Click here for all four early childhood literacy pages linked together...Fantastic!

This page has 'Tips and Ideas' for daily reading, book talk, and literacy in dramatic play. Although page 1 has ideas that are helpful to parents, it is a page that is more suited to early childhood teachers. 

 Parents AND teahers... Be sure to look  at page 2... there are more than 70   'FUN ACTIVITIES'  ---- that promote reading, writing and communication!

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Introduction: Definition of 'LITERACY'

Thinking is fundamental to literacy! Literacy is most commonly defined as the ability to read, spell and communicate through written language. However, in a more general sense, literacy is more than just the ability to read or write. It means being able to view, listen, read, comprehend, evaluate, speak, and write effectively and systematically.

Literate children approach reading and writing as fun and exciting activities. They use reading to learn about a wide range of subjects, and they use writing to share their own ideas. Literacy stretches imagination and stimulates interests. Youth who lack a comprehensive and enjoyable introduction to the world of literature tend to see writing and reading as work--something they have to do. Literacy broadens a person's world as surely as illiteracy narrows it.

Literacy is empowering.  It is one of the most important skills a person can have! How skillfully and successfully children develop their reading skills and grow towards literacy may influence their beliefs about their personal worth and abilities for a lifetime!

Because literacy develops along a personal continuum, same-age children may display varying levels of skills.  Because of this, both literacy activities for day care and preschool settings -- as well as literacy activities for the first grade levels-- may all be appropriate for each age group. So when planning activity lessons, look for activities geared from pre-k through first grade.

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There are tons of ideas in the following sections--but most of all----'WE' as teachers and parents... need to  model our love for the written word and reading!

Teachers...

• Label everything; write notes; keep a calendar and daily planner; post rules.
• Post lists of snacks; schedule; upcoming events; and children's responsibilities.  Children observe adults using print materials!
• Teachers and Parents...introduce new vocabulary words during routine conversation and book reading.

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DAILY READING

1. Ensure that children have 'daily experiences' of being read to and are independently reading meaningful and engaging stories, as well as informational texts.

 2. Help children learn how to choose appropriate books for independent reading.
 
3. Encourage children to join in reading by letting them complete rhymes or tell favorite parts of stories. After you have read the book a few times, stop when you come to the second word that rhymes, and let the children fill in the word.

    •"Brown bear, brown bear, what do you see? I see a yellow fish looking at ____"

    •Use the fill-in-the-blank technique: For example, "Old Mother Hubbard went to her ____." This method also can be used with non-rhyming books.
 
4. Provide opportunities for children to talk about what is read and to focus on the sounds and parts of language as well as the meaning. 

5. Provide repeated readings of stories so children can gain mastery of the narrative, ideas, and language.
 
6. Actively engage the children. Example: "Do you know anyone who acts like that?"

7. Take time to answer children's questions about reading.

8. Allow children to choose the stories to be read during story time.

9. Encourage children to: compare and contrast, predict, ask why and how, and check their understanding of stories.
 
10. Guide discussions that help children summarize and relate texts to their lives; help them develop a deeper understanding of characters.
 
11. Listen attentively when children begin to read emergently, pretending to "read" aloud from a book.
 
12. Include: Songs, flannel board stories, finger play, poems, games, and stories with alliteration, rhyme repetition, and patterns.

13. Share several versions of the same story. For instance, there are two versions of the Little Pigs. The traditional version and then the 'True Story of the Three Little Pigs' from the wolf's perspective.

• Read a few to the children and let them choose their favorite version.
• Be sure to ask them why it is their favorite.

14. Have big books available for single or partner reading.

15. Play reading tag by choosing a book with many words that the child knows. Each time you want your child to read a word, tap him or her on the shoulder.

16. Ensure that the classroom/home library is well stocked with a variety of reading materials: Books, magazines, and newspapers. Allow time for children to enjoy the library area independently.

17. Try using a puppet with children. Many story telling kits have puppets included. The puppets can host your story time; the puppet can open the story time with a favorite finger play, song or rhyme. This can become a favorite ritual. A puppet can also serve as a role model for preferred behavior such as sitting quietly and listening to the story. Let children make their own puppets and use them to act out a story.

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TIP: GET AND KEEP ATTENTION DURING STORY TIME...
Wear different hats during story time.
Example: Construction hats, Beach hat, Cowboy hat, Gardening hat, Minnie/Mickey mouse hat, Train Engineers hat, London Fog rain hat, etc.

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PROVIDE A PRINT RICH ENVIRONMENT where children can see the purpose and use of the written language.
Label everything in the room. Rooms should be set up where children can read the room. Make word lessons and word walls that display words on a classroom wall that are part of phonics being used. Before you put the words up-show the children. Review the words on the wall and different areas once they are placed.

NOTE from KidActivities:

Be sure to make labels large enough where they are noticeable. Tour the room with the children and go over the words. I once was hired to consult with a Kindergarten program. The suggestion was made to provide a print rich environment.

When I returned to see how the group was doing~ I asked if labels were made.  They were...however labels  were on tiny scrap pieces of paper (one to two inches long and a half inch wide) and placed were they could not be seen. Additionally, the children were not told about the labels...where they were...or what they said. (Barb)

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FOR CHILDREN WHO CAN READ...

 1. Have child take turns in helping select reading material to read aloud to the class.
 
2. Ensure that all children have the opportunity to read aloud to someone with whom they are comfortable for at least 10 minutes each day; this reading may be done with volunteers, older buddies, or as a take-home reading program. Some children will still be reading emergently, particularly early in the school year.
 
3. Provide many ways for children to re-read books through shared reading, buddy reading, and small group reading.

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BOOK TALK

1. Have children ask their own questions about stories and respond to classmates' questions.

2. Allow class time for regular sharing of each child's thoughts, ideas, and experiences.

3. Enrich the conversation by responding to children, asking questions, and expanding on children's words.
 
4. Help your child see the story from the character's point of view. After reading a story aloud, ask a few simple questions:

• Which character is most like you?  How?
• Which character is least like you? How?
• What happens in the story that you wish could happen to that you wish could happen to you? Why?

5. Enrich children's vocabulary by providing pictures and discussions that relate to stories.

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BOOK STORAGE

• If shelf space is not available, books can be put into tubs.
• The tubs are labeled and a sticker is placed on the label. All of the books have a corresponding sticker. When finished, children place the book back in the correct tub. (This is also good for shelf use)
• Example. Science tub has a red sticker and each book a red sticker. You can also have a theme tub that changes as the theme changes.

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•LISTENING CENTER:  BOOKS AND TAPES - Use read-along books and CD's/cassettes in your listening center. If you don't have a tape/CD for a big book or familiar book - make one.

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•DRAMATIC/PRETEND PLAY 

Remember back to your days playing cowboys and indians or house?  It's still the same for kids today!!! Encourage creativity and language development in your children by providing a creative dramatic area in your center. Ensure the classroom has "special materials and play areas geared to encourage children in particular domains while appealing to their interests."

• Some examples of centers are:
Art center, music center, puppets, science center, home center, doctor's office, or other real-world play areas. Consider changing your dramatic play area every month to reflect a different theme.

Example: One month set up a doctor's office with real stethoscope, x-rays, doctor's scrubs, dolls for patients, ace bandages, gloves, and play- doctor kits. The following month change the theme.

1.  Encourage children to use literacy materials in their dramatic play.

• In a block area, provide maps and labeled photos of buildings and construction sites.
• In a woodworking area, provide tool catalogs, home improvement magazines, and picture reference books about building.
• In a home area, provide food packaging, menus, (use a collection of cereal boxes and take-out menus) phone book, and appliance instructions.
• In an office area, provide plane tickets, travel brochures, and computer keyboards.
• In a drugstore area, provide magazines and books, play money, checkbooks, paper bags for prescriptions, labels for bottles, empty medicine boxes, and prescription pads.
• In a store area, provide checkbooks and play money.
• Shopping - laminate sentence strips and bind into books - pictures of food, toys, clothing, and anything else you can find.
 All pictures should be clearly labeled; Include writing utensils and "list paper", small memo books and list type of paper (long strips of lined paper).

