Kid Activities
1000's of Ideas for Childcare Professionals & Teachers!

Training Series for Staff Development

October 24, 2011 05:23 by Barbara Shelby

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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Why Don't Some Activities Work?

September 1, 2011 01:02 by Barbara Shelby

 

 

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.

 _______________________

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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When Kid are Bored

July 22, 2011 22:54 by Barbara Shelby

What's Behind Children Saying:
 "I'm Bored?"

1. First, look at your program---is it stimulating where children will not be bored? Do you address the needs of the whole child; do they have enough to do?  Can they choose from: Art, crafts, science/nature, music, gym, outdoors, community service, RAK, cultural diversity, clubs and classes, dramatic play, fine motor, and so on? 

Honestly evaluate your program; if it is lacking -- meet with your co-workers and offer curricula with more variety and choices. Meet the interests and needs of the children!
 
2. Second, ask yourself if the child is seeking attention? If this is the case, notice, pay attention, and listen.  Give attention to appropriate behavior whenever you can. Sometimes a short conversation or some one-on-one attention is all the child needs.
 
3. Next, is there something the child wants to do---but for some reason just can't at this time?  Often when a child says, “I’m bored,” You can say, "Are you bored", or is there something you’d like to be doing now…that you can't?” You may be surprised when you hear, “Yes. I want to be on the computer, and I’m number five.” I’ve been in this position a few times over the years; each time I've asked, the child looks surprised and then responds, “Yes, I want to________."

4. Last, some kids just haven’t learned how to make decisions or entertain themselves. Our children live in a world of constant external stimulation; they are overscheduled where they go from home to school-age care to class, and back to SAC. THEN… there are the sports, dance, music, dinner, homework, and a multitude of other things thrown in.

They haven’t had time to figure out that “doing nothing and just vegging out" is O.K. Help them learn their rhythm, rhyme, and reason. When you feel this may be the case with a child, you can help them along by asking, "What kind of mood are you in?  Do you feel like being slow?... Fast?... In-between?"  Get them to think about what and how they are feeling. The goal is to teach children to find things to do on their own--to relax and reflect -- to figure out what THEY like to do!

   • Suggestion: Put together a very long eye-catching list (in large type) of all the activities that are easily available in your program. You should be able to come up with more than 50 ideas. You can ask the children if they looked at the list for something to do. 

 • Read note below from Tasha Palmer/California and Click for a sample

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 7/27/09 A really good idea...from Tasha Palmer who directs a program in California.

She wrote: My kids and I sat down one day and created a list of things that kids can do in the program when they are bored. It started out as one child claiming to be bored. Then it became a challenge. We came up with 100 things by the end of the year. The kids were really creative!

Address the above points and you'll seldom hear again, "I'm bored".

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Barbara Shelby
Training, Program Assessments & Consulting