School Age Summer Staff Orientation Series

1. School Age Summer Staff Orientation Series

2. Goal of the Series • The school age summer orientation series has been designed to help you understand the basics of caring for school age children & youth.

3. Understanding the series Each module consists of: • Objective of the module • Training Content With a Youth: Activities With a Peer: Read and Reflect With a Supervisor: Self Assessment

4. What you will need • Print the PDF that goes with this course. The link is located near the link you clicked to open this module (as well as on the first slide of this presentation). • Paper and pencil • Approximately one hour of quiet time • Access to a printer • An optimistic outlook towards gaining new knowledge

5. Module 5 Environments

6. Objective To gain an understanding of supportive spaces for youth and supplying developmentally appropriate materials for play

7. Introduction All programs have unique spaces that they offer to youth for their play. Programs can offer supportive indoor and outdoor spaces for youth. How do we decide what materials are appropriate for youth. Daily schedules are an important component to a youth’s day.

8. Environments • The space around us effects the way we feel and what we feel like doing. The same statement is true for youth. • The environment should be comfortable and home-like. • The space for youth programs is extremely important and children need to help create their space. Children feel most at home when they have helped design their own spaces. • Youth need different environments to accommodate their different moods and activities. http://www.wccip.org/tips/school_age/creating_environments.html

9. Types of Environments The National After School Association defines the different type of spaces as: • Program Space – The place where program activities occur. Some programs find space in a self-contained building (such as a church or school). Other programs may use one large room (such as a gym or cafeteria) that can be divided into activity areas. Program space may also include locations throughout the community where children engage in specialized activities such as swimming, playing soccer, or taking music lessons.

10. Types of Environments (continued) • Indoor Space – refers to the enclosed space where program activities take place. (e.g. cafeteria, library, computer lab, classroom, art studio). The environment also includes furniture, materials, and visual displays. • Outdoor Space – refers to the open air space where program activities take place. The outdoor space includes the program entrance and exit areas and all outdoor play spaces at the program site. It may also include nearby areas that children use, such as a local park or tennis court. • Middle School Youth – refers to space for older teens usually between 10 -14 years old. These school-agers will often have a “clubhouse” within the program.

11. Indoor Environment • Play is one of the most vital aspects of a child's life. It's not only a socially enriching activity, but it also helps contribute to a child's physical, mental and emotional development. Through play, children can discover their surroundings, make connections, apply new skills and learn how things work together. www.articlesbase.com/free-articles/an-enriching-environment-at-a-young-age-means-a-brighter-future-89735.html

12. Planning Your Space The National After School Association describes quality indoor space as follows: • There is enough room for all program activities. • The space is arranged well for a range of activities. • The space is arranged so a variety of activities can go on at the same time. • There is adequate and convenient storage for the equipment, materials, and personal possessions of children and staff.

13. Planning Your Space (continued) • Youth can get materials out and put them away independently. • Youth can arrange materials and equipment to suit their interests & activities. • The indoor space reflects the work and interests of the youth. • Some areas have soft, comfortable furniture on which youth can relax.

14. Activity Areas When planning the types of activity areas that will be offered, consider these factors: • How much space does the program have?Is the space shared: inside or outside? • What are the interests of the youth? • What materials are there to work with? • How many youth will use the space?

15. Activity Areas (continued) The following are activity areas that could be offered in school age/youth environments: • Socializing/Quiet Area: A space for youth to relax, read, listen to music, do homework and talk to friends. • Games Area: A space for youth to play sitting on the floor or at a table. Children can do various activities like puzzles, play cards or do board games. • Dramatic Play: A space for youth to use their imagination and try out roles. This space can provide props boxes that center around a theme.

16. Activity Areas (continued) • Arts/Crafts Area: A space where youth can use materials such as, paint, markers, glue, paper etc.. And participate in skill building activities such as pottery, weaving, candle making, and cross stitch. • Sensory Area: A space that can be used for the youth to explore their sense of sight, smell and touch and hearing. • Construction Area: A space that provides a chance for youth to build structures. The building materials can be toys or recyclable goods.