2. Provide time for children to create scripts for dramatic play. This will take at least 30 minutes to create and carry out the scripts.
  
3. Put on a play with a pre-written or well known script. Dress up in costumes and act out a simple story.  Provide simple props and let children act out their favorite stories. Simple folktales like the Three Little Pigs and The Billy Goats Gruff are fun to act out. If children are over fours years old...pop popcorn for a snack afterwards.

4. Have staff take part in the dramatic play to model ways of using literacy materials and show children ways of dramatizing.

5. Have pretend phone conversations with the children asking what they did yesterday, are doing today, and want to do tomorrow?

6. Puppet Theater- Make puppets (bag, paper plates and sticks, socks, mittens, lunch bags, foam or felt).
Make Puppets, Write a play, Produce, Practice, Perform...

7. Masks: Make and play

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LANGUAGE DEVELOPMENT

 

Have the children sing songs and play games that encourage language play. (Visit the two pages of Early Childhood Songs)

1. The ability to pick out rhyming words is one of the first skills in phonemic awareness. Children who have been exposed to lots of music and nursery rhymes have a huge head start on these skills. 

There are many songs that play with sounds.
• "allaby, Woo" by Raffi is a wonderful way to play with initial consonant sounds. Children go around a circle and playfully insert a child's name into each verse.
• "The Name Game" by various children's artists is another.

2. Make up songs or rhymes using the children's names.  Let children add motions to the songs as you sing them.

3. ABC's sung frontward and then backwards...Have a poster of the alphabet and point to the letters starting with "Z" and go from there...
Z Y X W V U T S R Q P O N M L K J I H G F E D C B A

NOTE: When I consultd and observed one school site, a child actually starting singing the alphabet backwards as she was playing at 'choice time'. She wasn't thinking about it...she just started singing.

4. Sing a simple song with the children.  Count the words that rhyme. Make up a new song of your own using words that rhyme.

5. Lettercize to Music (music, movement, the alphabet)

• Children stand in a circle. A music CD with ABC's, using Rocky theme-music is played.    
• Children call out 'A aahh'(while doing a boxer punching motion with fist into the air)    
• Then 'B and b  sound'(making each letter sound after the letter name.) This is done all the way to Z. At intervals, the Rocky music will play and children aerobicsize to it(punching, jumping rope, etc.)  The alphabet starts again ---until the next Rocky aerobicsize movement.

6. For a transition activity, call each child's name using the same letter. Example: If the letter of the day is 'B'-Call Byrone, Beremy, Bita, Biane, Bal, etc.

7. Play the game 'Snap'!

One player says two words. If the words share a sound (first, middle, or last), the other players say, "Snap!" and snap their fingers. If the two words do not share a sound, the other players are quiet. Begin with first sounds and move into the other sounds as the children are ready. (You may have to work on teaching children how to 'snap' their fingers!)

8. Play a listening game in which the children blend an onset sound and rhyme that you pronounce separately. Example: b...at, bat. When you first play the game, begin by using words that are in the same family, such as: hat, cat, and fat. When the children become proficient at this type of activity, change it so that you keep the onset sound and change the rhyme: s...and, sand; s...un, sun; s...eal, seal.

9. Create or purchase a set of pictures and letter cards that have children sort pictures by the letter they begin with (beginning sound). Start with one letter and ask the children to help find the pictures that begin with that sound. Gradually add more letters to the sorting activity.

10. Play word games that help children hear syllables in words. Example: Clap syllables in children's names.

11. Print out two sets of alphabet letters: one upper case (capitals), one lower case (small letters).  Cut the letters out, mix them up and play a match-up game with your children (A-a, B-b, C-c).

12. 'Jumping Bean' game
Children take turns picking a letter from a container, and are to think of one or two words that start with that letter. If they pick out the word or picture of a 'bean' instead of a letter, children all get up and jump around like Mexican jumping beans!

13. Place a ball on a table in front of the class. Explain that there are special words that can be used to tell someone about the ball. Give two adjectives that describe it.

Example: red and round. On the chalkboard, write "It is red and round." Help the children read the sentence. Remove the ball and place another item on the table. Invite the children to think of two words that tell about the item. On the chalkboard, write "It is_____ and_____." Give each child a turn to read the sentence and complete it with his or her words that tell about the item.

14. Make large flash cards using words of your choice based on the children's level of ability. Laminate these cards. Laminate or cover the cards in plastic; the cards are now ready to use.

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This is page 1...be sure to continue onto page 2 for more than 70 wonderful activities the promote and encourage learning. Most are ideas where the children don't even realize they are learning!

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You may also be interested in:

• Drama and Music Centers
• Language and Writing Centers
• Science Centers
• Creative Transition Ideas

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This Category is in response to those who have requested material for training and staff development of Child Care Professionals...

It is a tool to help new caregivers with a smooth transition into the world of Child Care. It can also be utilized in the development of new directors or for continued professional growth.

The resource material on Kid Activities has been compiled from years of personal experience, professional observations, continuing program assessments, and in-depth interviews with lead caregivers and their assistants. (See About Barb)

This  page is only a sample of training tips and articles-- check the menu under "Articles"--and 'Behavior Management' for other pages that may be of interest.  You can scroll thru the few articles on this page-or click on the subject that interests you!

Wishing you happy days!
Barb Shelby

•Why is the Orientation Process Important? What should program managers consider?
•Do's and Don'ts of SchoolAge Care
•Discipline/Behavior Management is ChildCare Programs
•Don't MAKE Kids Say "Sorry"
•Don't Ask Kids "Why"
•Whining
•Cursing
•Does your Program Environment Say You're a Professional?
•Why Don't Some Kid's Activities Work?
•When Kids say "I'm Bored" with a List of SAC Ideas for Bored Kids
•Sharing Child Care Program Space
•Activities to Promote Competence and Self-Esteen
     Also-How to Praise a Child
•Ways to Thank Your Staff

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...Much material will be added during 2012! For now~ see info below! 

 

CLUB PAGES for After School Programs...

Click here for All pages written as of today...and linked together 

Page 1: Where to Start; Club Topic Ideas
Page 2: Involve Kids in Planning!
Page 3: In process of being written
Page 4: In process of being written
Page 5: Why Don't Some Activities Work?

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DO YOU INCLUDE CLUBS IN YOUR BEFORE AND AFTER SCHOOL PROGRAM? 

Why Should You? Oh! So many reasons!

    • Community spirit grows as mixed-ages interact

    • Children interact with those they may not know

    • Social skills & creativity are nurtured

    • Older kids help the younger

    • Younger learn from the older

    • New skills are learned by both youth and adults; learning is integrated

    • Mixed-ages are supported

   • With budget constraints...Larger programs can offer the curriculum of smaller programs

   • Staff members can share their personal talents & skills; children see staff as interesting
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WHERE DO YOU START? HOW DO YOU GO ABOUT COMING UP WITH IDEAS?

EVERY YEAR...

Meet with staff to discuss and list interests, hobbies, talents and skills. After compiling all ideas, decide with staff members which club ideas they would be comfortable sharing with the children. Some interests may be cooking, sewing, sports, games, or parties. Other staff may have skills with languages, dance, science and nature. Each year the list will be as varied as the caregivers themselves!

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CLUB THEMES/TOPICS...

