	After School Programming and Services

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ASP-PS 5: Programming and Activities

Program activities provide opportunities to build skills, explore interests, experience a sense of self-efficacy and belonging, and contribute to the community.

Note: As referenced in ASP-HR 5.04, the program should also ensure that personnel have sufficient time to plan and develop the programming and activities described in this section.

ASP-PS 5.01

The daily schedule:

is flexible;
provides stability without being rigid;
allows children and youth to meet their physical needs (e.g., water, food, restroom) in a relaxed way;
allows children and youth to move smoothly from one activity to another, usually at their own pace; and
facilitates smooth transitions when it is necessary for children and youth to move as a group.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

The program publishes a written schedule of program activities and events;
Children and youth seem to know the daily routine and to follow it without many reminders;
Large-group outdoor time is extended or shortened, depending on the weather and the interest of children and youth;
Children and youth can get drinks and go to the bathroom without waiting for the whole group;
Children and youth can have a snack as an activity choice instead of eating together as a large group (depending on the type of snack and the food storage facilities available);
When children and youth arrive at the program, they are given time to adjust;
Children and youth need not wait a long time for an activity to start;
Children and youth are not rushed to finish an activity;
Children and youth rarely move in a large group or in a line;
Personnel clearly explain how transitions will happen;
There is appropriate supervision during transitions to ensure that they will occur safely;
When children and youth are required to move as a group, there is a clear reason for doing so; and
Children and youth are not forced to wait for a long time in silence.

ASP-PS 5.02

Children and youth have opportunities to participate in a wide variety of engaging and challenging activities.

Interpretation: Different types of activities will be offered depending on the goals of the program and the ages and preferences of program participants, as referenced in ASP-PS 1.02 and 5.03. Examples of relevant activities may include, but are not limited to: academic activities and enrichment; sports and physical fitness activities; health and wellness activities; creative arts activities, such as drama, dance, music, or arts and crafts; service learning and citizenship activities; life skills activities; career development activities; games and recreational activities; and social activities. Although it is important that activities be well-planned, the program schedule can also allow time for unstructured play and socialization.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

Children and youth have time indoors and/or outdoors for physical activity;
The program offers arts and crafts activities;
Children and youth have opportunities to write plays and participate in dramatic play or performance arts activities;
The program offers opportunities to participate in music activities;
Children and youth can choose to sit and talk or play games with friends or personnel;
Children and youth can choose to play quiet board games;
Children and youth can choose to help on a cooking project;
Children and youth may decide to do homework or study alone;
Children and youth can choose to just sit back and daydream;
Children and youth can work together on science projects;
Children and youth can study the plants and animals that live in or around the building;
Children and youth can take walks in the neighborhood or visit local spots for exploring nature (e.g., creeks, ponds, beaches, and forests);
Children and youth have opportunities to use computers;
Children and youth can create a newspaper; and
Personnel help children and youth with their homework.

Research Note: Some research suggests that different types of activities may provide different kinds of opportunities and experiences, and that participating in a variety of activities is associated with positive opportunities and benefits. Accordingly, although some programs may face pressure to concentrate on academics, related literature suggests that they should provide learning opportunities that differ from those offered during the school day, rather than focusing solely on remedial academic activities such as tutoring or homework help. For example, programs seeking to improve academic outcomes might: (1) provide both academic and non-academic activities, (2) enrich academic activities with opportunities for fun and recreation, or (3) incorporate opportunities for learning into a range of non-academic activities.

ASP-PS 5.03

Activities reflect, support, and are suited to:

the mission and philosophy of the program;
the styles, abilities, and interests of children and youth in the program;
the age range of children and youth in the program;
the languages and cultures of the children and youth in the program.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

Children and youth are permitted to work at their own pace;
Activities allow children and youth to work alone, in pairs, or in large and small groups;
Quiet activities, such as storytelling, are adapted to include children and youth who are more active;
Personnel adapt projects to suit different age and interest levels;
Projects for younger children can usually be completed within a week;
Projects for older children and youth may last as long as eight to ten weeks;
Physical games and sports offer varying levels of challenge to suit the players;
Personnel encourage expert children and youth to help beginners learn a new skill;
Games from different cultures are played inside and outside;
Folk tales and traditions from diverse groups provide the basis for plays, musical performances, art displays, and crafts projects;
Personnel design and plan activities that reflect the mission and philosophy of the program;
Personnel regularly choose materials that reflect the language, music, stories, games, and crafts from various cultural traditions;
Personnel invite children, youth, and families to share recipes, songs, stories, and photos that represent their culture and experiences; and
Multicultural activities occur throughout the year, rather than only during holidays.

ASP-PS 5.04

Children and youth have:

opportunities to choose among program activities; and
the right to opt out of any program activity or field trip.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

Different activities occur simultaneously, and children and youth can choose which activity to join;
If a child or youth is not interested in an activity, he or she can choose to sit out instead of participating;
When field trips are planned, some children and youth may choose to stay at the program, if staffing allows; and
When alternative programming will not be provided for children and youth who choose not to attend field trips, children, youth, and their families are informed ahead of time.

