10- afterschool programs - HD 343 After school programming...

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HD 343 After school programming Socialization and support
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Agenda Journals and VOC/CV Readings Logs Upcoming class 4/9
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Clarification Journals Spirit of assignment Process- rough notes, typed notes (NT/NM), developed notes (2 shared field logs) Reasoning Outcome- rough,typed, developed combination VOC/CV (3 total/combination required) Teacher interview counts as 1 of 3 (Best results with 3 voice of child)
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Readings Melissa: Halpern, Mixed qualities of after-school programs Kristen: Clarke-Stewart, The caregivers role Grace: Lareau, Chapter 10
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Readings Continue to look at school home partnerships through the eyes of families and children and social class Day care, school age child care Goals of programs, (e.g.programs for children WC/P), quality of programming and staff, roles teachers/caregivers must play, QCA dilemma
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School age child care Rising numbers participate in after school care (ages 5 and 18) years of age participating in after-school programs Polling data (2003) - approximately 6.5 million children participated in after-school programs, but an additional 15.3 million would participate if available Little, P. (June 2007). The quality of school age child care in after-school settings. Harvard Family Research Project. Child Care and Early Education Research Connections http://www.researchconnections.org:80/SendPdf?resourceId=12576
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School age child care dimensions of quality Physical and psychological safety Appropriate structure Supportive relationships Opportunities for meaningful youth involvement Positive social norms L earning-oriented, with skill-building activities Balance of autonomy and structure Connections with school, home, and community (Little, 2007)
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School age child care Indicators of Quality After-School Care Programs Staff Management Practices Hiring and retaining educated staff, Providing attractive compensation Training staff Program Management Practices Ensuring that programming is flexible, Establishing and maintaining a favorable emotional climate, Establishing clear goals and evaluating programs accordingly, Having a mix of younger and older children, Keeping total enrollment low, Maintaining a low child-to-staff ratio, Maintaining continuity and complementarity with regular day school, Paying adequate attention to safety and health, Providing a sufficient variety of activities,
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This note was uploaded on 04/04/2008 for the course HD 3430 taught by Professor Ross-bernstein,j. during the Spring '08 term at Cornell University (Engineering School).

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10- afterschool programs - HD 343 After school programming...

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