There are two types of clubs: Topic and Thematic

What is a Topic Club? A TOPIC CLUB usually has one focus. Example: In a 'Sports' Club,'  youth would learn about a sport and improve skills... .

Example of a Science Topic Club... In a TOPIC Science Club, the primary objective would be whatever the projects/experiements include. It could follow the basic steps that make up the Scientific Process.
    1.  The Research Question
    2.  The Hypothesis
    3.  The Procedure
    4.  The Results
    5.  The Conclusion

How could you make the above topic club---a 'Thematic Club'? The 'Science Club' would follow a THEMATIC APPROACH; it would include a variety of activities with a 'SCIENCE THEME'... Activities would be integrated  from a variety of fields. When possible, events would be incorporated from:
      • Arts/crafts
      • Games
      • Community Service
      • Drama
      • Computers
      • Cooking
      • Writing/Journals/Letters/Books/Poetry
      • Experiments •Outdoor Play
      • Movies
      • Math, and so on!

 Any of the 'Themes' listed in the KidActivities category list (on the left-side of all pages) could become a club! Just take an idea/theme--and add the word 'club' to the end! The list below is a beginning. Hi-lighted (colored) themes with ideas are on this site...

 

 Now...pick a theme and brain-storm away with all the great things you can do with each idea! GO!

• 1950’s
• 1960’s
• 1970’s
• 1970’s
• 1980's
• Aliens
• A Trip to the Future
• Animal Lovers
• Anti-Bully Club or Anti-Bullies Unite!
• Apple Harvest
• Apples and Art
• Apple of my Eye!
• Art Club (Also check out the Snack Recipes for 'Artsy Snack' Ideas
• Astronomy
• Autumn Harvest Club (Farm & Harvest Theme here)
• Baby-Sitter's Club
• Birds and Bugs
• Blender Drinks
• Build a Theme Around a Book  (See Wacky Wednesday)
• Camping
• Carnival or Circus
• Characters from a "Favorite Book" Club (Such as Harry Potter)
• Cartoons & Comics
• Colonial Days
• Countries Around the World (France, Mexico, USA Patriotic, Chinese, Cultural Diversity)
• Chinese/China Club
• Clowning Around
• Community Service Club 
• Cooking Up a Storm Club!
• Creepy Crawlies (Worms) (Insects)
• Dance
• Disney Fantasy
• Diversity/Multi-Cultural
• Drama
• Dr. Seuss 
• Earth Day - Everyday
• Endangered Species
• Exotic Food Club
• Faces and Name Fun
• Farm and/or Harvest
• Fashion Club
• French Club or France
• Geography & Culture
• Good Old USA Days
• Species
• Family Nights & Celebrations
• Fantasy & Myths
• Frog Friends
• Getting to Know You (Beginning of School Year)
• Gotta Dance
• Green Thumb Week (Garden Club Theme...or Flower Club Theme)
• Health Club  (Plan Healthy Heart Day)
• Holidays Around the World
• I Love _________! I love "Butterflies", "Pumpkins", "Dogs", "Monkeys"-"Whatever"!
• Jungle Safari
• Karaoke Club
• KIndness
• Knitting Club (Or Sewing, Embroidery, Needle Work, Rug Hooking, Basket Making, etc.) 
• Land Down Under
• Lego & Building Club
• Let’s Cook & Eat
• Let's Get Fit
• Let’s Go Hollywood!
• Let's Just Have a Party Club! 
• Mad Science
• Magic Club
• Magic from the Kitchen 
• 'Mask Making' Madness Club 
• Medival Magic
• Mock Rock/Lip Sync
• Movie Lover’s Club
• Monthly Birthday Extravaganza Planning Club 
• Movies and Pizza Club 
• NASCAR
• Nature Themes:
      •Birds
       •Bugs and Creepy Crawlies 
       •Ocean -Under the Sea
       • Forest
       • Rainforest 
• Ooey-Gooey Concoctions Club (Goop-Slime) (Play Dough)
• Outer Space
• Painting Club
• Pasta Lovers or I Like Pasta
• Pirates
• Planes, Trains & Cars
• Pop, Pop, Popcorn!
• Purple People Eater
• Purple Power Club
• Purplicious or Purple Power  (add "icious" to any color or "thing" you like!)
• Rainbows and Sunshine
• Reader's Theater Club 
• Red-White & Blue
• Recycled Masterpieces
• Rock & Roll
• Science Club
• Snow and Snowmen
• Snowflakes 
• Spirit Club
• Spanish or Mexican Club 
• Sports
• Stones, Rocks & Pebbles
• Summer Olympics
• Super Bowl
• Super Heroes (It's third 'short theme' down the page) 
• Star Gazer
• Super Heroes
• Teddy Bears and Other Bears
• Time Machine
• Under the Big Top
• Under the Sea
• Wacky Wednesday
• Walking Club or Travelers Club (Good for Indoors or Outdoors)
• Water, Water, Water
• Wearable/Edible Art (Make edible play dough, crafty snacks, cereal/candy jewlry, etc.)
• Wild-Wild West
• Wilderness Survival 
• Winter Wonderland
• Wizards
• Worms Can be Fun! 
• Yarn & String
• Yoga

Sport Themes:

• Baseball
• Basketball
• Bowling
• Football
• Ice Skating
• Golf
• Gymnastics
• Miniature Golf
• Roller Skating
• Soccer

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CLUB PAGES: Click here for All pages written as of today...and linked together

Page 1: Where to Start; Club Topic Ideas
Page 2: Involve Kids in Planning!
Page 3: In process of being written
Page 4: In process of being written
Page 5: Why Don't Some Activities Work?

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So you think that kids may be doing a great variety of activities at other programs--but they just don't work at your site?

 

That Just Doesn't Work Here is a phrase that is all too common to avoid change. Other versions of this statement could be:

• The children in this program only want to_______

• My kids arent interested in anything else.

• It's different here.

•The older kids just want to sit and do nothing.

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Quality school-age programs are designed to meet the needs of  children. How can the activity in question be adjusted to meet those needs and interests? Consider the following statements. Can one of these be the reason That it Just Doesn't Work Here?

1. Same-old-same-old.

• Making a hanging skeleton at Halloween is fun if it's the first time, but is it still stimulating when you're in the fourth grade and you've made one every year?

2.  Not informing all the children of upcoming events, in a timely manner.

• Be sure all the children are aware of upcoming events.
• Advertise and inform in postings, newsletters, talks, in the daily schedule of events and information center.

3.  Failure to build excitement and anticipation! 

• Post and count down the days to the activity sign-up day. This builds anticipation.
• Staff needs to display enthusiasm for innovative endeavors to work.

4.  Not including the children in planning. Ask the kids what they want!

• Knowing what YOUR children like will ensure that they will want to attend your school-age program.
• Including children in planning also may encourage them to try new things.

 5.  Not getting to know YOUR kids!

• All children are unique. Building rapport with each child will help you plan a curriculum with their interests in mind. 
• Children may say that they only want to color, play outdoors or in the gym; however, getting to know them as individuals will help provide quality programming based on their individuality.

6. Failing to pre-plan.

• Pre-planning curriculum ensures that activities will be scheduled and facilitated as intended.
• Pre-planning allows for continuity with a variety of choices.
• Pre-planning lessens the likelihood of last-minute scrambling.
• Pre-planning allows staff time to organize materials and to have a say in what they do.

 7.  Not being ready before activities begin.

• Staff should understand the directions of the project.
• If an art or craft is involved, a pre-made sample is recommended. This sample is only a visual goal---which the children can adapt to their own personal vision.
• If possible, pre-test scientific experiments and cooking projects.
• All supplies and centers should be ready and set-up before any activity is scheduled to start.
• Not being ready causes:
  • Long transitions and waning enthusiasm.
  • Unnecessary stress.
  • Possibility of behavioral challenges due to waiting.