ASP-PS 5.05

Personnel work with children and youth to develop, plan, and implement activities that reflect their needs and interests.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

Personnel regularly involve children and youth in planning for daily activities, special events, and snacks;
Personnel ask children and youth to help select new materials, supplies, and equipment;
Personnel informally asess the needs and interests of children and youth; and
Written surveys are used to assess the needs and interests of children and youth.

Note: As referenced in ASP-PS 10.02 and 11.02, the program should also seek the participation of family members and community partners when developing, planning, and implementing program activities.

Research Note: Younger children tend to participate more than older youth, and some research suggests that this may be, in part, because older youth are not interested in the activities offered.

ASP-PS 5.06

Program materials are:

in good condition;
sufficient for the number of children and youth in the program;
developmentally appropriate for the age range of the children and youth in the program; and
appropriate to the activities offered.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

Board games and puzzles are in sturdy containers and have all their pieces;
Balls are fully inflated;
There is a wide variety of books in good condition;
Children and youth rarely have to wait a long time to use materials, supplies, and equipment;
A system is in place to help children and youth share materials in high demand (e.g., computers, new games);
There are enough materials so that several activities can go on at the same time;
There are books for every reading ability;
There are simple and more complex puzzles and board games;
There are computer games for young children as well as older youth;
There are flexible materials that can be used in many ways (e.g., markers, stencils, paint, clay);
Many of the materials are adaptable for use by children and youth with differing abilities;
Special tools are available to children and youth who need help with fine motor skills (e.g., special scissors, thick pencils and brushes);
The program has a wide variety of arts and crafts materials;
There are costumes, puppets, and props on hand for dramatic play and performance arts activities;
Children and youth have access to musical instruments and audio tapes or CDs; and
There are math games and materials to explore.

ASP-PS 5.07

Program involvement gives children and youth opportunities to:

develop new skills and interests;
make decisions and solve problems;
assume leadership roles;
get to know and become involved with their neighborhoods and communities; and
gain confidence in their personal abilities.

ASP-PS 5.08

When children and youth have opportunities to go on field trips or participate in high-risk activities, the program obtains written, signed permission slips from their parents or legal guardians.

ASP-PS 5.09

If an activity produces adverse effects or is deemed unacceptable according to prevailing professional standards, it is discontinued.

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	PURPOSE: Children and youth who participate in After School Programs gain the personal and social abilities and attitudes needed to form positive identities, boost self-esteem, build skills, navigate challenging situations, avoid negative behaviors, assume leadership roles, embrace diversity, and establish healthy connections with others in the community.

RELATED FILES


	COMMUNITY The area where the program is located (i.e., the neighborhood, city, town, or county). The term may also refer to a group of people who are defined by and/or share a common culture, values, norms, language, race, religion, ethnicity, age, occupation, political status, tribal affiliation, interest in particular problems or outcomes, or other common bonds. Often, many smaller communities coexist within a city or town.


	EXPERIENCE In the context of human resources, related experience includes work with school-age children or youth in a setting similiar to that of an after school program. Settings may include, but are not limited to: recreation centers, child care homes or centers, camps, schools, fine arts programs, or social service agencies. One year experience means full time (2,080 hours of work). The total number of hours can be from a combination of positions. See the ASP-HR Related File “Personnel Qualifications and Responsibilities” for more information.


	TRANSITIONS Times when individuals or groups move from one place in the program to another. Transitions take place: (1) when individual children or youth enter or exit the program; (2) when a child or youth has finished an activity and chooses to move on to another; (3) when children and youth clean up or rearrange space to prepare for a new activity; and (4) when children and youth move from one area of the program to another (e.g., when moving from the cafeteria to the gym).


	SUPERVISION Assumption of responsibility for directly overseeing and evaluating the work of personnel.


	PHILOSOPHY The theoretical framework that describes and explains the program's approach to service. It may describe the type of environment and experiences that the program hopes to create, and will likely explain how the program intends to promote the healthy development of children and youth.


	CULTURE The customs, traditions, habits, values, skills, technology, beliefs, and religious, social, and political behaviors of a group of people.


	FAMILY Two or more people who consider themselves family and who assume obligations, functions, and responsibilities generally essential to healthy family life. Child care, child socialization, income support, and other aspects of caregiving are among the functions of family life. There are a number of types of families, and the definition of “family” will rest with an individual’s indication of who plays a family member role. For example, families may include children, youth and adults living in the home; adults who are responsible for the care and well-being of children and youth; parents who may not live in the same household as the children and youth; current or former foster families; adoptive families; extended family members; and legal guardians. Programs that believe family attachments are of primary importance for human development will strive to work with staff to develop a common understanding of “family.” Successful providers recognize and value a child or youth’s definition of “family", even if it is different from the provider’s experience.


	PLANNING The process of specifying objectives, evaluating the means for their achievement, and exercising deliberate decision making about appropriate courses of action.


	HIGH-RISK ACTIVITIES Activities, interventions, and procedures that interfere with a child's or youth's right to self-determination; involve risks about which children, youth, and families should be informed; or have the potential for harm to children, youth, families, the community, or the program.


	PARENTS Parents can include: birth, foster, kinship, and adoptive parents.


	LEGAL GUARDIAN In the case of a minor child or youth, a guardian is charged with the legal responsibility for the care and management of the child or youth and his/her estate.