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.		  
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  ETHNICITY

An orientation toward and identification with a population group that shares national origin, religion, race, or language.		  
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  CULTURE

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

The people responsible for carrying out the program's tasks. For purposes of after school program recognition, the term "personnel" covers both full-time and part-time employees, as well as volunteers who perform the same duties as personnel and have a regular, ongoing role at the program.

Unless otherwise noted, standards related to the provision or oversight of direct services generally apply only to personnel who: (1) work with children and youth, (2) supervise personnel who work with children and youth, or (3) are responsible for overseeing the program. For example, COA would not expect personnel providing clerical services to receive the same training provided to those who work with children and youth.

  
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ASP-PS 6: Indoor Environment

 
Program activities take place in supportive settings that promote personal growth and development.
Note: Environmental safety is addressed in ASP-AM 1 and ASP-PS 9.

ASP-PS 6.01

 
The program setting is welcoming and engaging and helps children and youth feel physically and emotionally comfortable and supported.

Interpretation: The program’s indoor space should reflect the work and interests of children and youth and be sensitive to and supportive of all children and youth, regardless of their background, race, ethnicity, culture, language, religion, socioeconomic status, gender, disability, or sexual orientation.

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

  • Displays feature artwork created by children and youth and other pictures of interest to them;
  • Children and youth are free to personalize the space and redefine some areas for their purposes;
  • The décor portrays people from different ethnic and racial backgrounds engaged in a variety of roles;
  • Children and youth can use and relax on soft, comfortable furniture, such as couches, cushions, beanbag chairs, or rugs;
  • There are some spaces that suit children and youth who want to rest or be alone;
  • Visual displays show a variety of cultures and reflect the diversity in the community; and
  • Signs include the home languages of the children and youth in the program.

ASP-PS 6.02

 
There is enough room in the indoor space for socializing and the activities the program offers.

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

  • Children and youth can work and play without crowding;
  • There is enough space so that indoor activities do not interfere with each other;
  • There is indoor space for active play during bad weather;
  • When indoor space is used for active play (e.g., dance, aerobics, or basketball) there are approximately 75 square feet per child or youth;
  • There are approximately 35 square feet per child or youth for quiet activities such as homework, reading, or holding club meetings; and
  • There are approximately 45 square feet per child or youth for small group and enrichment activities such as woodworking, arts and crafts, and science experiments.

ASP-PS 6.03

 
The indoor space is arranged well for the range of activities the program offers.

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

  • Materials are sorted and well organized;
  • Running water is conveniently located and accessible to children and youth of varying heights; and
  • Activities take place near the sink when they require water for clean-up.

ASP-PS 6.04

 
The indoor space is arranged so that various activities can go on at the same time without much disruption.

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

  • Active play does not disrupt quiet activities (e.g., loud music does not distract children and youth doing homework); and
  • Pathways allow children and youth to move from one place to another without disturbing ongoing activities.

ASP-PS 6.05

 

In order to help children and youth take initiative and explore interests, the indoor space is arranged so that they can:

  1. get materials out and put them away by themselves with ease; and
  2. move materials and equipment to suit their activities.

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

  • Materials that see frequent use are accessible to participants;
  • Materials and supplies are equally accessible to all children and youth;
  • If supply cabinets are locked, they can be opened for use while children and youth are at the program;
  • Children and youth can sit comfortably without being cramped;
  • Children and youth can move furniture easily to make more room or to define an area; and
  • Children and youth can choose tables and desks that are at the right height for their size and activity.

ASP-PS 6.06

 
There is adequate and convenient storage space for equipment, materials, and personal possessions of children, youth and personnel.

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

  • There is a place for children and youth to store personal belongings;
  • Materials used frequently and works-in-progress are accessible to children, and there are other places to store bulk materials and things not currently in use;
  • Personnel rarely have to carry heavy equipment long distances or large amounts of materials for set-up and clean-up;
  • The amount or location of storage does not limit the activities personnel can offer;
  • Personnel have a place to store personal belongings; and
  • Programs in shared space have portable equipment on wheels.
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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.
 
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