8.  An activity that is either too young for the older children or too challenging for the  younger child.

• Example: A game of Duck, Duck, Goose, would not appeal to most fifth graders.

9.  Activities or meetings that are held too long to sustain interest.

10. The #1 reason for a creative (or any) activity failing is the lack of consistent follow-through.

• If something such as a School-Age store is to be open the last Wednesday of each month, then it needs to be open on that scheduled day. 
• If a new and different Activity of the Week is to be scheduled each week, then that new activity must be on the agenda as promised. 
• If a club meeting is scheduled every Tuesday at 4:00…then that is when the club meeting is held.

Children lose faith and interest when planned events aren't held consistently. Nothing kills creative programming faster than failure to follow through with the proposed agenda. Consider then, how program structure may be leading to mistaken beliefs and assumptions such as: The children in this program only want to play in the gym or go outside! or...That Just Doesn't Work Here!

Barbara Shelby~Tip page published in school-age-note of the day, April 2007

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 In creating new staff orientation, ask yourself what you want to achieve?

   • One major goal should be to prepare child care staff to be productive and lessen the possibility of  feeling overwhelmed.

  • Striving to make newly hired caregivers comfortable will solidify new staff relations with your programs.

You may say that a training program is not feasible--it is not in the budget. Research demonstrates that good orientation programs can improve employee retention by 25% in fields with high turnover. Definitely something to consider!

Where do you start? 

The first step is to clearly define what is to be learned and why. Keep to the essentials and practical. Your new caregiver should receive a comprehensive 'Orientation Packet' containing your program philosophy, Parents Handbook and personnel policies. Including an introduction to duties expectations, safety, and basic behavioral management will ensure smooth workplace transitioning.

When programs employ a Trainer or Facilitator, orientation should also be individualized in accordance with information collected before training begins. Evaluate what knowledge staff has brought with them to the position, and what they need to know in performing their duties.

• Use examples, demonstrations, and illustrations on how provided material meets the trainee's needs. Keep it simple. Start with small steps, but include all information that is needed.

• Present training material that addresses various learning styles. Keep it interesting and include: Visual, Tactile/Kinesthetic, and Auditory Learners.

• To be effective, training needs to occur in regular measures; it should take place without interruptions or distractions.

•Light a Fire! Your best opportunity to do this is during the initial hiring or during orientation. Build enthusiasm and instruct new personnel to read all training material, before the first day of work. Effective training should be more than handing out information. Trainees should be prepared for on-site information exchange with their co-workers.

Coach new staff and give them the words to be observant and ask:

What would you like me to do now?  Can you talk to me about _____ so I can better understand.  Encourage new staff to question in a manner that does not make other Team members defensive. Exchanges and clarification should be non-critical.

Encourage mutual accountability. 

To facilitate this process, it is suggested that site personnel take responsibility and review specific expectations with new staff. Use an Orientation Check List to aid in providing a smooth transition. It would be the responsibility of experienced staff and new caregiver alike to work together in completing the check-list.

    • Acclimate staff with a work site tour.

   • Discuss policies and introduce key personnel.

   • Point out where daily supplies are kept.

   • Inform new members of program routines.

   • Discuss practical methods for getting children's attention, accounting for all children and parental sign-out procedure.

   • Demonstrate the use of essential equipment such as message retrieval systems, etc.

   • Make sure caregivers understand what to do in an emergency.

Think of on-site training as continuing staff development for current staff. To be effective, training needs to be perceived as an ongoing, active process whose goal is to build a community in which active thinking and asking questions is comfortable. The goal is to achieve an environment which results in staff members who are open to growth in daily activities.Training should not only be viewed within the framework of supplemental readings and workshops--it needs to be a continuation where new and experienced staff are continue to learn and grow together!

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Because there may be resisiance to change-- Brain-storm with present workforce regarding specific ideas about what will work with YOUR programs. Caregivers may not take advantage of their role in training new staff unless they recognize it as fulfilling an important need. Established staff members should grasp the connection between mentoring and improving staff performance. Meet with all employees at a general staff meeting. Explain the benefits and importance of mentoring and coaching. Even with a Trainer employed, this is still a needed and important step. When all staff members are part of the orientation process:

•Workers will become a unified team.

•Programs will become stronger and run more efficiently.

•There will more consistency in both the programming and staff philosophy.

•There will fewer behavior challenges; children display self-control with people who are confident and competent.

KEEP IN MIND... Newly hired staff will be disappointed and confused if they find them selves at a site that does not follow the practices outlined in their orientation material. Your present workforce should know and follow the material that all newly hired employees receive. Before new orientation procedure begins, review with entire established staff, the material new employees are given. This could be done at a meeting held specifically for this purpose.

ALSO KEEP IN MIND...Teaching reinforces learning. The Best way to learn something is to teach it! Much learning is derived when staff members can observe other programs or caregiver styles.  Benefits are achieved when staff members are directed to note a particular method or procedure. Example: Specifically observing group meeting times or routine and play in the gym.

Further training can be supplemented by:

   • Sending staff to conferences where they will present to fellow staffers upon return.

   • Staff taking turns in coaching and mentoring new employees.

   • Coach later in the morning or at the end of the program when numbers of children are lower.

   • As budgeting allows, schedule paid on-site monthly meetings without administrative oversight, in addition to regularly held general staff meetings.

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While in the short term site mentoring will consume upfront time; in the long term, more time will become available as staff builds stronger skills and work productively on the same page.

Happy training and mentoring! Barb Shelby

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A POSITIVE APPROACH TO DISCIPLINE...
Try to remember...We are here to meet the children's needs--not for them to meet ours!!!

Once we understand that discipline has nothing to do with 'punishment' and it's all about helping children learn appropriate behavior--and the various ways to do it--we're on our way!

The word discipline means 'to teach'; disciples learn.
With discipline, our goal should be to help children become responsible and take ownership of their actions and behavior. It's helpful to remember that it's a lot easier to be good when we feel good!

A. CLARITY

1. State clear messages to the children if you want them to do something specifically. "Those toys belong there," is unclear-a clear message would be "Those toys belong on the bottom shelf, next to the blocks."

2. Give children choices, but only when you want them to make a choice. Many times we ask children a question even though they really have no choice. "Do you want to clean up now"? Is a good example of a statement that seems like the children have a choice-they have to clean up, because mom has arrived, or it's a transition time.

3. Do not add the word "O.K", or let your voice go up at the end of the statement. Again, this sounds like a question that gives the child choice. It also takes away the authority of your statement.
 
4. Make comments sound sincere. "You were really good today, is vague and may sound insincere. "I really liked the way you picked up the Legos and put them in the close, is specific and sounds sincere-it tells the child what you are thinking.

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B. LIMITS, BOUNDARIES, CHILDREN'S EXPECTATIONS AND CONSEQUENCES

1. Only enforce legitimate rules--rules that deal with safety, property, and rights. Make sure there are valid reasons for the rules the children are expected to follow. If there is not a good reason for a rule-don’t have it. Refrain from saying "NO" unless there is a good reason to say "No".  Always give them the answer to their "why".

2. Use a peace wall--- where rules, steps of conflict resolution, and community and self-esteem building posters are placed. Make sure the children know the rules---review them as needed. Remember to acclimate all new children. When needed take the children to the rules that need to be addressed.

3. Have a consistent routine so the children will know what is expected of them. Consistency gives children a feeling of control. Let the children know what will happen, 'when, during, before, after, and when there will be a change to the schedule or routine'.

4. Use natural and logical consequences when possible. Do not put a consequence in place that does not make sense, or is not related to the behavior.