17. Activity Areas (continued) • Physical Area: This space can support the running, jumping and climbing interests of youth. This area needs to allow enough room for the school-agers to be able to move and use their whole body in many different ways. Some equipment that that can be provide are balls, hula hoops, net activities (such as volleyball or badminton), parachutes, and bowling, • Science Area: This space allows youth to experiment the natural world around them. Microscopes to view bugs, balances to compare weights of rocks, magnifying glasses to compare leaves. Youth can also learn about the environment through activities that explore recycling, animal extinction, and plant growth.

18. Activity Areas (continued) • Music Area: A space where youth can explore different types of musical instruments, sing, dance, write songs, and perform concerts. CD’s/tapes that support many styles of music, CD/tape players, microphones, and instruments can complete this area. • Take Apart Area: A space where youth can see everyday household items and take them apart to see how they are made. Materials to support this could include, screwdrivers, goggles, wrenches, pliers, toasters, can openers etc… Another way to structure this area could be using woodworking materials to provide the school-agers with the opportunity to use hammers, nails, saws, glue, popsicle sticks, gloves, goggles, and wood/Styrofoam to make projects.

19. Sample Indoor Environment Picture provided from: http://www.wccip.org/tips/school_age/creating_environments.html

20. Activity Areas (continued) *Note about shared space: Your program may be one that has to be set up and taken down everyday. Due to this, staff may need to consider what types of furniture, shelving, and soft items can make the space comfortable for the children. Portability and storage of equipment can be a problem. Think about “kits” or “rolling storage cabinets” that can be used and maneuvered more easily. You may not have enough space to offer many different activities at a time. Organizing and planning with your co-workers can help you to provide an optimal learning environment for the youth.

21. Outdoor Environment Visual Exercise: Close your eyes. Think back to when you were a kid. Visualize your back yard or neighborhood. Then think about the following questions: • What did you do when you went outside? • What did you play with? • Who did you play with? • Where did you go? • How long did you stay outside?

22. Outdoor Environment (continued) Outdoor areas for youth can encompass many different venues. You can go to the park, ride bikes along a path, take a field trip to the zoo, go fishing, or just go out the back door of your program. Your focus here is to provide the youth with wide open spaces. Kids need a place where they can freely explore the natural world. A place where they have room to run, climb or play ball. A place to sit in the shade or splash in some water. A place where they can yell and cheer! Where ever you decide to play, it is important for the youth to have the opportunity to “let off some steam”.

23. Outdoor Environment (continued) The National After School Association describes quality outdoor space as follows: • Each youth has the chance to play outdoors for at least 30 minutes out of every three-hour block of time at the program. • Youth can use a variety of outdoor equipment and games for both active and quiet play. • Permanent playground equipment is suitable for the sizes and abilities of all youth. • The outdoor space is suitable for a wide variety of activities.

24. Outdoor Environment (continued) Youth who play outdoors - • Master skills they can’t practice indoors • Have the opportunity for physical exercise • Breath fresh air • Learn about their surroundings • Use all of their senses • Choose from many types of play

25. With a Peer: Read and Reflect Print the Materials Checklist located in the PDF that goes with this course. With a co-worker, evaluate the furniture and equipment that your program offers. Identify 3 ways to make your program more “home like” as well as two interest centers that could be added to your program. Write your responses in the worksheet.

26. How Children Learn We used to think youth learned best when they: • Listened to and watched adults • Memorized facts • Thought about abstract ideas • Followed directions • Had their mistakes corrected • Practiced task selected by others • Sat quietly at their desks This information taken from ESSENTIALS for Child Development Associates Working with Young Children, Carol Brunson Phillips, Editor.

