By Megan Beckett
Expanding numbers of kids are partaking in after-school courses, and with extra federal and nation investment the variety of such courses is probably going to develop. This development has been happening, notwithstanding, with little suggestions as to what software positive aspects or practices could be such a lot valuable in nurturing the tutorial fulfillment, emotional improvement, and overall healthiness of the kids concerned. This booklet is helping fill that desire for suggestions by means of delivering a collection of 18 version practices opposed to which after-school courses might be evaluated. The authors supply how you can rating adherence to the standards, from very good to insufficient; survey varieties for amassing the data to assign those grades; and an illustrative program in their method of a collection of real-world after-school courses.
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Additional info for Accountability for After-School Care. Devising Standards and Measuring Adherence to Them
There is some empirical support for the asserted benefits derived from a variety of activities. In one Tier 1 study, Rosenthal and Vandell (1996) conclude that in programs where directors reported a larger number of different activities offered in a week, researchers more frequently observed positive or neutral staff-child interactions,13 and children’s perceptions of the overall climate of the pro______________ 13In this study, staff-child interactions are treated as an outcome. It should be noted that this outcome is also a practice.
The most frequently offered activities (on a daily basis) in a national survey of before- and after-school programs were socializing (97 percent of programs), free time (95 percent), games (89 percent), reading (86 percent), time for homework (81 percent), physically active play (81 percent), and arts and crafts (61 percent) (RMC Corporation, 1993). Some authors believe that offering an array of activities yields several benefits, including the fostering of decisionmaking skills and creativity (Alexander, 1986); time and space for physical play such as running, jumping, and climbing as well as time for the emotional release that art, dramatic play, and sand and water play provide (Alexander, 1986); and the capturing of participants’ interests and subsequent increased retention rates (Belle, 1997), particularly at older ages.
Departments of Education and Justice, 2000; Carnegie Council on Adolescent Development, 1994). S. Departments of Education and Justice, 2000; National School-Age Care Alliance, 1998; Miller and Marx, 1990; National Association of Elementary School Principals, 1999). One Tier 2 study suggests the placement of systems to monitor and ensure the safety of the facility and equipment (National Association of Elementary School Principals, 1999). More specific recommendations related to safety include requiring children to sign into and out of centers and providing first aid training to staff (National Institute on Out-of-School Time, 2000; National Association of Elementary School Principals, 1999; National School-Age Care Alliance, 1998).
Accountability for After-School Care. Devising Standards and Measuring Adherence to Them by Megan Beckett