A NATURAL CONSEQUENCE  itself is sufficient.
•If anything beyond understanding is spoken, it is punishment.
•If children don't eat their snack, and later come to you saying they are hungry, just say, "It is uncomfortable being hungry-soon you’ll have dinner at home.
•If you say, "I KNEW you'd be hungry!" as well as, "How many times do I have to tell you to eat!?"It's no longer a natural consequence but a punishment. They know they didn't eat--and that it's uncomfortable--maybe next time they'll eat.

LOGICAL CONSEQUENCES
Logical consequences make sense, and in some way are related to the behavior. Examples:
• Children drop beads they are stringing; they pick them up.
• A child tears up someone's paper craft; the child repairs it or helps make a new one.
• Someone stays at the computer 15 minutes too long; they lose 15 minutes.
• Paper on the floor--it is cleaned up.
• Child behaves inappropriately at the craft table or in the gym; after a warning, he/she leaves the area until they remember to follow the rule.
• Children run down the hall; they turn around, go back and walk.
• Spills drink; wipes it up.
Again, only apply the logical consequence. If any words are spoken such as, "How many times have I told you to be careful?!"  It is no longer a logical consequence, but a punishment.

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C. STAFF CONDUCT

Children remember more of what we do, than what we say. Eighty per cent of children's behavior is learned through observation of adult behavior (Albert Bandur-Social Learning Theory)

1. Follow the children's rules-model appropriate behavior in speech.
The following examples have actually been overheard at afterschool sites-- Refrain from comments such as:

• I needed to get drunk to get my ears pierced.
• I snuck into the movies, without paying.
• I need a cigarette (or drink).
• Say to a co-worker that a certain staff person (or parent) "drives me nuts".
• Gossip about anyone! You'd be amazed at what the children hear when we think they're not listening...

2. Model appropriate behavior in action.

• If the rule is "we use inside voices,"then use an inside voice.
• If then rule is "we eat and drink seated at a table"-then be sure not to walk around with your coffee cup or drink.
• With the rule being "we cover the table for messy projects", be sure you cover the table.

3. Be aware of your tone of voice and body language, when talking to children and staff. It is never appropriate to yell, use sarcasm, or belittle them. If you feel yourself getting angry, tell them you need a time out, and will talk to them when you have cooled down.
If you have lost your temper, tell the child you are sorry. You were angry, but it wasn't o.k. for you to talk to them like that. (For adults and children alike, it is o.k. to be angry, but handle it appropriately)

4. As a staff, be consistent to program philosophy and discipline methods. Be supportive of each other, otherwise the children do not have definite boundaries to work within. Lack of consistency often reflects arguing, tattle tales and name-calling.

5. Know child development!
Understand the general stages of the mixed ages, as well as being aware of each child's individuality.

According to Dr. Becky Bailey:

• Children see things in black and white--not shades of gray. They are literal. Being "Fair" is all important!
•Children do not incorporate the contraction "don't" into their cognitive development, until they are six or seven years old. When you say, "don't jump on the couch", they hear, "jump on the couch"! Tell the child what you want him to do-instead of what you don't want him to do. "We sit on the couch" is an example. Also, children hear the last words that are said. Don't sit on the couch---is heard as, "Sit on the couch.
•Children do not think in words until they are six or seven. He will not be able to think what he has done--if this cognitive process has not been added to his development.
•Understand what to expect of motor coordination in the mixed ages. Don't fault a child for not throwing/kicking within a designated area, if he does not have the gross motor ability.
•It may take 2000 repetitions, for a child to hear something, before it is cognitively developed. Keep reminding the children of the rules. According to Dr. William Glass, adults only remember 20% of what they've heard. How can we expect a child to remember with one or two comments?

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D. BEHAVIOR DO'S

1. When possible, try to ignore attention-seeking behaviors of whining, tattling, and tantrums, as long as no one is getting hurt, and all is safe.
When possible, give attention to appropriate behavior, by noticing, commenting and spending some one-on-one time with the child. Some unwanted behaviors might dissipate if we can ignore them long enough.
Incidents with verbal/physical abuse should never be ignored.

2. At times you will have a passive child. If the child is not looking for attention and doesn’t know how to be assertive when others are being physically/ verbally abusive, give him the words and help him build assertiveness skills.

When Tommy is upset that someone took his toy, ask if he liked what happened. (If he answers with a strong "NO!"--brainstorm with him to solve the problem.
If he says, "no" in a very quiet, passive voice, rehearse with him in saying, "I feel angry when you take my toys. Stop." If you don't rehearse exact words-the child will become confused during the confrontation.
You then go with Tommy to the other child. Tommy tells the other child, "I feel angry when you take my toys. Stop"
Staff person says, "Tommy has told you he feels angry when you take his toys, and to stop." "I'm here to make sure it doesn't happen again'.

3. Give the children a warning before transition time is put in place. Let the children know before they will need to stop playing or at other transitions.
 
4. Do not assume the challenging child is always the instigator/culprit-and the good child is the innocent one! Investigate.
Find out what happened previous to what you saw-and before that. 
Keep judgmental comments to yourself.

5. If you see a child doing something, do not ask if it happened. (A child hitting another child). Many times if backed into a corner a child will lie. If you saw a child do something-tell him you saw what happened.
 
6. Don't ask children "WHY" they did something.
Most of the time they don't know why.
The child giving you a reason validates the behavior. He gave you a reason-so this makes it O.K.
Asking "why" may tell the child you don't have a clue!
Whatever the problem -- implement appropriate behavioral management. Use redirection, natural or logical consequences, conflict resolution, the peace wall, removal from the area, or talking about the behavior.

7. Don't ever make children say they are sorry. At that point the child will most likely not be sorry.
Yes, we do want them to say, "I'm sorry" but on their own. 
It would not be a good trait to carry into adulthood, where all a person needs to do is say, "WelL, I SAID I was SORRY!" and everything is resolved.

•We should model and use appropriate words by first telling the aggressed child "we are sorry".
•What you do after investigating is to have the injured party tell the other child how he/she feels.
•If the aggressor takes ownership, responsibility, and discusses alternative behavior, nothing more is needed. If you need to talk to the aggressive child-send the other child away. (Privacy)
•If the aggressor does not take responsibility nor discuss it, then the parent should be involved and/ or a behavior notice step taken ---whichever is indicated.

8. If you are having problems of aggression with children, discuss how they will handle their behavior, prior to entering the problem play area. Do this until it is no longer needed.

9. Stay away from power struggles. Remember it takes two people to argue.
Stay calm and in control. We operate from the brain cortex when in control--when angry, this shifts to the limbic, where it is difficult to stay calm. Tell the children it is O.K. to be angry, and then help them find appropriate ways to cope with their frustrations.

10. It is not necessary to inform parents of every infraction. If the child has taken ownership/responsibility for minor problems--it has been resolved.

•If you involve the parents after children have taken responsibility, you are telling the children you do not trust them.
•If you need to talk with the parent for a more serious behavior challenge, explain to the child that you trust him/her and they are not in trouble with you. However, because it is serious, the two of you will talk to the parent together.

11. If you do need to talk to a parent, have the child present, and if possible have the child present the behavior issue.
If not present, children may think you are talking against them, behind their backs, or be concerned with parental anger issues.

12. When a child comes to you with a problem, do not automatically tell him what to do. It is our goal to empower the child and guide them towards self-discipline.

13. Learn Steps of Conflict Resolution.  An easy method to remember is ABCD.
Ask. Brainstorm. Choose. Do it!

•When generating ideas---have three to choose from. If all involved are not happy with the choice-- continue. You have not solved the problem until all parties are satisfied.