27. How Children Learn (continued) Now we know youth learn best when they: • Actively participate • Work at their own pace and in their own style • Talk with each other • Use real, authentic objects • Build on their own experiences • Follow their natural curiosity • Experiment to find solutions to their own problems • Choose what they want to do • PLAY This information taken from ESSENTIALS for Child Development Associates Working with Young Children, Carol Brunson Phillips, Editor.

28. Choosing Appropriate Materials When planning the type of play materials and equipment that could be added to a program environment, consider these points: • Choose pictures that show people in non-stereotypical roles such as; men and women as community helpers, pilots, firefighters, or cooks. • Plan your space to be able to be modified for youth with special needs. • Try to find ways to use sound absorbing materials to cut down on noise. • Use low, open shelving to promote accessibility and independent use by youth. • Plan regular opportunities for changing the learning centers to maintain the youth's interest, support their ideas and encourage new experiences . • Ensure durability of the materials and equipment is appropriate for the ages using them.

29. With a Youth: Activities Print the worksheet “Interest Area and Equipment” from the PDF that goes with this module and survey the youth in your program by age group. Ask them what materials or equipment they would like added to their program space.

30. Daily Schedule A daily schedule is basically the order of events for the day. It outlines to the youth, what they can expect for the day and what choices they will have. Daily routines help children to feel secure and have some consistency in their lives. In the world we live in, families lives are busy. They are rushing to do errands, get to work, and take youth to extracurricular activities. Some youth may find themselves on their own at times. They may have to make themselves a meal or take care of a younger sibling. Establishing a routine at your program, gives the youth an agenda they know they can rely on. They know there will be adults there to talk to, they develop a sense of trust for the program, there will be other youth to play with, they will be fed, and they can make choices.

31. Components of a Daily Schedule • Flexible vs. rigid • Provides stimulation • Involves youth in the planning • Allowed for transitions • Provides choices • Includes large “chunks” of time for free play • Offers opportunities for energized or quiet play • Supports youth’s choice to play by themselves or with a group • Offer a balance of adult directed vs. child directed activities.

32. Sample Daily Schedule • 6:30 Program opens • 6:30 – 7:45 Breakfast • 7:45 – 9:00 Child led activities and outdoor play • 9:00 – 9:05 Transition to group • 9:10 – 9:15 Group time (connect with youth that are there, discuss events of the day) • 9:15 – 11:00 Special activities, clubs, group projects, free choice • 11:00 – 12:00 Lunch • 12:00 - 12:15 Transition to afternoon activity • 12:15 – 2:45 Field trip or Outing (swimming, park museum, fishing at the lake etc.) • 2:45 - 3:00 Transition to snack • 3:00 – 3:45 Open snack (children choose if and when they want to eat) • 3:45 – 5:30 Child led activities and outdoor play • 5:15 – 5:30 Clean up/Transition to home • 5:30 Program closes

33. Key Points There are many types of play spaces that are supportive for youth’s activities and interests. Setting up your indoor and outdoor environment into interest centers, can promote curiosity and creativity in youth. Choosing appropriate materials and equipment depends on the youth in your program and what your program has to offer. Daily schedules help a youth to feel secure and gives them the opportunity for making choices.

34. With a Supervisor: Self Assessment Print the worksheet “Supportive Youth Environment” from the PDF that goes with this module. Complete the worksheet, then review it with your supervisor. Decide on two changes that can be made to your program.

35. Resource Websites www.mnsaca.org www.naaweb.org www.bgca.org www.fourhcouncil.edu

36. Resources Books No Gym? No Problems! Physical Activities for Tight Spaces The Outrageous Outdoor Games Book New Games & More New Games How to Play With Kids, Jim Therell School-Age Care Environment Rating Scale Developmentally Appropriate Practice in School-Age Child Care Programs. Second Edition. School-Age Care Environment Rating Scale (New in 2nd Edition) hone: 651-646-8689 Fax: 651-646-4514 professionaldevelopment@mnaeyc.org

37. Congratulations You have successfully completed Module 5