Lori Carraway

WSU Cooperative Extension, Snohomish County

Care for school age children seems to be getting lots of attention lately. Partly in response to reports of school violence, federal funds have been set aside for research, quality improvement, and expansion of after school programs. Some of the new research tells us that adult supervision, guidance, and mentoring are especially needed between the time school is out and the time parents get home. Those 3 or 4 hours are considered particularly "risky" for "home alone" or unsupervised youngsters.

Minimum licensing standards in most states require after school care to include adult supervision, a snack, and a safe place to play. Yet, an after school setting -- one that is different from home or school -- can easily offer so much more! Key to high quality programs are opportunities for children to practice social skills, master new physical challenges, daydream creatively, and explore new concepts. Providers who plan programs for school age children should remember that they benefit by having:

• at least one adult who values them and who pays attention – one who really believes that the individual child is special – who notices, listens and encourages. Everybody needs a cheerleader at some point!

• limits that are developmentally appropriate, consistent, and necessary. A few, clear limits (clearly understood) are better than lots of detailed rules. Youth who help decide on needed limits are more likely to follow them.

• consequences that are clear, tied to the infraction, and consistent. Children need to know what will happen when they s-t-r-e-t-c-h limits. Consequences should be clear and consistent – not merely tied to an adult’s mood. When calm adults assign consequences that are related to the unacceptable behavior…eg., when Josh and Aaron argue, they must play in separate areas for a while…children learn about the effects of their behavior.

• some unstructured time in an unhurried atmosphere….Children need chances to run, play, rest, select a quiet activity, daydream, or devise new games after a long school day.

• a safe, unhurried atmosphere and a snack (one, hopefully, low in sugar ), a place to put school supplies, and an opportunity to wind down. Some children need time to lie on the grass, watch the clouds, and think important thoughts.

• a choice of activities: one-on-one time with a friend; active large group games, structured small group activities, soft, quiet corners for reading or making daydreams

• opportunities to be creative – with art, movement, language, blocks, woodworking, playground activities, etc. Lots of open-ended materials (fabric scraps, blocks, etc).
• "ENOUGH STUFF"-- materials, supplies, space and "props" to hold interest and creativity …so sharing isn’t always needed and time waiting for a turn is short .

• chances to help others, to care for someone or some living thing, to feel useful and helpful, to see life’s changes.

• responsibility…but in tiny doses. Young children can clean up after themselves, empty wastebaskets, and make limited choices. Older ones develop confidence and competence with input limits, consequences, and activities. Give small doses of responsibility. Allow children time and practice for it to take hold, grow and flourish.

• new things to learn and new skills to develop….Learning through table and outdoor games, problem-solving, creative arts, motor activities, and practicing life skills (eg., cooking activities, mentoring younger children, building activities) fosters competence and self-esteem.

• practice solving social problems….getting along with others, knowing when to share, and using words for negotiating…these skills require practice. They are more easily learned when a non-interfering adult is nearby for guidance -- just in case.

• indoor and outdoor environments that are safe, age-appropriate, and stimulating. Thoughtfully laid-out space fosters opportunities for children to complete projects, cooperate, use time productively, participate in many activities and be supervised without interference. Accidents and conflicts are more likely in spaces that are too small, too simple, or too advanced for the children using the areas.

• a blend of the familiar and predictable with some novelty (to spice it up!). Something new in a familiar place or within a common routine can be enjoyed, explored and appreciated but too much change can be overwhelming.

• adults who will prevent ALL bullying, teasing, and assaults. Prevention is more effective than issuing consequences for such behaviors, but non-aggressive responses to aggression from an adult are essential. Staff should develop a no tolerance policy for aggressive behaviors. Children must be very clear that aggression will not be tolerated.

• models and techniques for handling stress. Children need chances to observe adults/peers handle distress and stressors in calm, positive ways.

• reduced competition. We all need a break from competition at some time. Challenging their own best accomplishment(s) instead of competing with others can help to improve children’s confidence while decreasing group stress and conflict. Children learn best when they are unafraid of "losing" or being humiliated.

Generally, children need to feel safe – safe enough to explore new things, to learn about themselves, and practice social skills. They need to know that they will have a turn, get their share, and be noticed for positive behaviors. They need to feel protected by adults and valued by the group. Now, that’s a nice way to spend any afternoon!