14. Staff must act consistently with each other for discipline techniques to be successful. It would be helpful for all staff to basically use the same words and routine at challenging times:
An example:

•First, make a warning statement to the child.
•Next, repeat the rule and clearly state the consequence that will result if the rule continues to be broken. "Tommy, I'm concerned that you're throwing the ball too hard. Someone is going to get hurt. Either throw more gently, or you will have to leave, and find something else to do."
•If difficulty continues, calmly tell the child to leave the area, and find something else to do; however, he is welcome back when he knows he can remember to ______! "Tommy, you're still throwing the ball too hard. It looks like you're having a hard time   remembering to be gentle. Go into the other room and find something else to do. When you know you can remember to throw it lighter, you’re welcome back to the gym."
•If he continues to behave inappropriately when/if he returns, he will have to leave the area for the day.
•If the child does not cooperate, the behavior must be discussed with the parent (with the child present). If this is an ongoing disruptive pattern, a written behavior notice is indicated.

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TIPS, IDEAS, Things to think about...

"START YOUR DAY WITH JOY!"

At the beginning of the school year introduce rules. For the first rule have...  'Enter the room with a smile!' Discuss how important it is to spread joy and it starts with them. Take pictures of  students smiling. Select different students weekly that are smiling and display them in an area of the hall. Donot tell them who will be selected as "Students of Joy!" for the week. Include classroom behavior for the month and smile before displaying their picture. You may also have other students take pictures if you have a digital camera." (Source:  Nell Clark, Computer Teacher  at teachnology.com )

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BEHAVIOR LABELING
By Dixie Fletcher

If an adult is reinforced for behaving appropriately we call it recognition.
If a child is reinforced for behaving appropriately we call it bribery.

If an adult laughs we call it socializing.
If a child laughs we call it misbehaving.

If an adult writes in a book we call it doodling.
If a child writes in a book we call it destroying property.

If an adult sticks to something we call it perseverance.
Of a child sticks to something we call it stubbornness.

If an adult seeks help we call it consulting.
If a child seeks help we call it whining.

If an adult is not paying attention we call it preoccupation.
Of a child is not paying attention we call it distractibility.

If an adult forgets something we call it absent mindedness.
If a child forgets something we call it attention deficit.

If an adult tells his side of a story we call it clarification.
If a child tells his side of a story we call it talking back.

If an adult raise his voice in anger we call it maintaining control.
If a chiild raises his voice in anger we call it a temper tantrum.
If an adult hits a child we call it discipline.
If a child hits a child we call it fighting.

If an adult behaves in an unusual way we call him unique.
If a child behaves in an unusual way we call him in for a
PSYCHOLOGICAL EVALUATUON.

For other poems, stories, quotes, click here...

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THE TALKING STONE or Stick (Use with Pre-K and up!)
Often during circle or group time, many children want to talk at once. One way to help children learn how to take turns is to use a visual clue. Teachers/caregivers might try using a "talking stick" or "talking stone". This is a tradition with some Native Americans. Hold your 'stick' or 'stone' while you speak and then pass it on when it's time for another person to talk.

You can use a colorful rock or decorate your stick in a special way. This technique helps young children learn to respect the speaker and to wait and listen. Continue with this idea and soon the children will be reminding each other.

This version is adapted from preschoolrainbow.org; however, I've used this method for the last 20 years when having group meetings with youth. I've made a "Talking Mouth" out of a rolled up pair of white socks and in the past used a stone and feather. It works!!! Until recently, I didn't know that it has Native American origin. It was something that I just thought of... 20 plus years ago! (Barb)

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THE BEGINNING WEEKS OF SCHOOL...

The first few days of school and after-school care-- should be spent getting acclimated to each other, learning class/ program rules, routines, and centers.

Activities should not be too long or too complicated until behavior management has been established. This doesn't mean you should not plan activities. In fact, 'overplan' to make sure there is enough material and things to do.

Also, make sure everything is prepared so you don't waste valuable time and lose children's attention. The first few weeks of school tend to be the hardest for both students and teachers, but remember that with time and practice a routine will be established!

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Click here for pg. 2

CREATIVE means... Original, resourceful, imaginative, inspired, artistic, inventive, ingenious, innovative, productive, having vision, freshness, novel, unique.... Do you have any ideas that suit the word "creative"? 

If there is something you've done or do--that is a bit different or fun-- would you share with us? Send it via the 'contact page'. All contact information will be held in confidence and not shared. You will be given full credit for any and all ideas!

Below are some activities from about the site--to get you going...

Thank-you.
Barb Shelby

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OPEN YOUR PROGRAM TO NEW EATING EXPERIENCES!

Choose 1 day a month to try a different type of food. Go through cookbooks with the kids and put together a shopping list of international foods aisle items.... Or, go to the produce department to find fruits and vegetables from other countries to try.
You also can go through the newspaper’s local restaurant review section with your kids and choose an ethnic restaurant where you can pick up specialties to try...

As the children try the new food, talk about how they are the same or different from what they usually eat. What are the different tastes? What are the different ingredients?

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PLAN A HEALTHY HEART DAY! (Read this, it's fun!)

Celebrate a “healthy” heart with fun, aerobic activities that get children up and moving. You may want to set up several skill stations; this is an idea adapted from Celebration Games: Physical Activities for Every Month (2006 Human Kinetics).

STATIONS CAN INCLUDE:

• Step Aerobics Station:  Set up four or five step aerobic steppers and music.
• Healthy Heart Station: Demonstrate several aerobic exercises and have children perform three aerobic exercises of their choice at this station (ie. jumping jacks, jumping rope, jogging in place)
• Cholesterol Game:  Pictures of both high and low cholesterol foods are taped down. Children throw beanbags underhand from a throw line at low cholesterol foods.
• Blood Pressure: Make a sign that says “normal blood pressure 120/80” and tape down pictures of things that can raise blood pressure such as smoking, unhealthy foods, lack of exercise and stress. Children THROW BEANBAGS UNDERHAND from a throw line at the things that will raise blood pressure. (You can put point values on targets and total points)
• A healthy, yummy snack table at culmination of activity.

Divide the children into groups and disperse them evenly among the stations. Place them in a numerical order and have them keep this order for all stations. Set the number of tries for each turn and announce when it is time to rotate to the next station. Leave ample space between stations and advise children not to stand in the throwing areas. Adapted and expanded upon from: School-age Note of the Day- 2/5/07 schoolagenotes.com     

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HEART BEATS...

Can you find or borrow one or two good quality stethoscopes?
Show children how to use the stethoscopes to listen to their heart beat. Show them how to tap out the rhythm of their heart: lub-dub-lub-dub.

If young---Ask children if they can think of any way to change how fast their hearts are beating.
For all kids---Have them jog in place for several minutes, then have them recheck the rhythm beats of their hearts.

Extended Activity:
Are any of your parents or friends a nurse or doctor? Ask him/her to visit your group and bring in a stethoscope. Have the visitor talk to the kids about keeping their hearts strong and healthy. (With exercise, good food and sleep!)

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START A BOOK" of RECORDS~ Your own Guinness Book of Records!!!
This one is a winner! Keep your own SAC book of records and have the kids try to set records for things such as:

• Most jumping jacks

• Jumps in jump roping

• Running laps in gym

• Running laps outside

• Most crafts made for the month or year

• Longest handstand

• Most books read, puzzles completed, etc.

• Anything else that you can think of.

Example for "Book of Records"...
ALL IN ONE! Group Activity: Stand in a circle holding hands. One person is in the middle. That person in the middle calls in some one--one at a time. The goal is to see how many people you can fit in the middle---without breaking hands. Use this yearly to see if each new year can beat previous years!

• When kids seem to be tired of this activity give them a new record to break and a fun reward if they set a new record!
• Be sure to make this a yearly ongoing event---NEW records can be set each year!!! 
• TIP: Remember--with something like this--CONSISTENCY is the key!

