor, additional learning opportunities that presented themselves, ideas for extending this activity

26. Planning for School Age YouthFormula for Success Successful activities are planned and rarely ‘spur of the moment’. Jim Therrell in his book; How to Play with Kids, introduces a successful strategy for delivering a planned activity. It is best remembered by the first letters of the words – DDAPD. • D = Directions are short and to the point (60 – 120 seconds max!) • D = Do it (slow motion/practice round) • A = Adapt (what did you learn what needs to be changed?) • P = PLAY ON! • D = Debrief – talk about what you saw, reinforce the key points of the desired skills. Have the participants talk about what they learned. And what they’d change.

27. Planning for School Age YouthFormula for Success Your job will most likely include leading activities. Being prepared to lead an activity makes the activity more successful for everyone. To be ready to lead: • Come to work prepared to be actively involved with school age youth – appropriate dress and shoes! • Be on time so that you can be ‘ready’ • Read the activity planning sheet ahead of time so that you understand the directions and know the purpose • Be prepared - find the materials, try out anything you have questions about • Have fun, lead with enthusiasm!!!

28. Be Your Best! School age youth programs support academic success by being intentional and purposeful in planning activities. You can support this learning by being actively engaged with the school age youth during the activities.

29. Key Points School age youth learn through hands-on, real life experiences where they are allowed some choice. In this module you: • Learned about best practices that support learning activities and opportunities • Explored the meaning of ‘intentionality and purpose’ and their importance in planning activities for school age youth • Defined what ‘choices’ meant, and explored a variety of successful choices • Looked at the ‘basics’ for planning and leading activities

30. ActivitySchool Age Youth Focus • Print out the ‘School Age Youth Speak Out’ Worksheet PDF that goes with this module. • Brainstorm with a group of 5-6 school age youth to gather information about an activity or choice they would like to do. • Record your results. • Choose one activity to share with a peer or supervisor.

31. ActivityReflection with a Peer or Supervisor Working with a peer, try writing an Activity Plan using the DDAPD format. • Print the Activity Planning Worksheet from the PDF that goes with this course. • Using the information from the ‘School Age Youth Speak Out’ Worksheet, choose one activity to write an activity plan for. You may want to do this with a peer. • Share with your supervisor.

32. ActivityPersonal Reflection It’s time to put your school age youth survey and activity plan to use! • Print the Critical Questions Reflection Worksheet PDF that goes with this module. • Practice leading the activity from your Activity Plan. • Think about and answer the questions. • Review the resources in the following slides.

33. Resources Minnesota School Age Core Competencies • These were developed by the Minnesota Association for the Education of Young Children (MnAEYC) and the Minnesota School Age Care Alliance (MnSACA). • They define what practitioners need to know and be able to do to provide quality education and care. • They are designed to serve as a guide for improving your work with children and families. • They are worded so that they can be measured or demonstrated. The core competencies are available at the Minnesota Department of Human Services. They can also be downloaded at the MnSACA website. www.mnsaca.org

34. Resources National AfterSchool Association • NAA is the leading national professional association for the afterschool field. With over 9,000 members and 36 state affiliate organizations. • NAA represents the voice of the afterschool field in the areas of professional development, program quality, public policy and current issues affecting children and youth in their out of school time. • NAA is the accrediting body for the NAA accreditation process. They publish the resource book The NAA Standards for Quality School-Age Care. Web address: www.naaweb.org

35. Resources Other • Ollhoff, L., (2002). School-Age Care Planner. Sparrow Media Group: Eden Prairie, MN Phone: 952-953-9166 • School-Age NOTES Resources for after-school professionals info@schoolagenotes.com web@schoolagenotes.com • Redleaf Press Resources for after-school professionals www.redleafpress.org

36. Resources • Howard Gardners’ Multiple Intelligences http://www.eed.econ.msu.ru/cmt2/lib/c/198/File/howardgardnermultipleintelligences.pdf • Boys and Girls Club of America http://www.bgca.org/programs/education.asp • 4-H Clubs http://kidsclubs.about.com/od/4h/p/4h.htm Therrel, J. (1988) How to Play with kids.

37. Congratulations!You have successfully completed Module 7