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TWO BEGINNING OF THE YEAR IDEAS! Creative Fun from the 'Back to School' Category'!!!

#1 BUILDING NEW FRIENDSHIPS Bulletin Board

I do an opening week activity that also takes care of a bulletin board for the first month or so. I cut several block shapes (like cement blocks) out of brightly colored paper. On each, I write a declarative statement.

     • I love broccoli. I have broken a bone. I went ice-skating this summer. I have been in another country. I have met someone famous. Be creative with your statements!

Sometime during the first few days, I pass them around and students sign all blocks that apply to them. I sign them also, then circulate them through the rest of the teaching staff, the administrators, the cafeteria workers, custodians, crossing guards, playground aides, etc. It usually takes  about a week to get them all back.

I then "build" a wall with them on a bulletin board under a banner I made on the computer that says "Building New Friendships."

Whenever visitors come into our classroom, I ask them to sign the appropriate blocks, also. This is really a conversation starter and helps the kids find common areas of interest with people they might not have thought of otherwise. Idea of Tami Knight on 'Classroom Displays and Bulletin Boards' by Barbara Colvin

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#2 GREAT IDEA! BACK TO SCHOOL MEMORY GAME AND PUZZLES

1. On one of the first days of school-- take each child's picture.
2. Make double prints and laminate each photograph.
3. Make a Memory Game out of the pictures of the kids. (The children would play the game of Memory just like the regular game)

After a few weeks, save one copy of photos for your program 'Memory Book' or if this is for a classroom--give to parents!
Cut the other set of photographs and make a personal puzzle for each child. Submitted by Ilene/California

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WHAT CAN YOU DO WITH THE RECYCLED MATERIAL MUSICAL INSTRUMENTS THE CHILDREN MAKE? There are MORE than 23 instruments that you can make in the Homemade Musical Instruments Category.  

DON'T JUST MAKE an instrument from recycled items. Take it further; how about starting a program Green Band?

• Invite children to join the MUSICAL GROUP playing/singing/making noise!
  OR...

HAVE A MARCHING BAND & PERFORM!!!
Practice, practice, practice….......Too noisy--practice outside!!! 
Then put on a show for a school assembly, a few of the classrooms and/or a Parents’ Night! You can also take the group "on the road" and entertain an assisted living facility or other community groups.

• Directions for making instruments and considerations in putting a band-group together are in the Homemade Musical Instruments Category.

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Celebrate an annual SAY SOMETHING NICE DAY! (All Ages)

On “Say Something Nice Day’ notice something you like about a person and tell them. Declare a day in your program that this is Say Something Nice Day. Each participant promises to approach one person that day and finish the sentence:
“One of the things I like about you is ________________.”
When you are back together at the end of the day, share your experiences.

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CREATE A SUPER HERO!

The city of Metropolis, Ill., honors its most-famous resident, Superman, from June 12-15. The Superman character has been a part of pop culture for more than 60 years. Talk with the children in your program about Superman and other super heros. (This can be any time of the year! It doesn't have to be in June.)

For a fun activity, have the children in your program come up with a superhero they can be.

• What superpower or powers will they have?
• How will they design their costumes?
• What will be their superhero name?
• Why are they fun to read about and watch?
• How are they different from us?
• Depending on the age of the children in your program, you can have the children write paragraphs about their creation, draw pictures, create comic strips or a combination.
• For more fun, BE PREPARED TO SHARE with the children the superhero you've created for YOURSELF!  Source: school-age-note-of-the-day June 11, 2008

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CELEBRATE DIVERSITY WITH AN ECLECTIC FOOD FEAST!

Help youth in your program appreciate diversity. Celebrate with an eclectic dinner featuring cuisine from different countries or geographical regions. Serve Puerto Rican rice-and-beans, Boston clam chowder, a Chinese stir-fry, and peach pie ...The variations on this theme are endless, and the dinner doesn't need to be time-consuming.

You can achieve almost the same effect by stopping for TAKEOUT from Kentucky Fried Chicken, Taco Bell, and your local pizza parlor (Italian or Greek).

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A very large program in Montclair, N.J. (38 staff and 225 childen attending daily) offers a PAJAMA CLUB!

• On Friday nights, staff members operate a pajama club for all students and their siblings-- 3 years of age and older. The pajama club offers parents a night out from 7:00 pm–10:00 pm -- twice a month for a charge of $12 per child, paid in advance.
• Children are encouraged to come dressed in their pajamas for stories, art, and music.
• Every month, the club “travels” to a different country and explores it together.
• Local restaurants have begun to offer discounts for families whose children participate in the club.

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HAVE THE CHILDREN IN YOUR PROGRAM MET FLAT STANLEY?

 By participating in a Flat Stanley project, children can enhance their literacy skills, make new friends and learn more about the world. This project, inspired by Jeff Brown's book Flat Stanley, involves children creating their own paper Flat Stanleys to be sent on a journey.

Children can take their new paper friend to their home, to the homes of friends and relatives and to local points of interest. Children can then write about the travels and experiences of their Flat Stanley in a journal.

The program can be extended by swapping Flat Stanleys with another program or having children mail their Flat Stanley and journal to visit a friend or relative in another city/state for a few days. Flat Stanley should be accompanied by a letter introducing the project. (You can also now connect digitally with a Flat Stanley App)

You can learn more about the Flat Stanley project and find a Flat Stanley template on The Official Flat Stanley Project website  

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The following are three ideas by Christine Holtz - winner of the 2008 AfterSchoolPRO Quest for Excellence Award. Christine has worked in afterschool for more than 16 years and is a School Age Program Assistant - Target Level at Luke Air Force Base near Phoenix, AZ.

#1 PROJECT- BUILD A DOLL HOUSE WOODWORKING PROJECT...
The children made BLUE-PRINTS ALLTHE WAY DOWN TO THE LANDSCAPING, and determining the kind and amount of materials needed. This required the children to come together to problem solve, debate, and compromise on different aspects of the plan. Then the construction phase started.
Children learned quickly that they needed to measure and calculate in order for their home to be accurate. Through this one project alone, children learned logical sequence, valuable communication skills, math, and teamwork.

#2 JOB CENTER

• Here children apply for PROGRAM JOBS such as tour guides: Kids assist in orientation of incoming families.
• Zoo Keeper: Children maintain program pets.
• Community Leader: Children make calls to set up community projects and office assistant... 
• These are only a few. After  children apply, the oldest interview applicants and fill the positions.
  This is a great ongoing activity demonstrating REAL LIFE SKILLS they will soon encounter as young adults joining the workforce.

#3 Another innovative idea developed due to the extreme summer heat in Arizona and the limitation of the children to enjoy the great outdoors. This was no challenge to Christine. She brought the outside in with an overnight camping area in the Drama Center. The children’s imaginations soared when tents went up, sleeping bags went down, and a paper fireplace was created. Their imagination led to surrounding the camp with rocks and caves and a fishing hole.

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CAN YOU ADAPT ANY OF THIS IN YOUR PROGRAM?
We are an after-school program in a museum, so we probably differ from many programs, but we do offer a number of special programming activities, including having the kids share and display their own collections in the museum (Pokemon cards, rocks, dolls, t-shirts, etc...)

It's a GREAT WAY for kids to understand the importance of capturing part of the legacy of their childhood and learning why museums collect and preserve objects.

We also have Sleep Overs in the museum based on  thematic subjects such as dinosaurs, whales, mammals, Adirondack mountains, immigration, Women's history, etc... We run educational activities for kids and their chaperons until 9:00 or 10:00 p.m. (Art & crafts, museum education programs with lots of objects & artifacts to examine & explore, free time in the museum and usually a music or story telling program to close the evening.) Then campers bed down in the exhibit gallery and when they awake, we provide breakfast and a scavenger hunt through the museum before they go home at 9:00 a.m.

Our kids often make their own MINI MOVIES about particular exhibits. We are a natural history museum that also features the social history of NY State. Kids often don't see the relevance of history to their lives, so we charge the kids with making a movie about a particular period, as evidenced in a museum exhibit. Examples might include: Harlem in the 1920's, Ellis Island, Native Peoples of NY State, whales or other animal-related exhibits, etc. The kids have to conduct some research to gain background knowledge before writing scripts, creating story boards, assembling costumes, rehearsing and practicing camera work, etc. They suddenly become "experts" on a particular subject and often ask to interview curators, scientists, historians or other experts so that they can "get it right" for their films! (Stephanie Miller, Director of Youth Services, New York State Museum)

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DO YOU INCLUDE CLUBS IN YOUR PROGRAM? Take any 'Kid Activities' Theme-and turn it into a club!
Why Should You?

• Community spirit grows as mixed-ages interact

• Children interact with those they may not know

• Social skills & creativity are nurtured

• Older help the younger

• Younger learn from the older

• New skills are learned; learning is integrated

 • Mixed-ages are supported

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STAR FISH CLUB "LEARNING EXPERIENCE, INCENTIVES AND MORE"!!!  (From Tasha Palmer, California)

 I called this the STAR FISH CLUB; my theme for the year was Oceans of Fun! Basically,  I  created a poster with 84 questions the children needed to answer/research/do.The students could answer as many as they wanted to. None of the questions were theme based--but random. I used some of the questions from the website, but I also incorporated character education and various languages, math skills, etc. - Knowing how many of my students struggled with telling time or multiplication (from the previous year) I included that topic as well.

 I would create worksheets and put on the board "Question 17---See Ms. Tasha for a worksheet on telling time." ... I had grade level sheets so I could make it harder for my upper grades than lower grades. During homework time if a child had no homework or finished their homework, they would have time to work on the questions.

Students were entered into the HALL OF FAME for answering one question. There were special prizes for MEETING MILESTONES such as 24 or 48 questions. At the end of the school year, I had a SPECIAL DINNER for the families of those students who completed the awards.

Throughout the year, I would have SPECIAL DAYS for "Hall of Famers" as an added incentive and to keep the kids motivated. It was so much fun!

The kids really got into it and so did their parents. My students learned so much and really enhanced some of the skills. Their teachers were excited and willingly stayed after school to help research some of it.
...what was even better was the kids didn't see it as more homework but as FUN! From Tasha Palmer in California I adapted this idea from a school teacher in Oregon. (See website: www2.redmond.k12.or.us/mccall/renz/masteryclub.htm)

ADDITIONAL INFORMATION ON STAR FISH CLUB QUESTIONS:

    • As for tracking the answers the children gave-I created a system in which the students wrote their answer on a sheet of lined paper to include their full name and what number they are answering.

    • I wouldn't accept any papers without this information.

    • I also had a box next to the board that the students submitted their work. Each morning I would go through the questions, check them, write comments, and on a star chart next to the child's name (which they can't get their name on the chart until they answered the first question) I would write what number they have completed. They were then able to always see which ones they have completed and also how many they have completed.

    • I would then have one of my students pass they answers back in the PM with my comments.

    • The box was left out during the day so at anytime the students could turn them in. They knew I would not be returning them until the next day. It really only took about 10 minutes in the morning as not all of the students were doing it. I did this with 125 students ages 1st - 5th grade.

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CLAYMATION MOVIES My name is Erika Thiel, I am the 4-H Program Coordinator in Bonners Ferry, Idaho. Over the past four years I have been able to offer an Art & Technology program where we make claymation movies and also do image manipulation – the list goes on and on.

At any rate, I utilize Image blender and Video Blender programs from Tech4Learning (ages range from K-12). Tech4Learning provides the software and site licenses for multiple computers AND lesson plans; the software doesn’t come free but I feel it has paid for itself with the amount of resources they provide. In addition, the lesson plans address National Education standards. For more information click here. 

 

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 DOES YOUR PROGRAM HAVE A SWAT TEAM? SWAT stands for students who assist teachers.

SWAT members help students, staff, and parents before and after school and during special events. Students receive training in matters such as courteous greetings, assisting others, and maintaining a safe environment. One school (Deer Park Elementary in Texas) believes this is instrumental in helping promote an atmosphere that is orderly and friendly in their school. This is different than the school safety team. SWAT is something your program could provide and then have members offer their services for school functions.

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CHECK OUT THE ACTIVITIES OF ONE JR. HIGH AFTER-SCHOOL PROGRAM!

WILSON JR. HIGH AFTER SCHOOL PROGRAM
Council Bluffs Community School District

CLUBS:
 
1. A BLAST FROM THE PAST!
Students work with peers in small groups to create web pages, display boards, performances, and compositions related to historical events/people. Teams of students present their project at a local competition and have the opportunity to go on to regional and national competitions. They also explore careers related to the area of history. Research, literacy, team work, problem solving are skills that are honed in this club.
 

2. SOLAR CAR...
Teams of students create model solar cars, culminating in a race in May. The program focuses on math, science and technology. Grand prize winners receive a trophy, gift certificate to "Discover" and are featured in a local newspaper story.
 

3. WEB CLUB...
Students receive training in website development, digital design, digital photography, interviewing skills and writing. Students create a CD and their own personal web site, and they interview information technology professionals in the community.
 

4. OUTDOOR ADVENTURE...
Students meet once per week and also on two Saturdays to focus on environmental issues and how they relate to students' lives. Students hike, climb ropes, learns how to survive in the wild, and explore careers related to the environment, sports and physical education. Literacy, team work, health sciences, environmental sciences are all skills acquired in the club.
 

5. REEL TO REEL...
Students work in teams to create digital video documentaries. They learn how to create a story board and interview people, use a digital camcorder and create a CD. They tour TV stations and have speakers come in a talk about careers in communication and technology fields.
 

6. EVENING PROGRAM FOR STUDENTS AND PARENTS
PIZZA AND PAGES...
Parents and students attend weekly evening sessions to discuss selected books. Dinner and baby sitting are provided. Participants keep the books at the end of the program

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TRANSITION BOARD: Have a ______(Blank) of the Day--Each and Every Day!

 

It's fun to have a daily program or classroom feature where there is a "_______ (blank) of the Day! "
This could be a doodle, riddle, trick question, joke, definition of a word or quote.

Brains crave variety and incorporating activities such as this, will certainly go towards some cognitive variety!

Each month or week, change out "What the _____of the Day" will be!  As written above, it could be the puzzle, a word definition, riddle, trick question, or quote. Great for all school ages to high school! Just put the _______on a black board or white board near the room entrance. By the end of the day---discuss guesses and answers.

....if you're taking the time to look at the sample board to the left--the answers are: Period in History, Reading between the lines, Long underwear, Eggs over easy, I understand, Down town, Paradise or Pair of dice!

It's fun to see how many more ideas of your own that you and the kids can come up with! Board by BShelby-KidActivities

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GUESS THE PERSON, ANIMAL OR THING! (This could be  a version of "Have a  ______ of the Day!"

1. Using a picture of an animal, children's character or personality, cover the entire picture with puzzle pieces to hide identifying features.
 
2. Take one piece off at a time; children guess who/what is underneath.

3. This can be done as a group game, individual or team play. It could also be set up in a special daily spot--with guesses being made as removed pieces reveal who/what it is!

4. Depending on how you play this-points can be added or subtracted. The most points of course going to the individual or team who correctly guesses with the least amount of puzzle pieces removed!

Be sure to check out the Transition/Sponge activities and games...More than 75 ideas!!! Don't make kids sit/stand and wait. Have fun whenever you  have some "down time"...

See page 2 for more ideas!

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