This course will explore standards and best practices in the development, planning, and facilitation of the program environment, activities, and curriculum of after school programs that serve children in elementary and middle school. The Temporal, Interpersonal and Physical dimensions of an after school environment will be addressed: Emphasis will be placed on developmentally appropriate programming that links curriculum content with developmental learning goals and outcomes. Students will be required to interview school-age children and observe an after school program. It is the student’s responsibility to ensure that they can meet these requirements.
- ASE 255: Introduction to After School Care and Education
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Understand how school-age children/youth develop physically, emotionally and cognitively and how to apply this knowledge to program practice.
- Identify and describe established quality standards and best practices in after school care, and illustrate the process of applying quality standards to developmentally appropriate daily program practices.
- Health and Safety: students will demonstrate how to create environments that foster good health and safety practices.
- Interpersonal Environment - Social/Emotional Climate: students will exhibit an understanding of how the environment and activity choices influence the emotional climate of the after school program as well as the role of the after school professional in teaching social competency skills and fostering relationships of children, staff, families and community.
- Temporal Environment: students will demonstrate how to establish schedules, routines, rules and learning opportunities to meet children/youth needs.
- Physical Environment: students will become competent in designing sensory rich indoor and outdoor environments that enable children to be independent and explore their interests.
- Curriculum Planning: students will be able to plan and implement program activities that are aligned with children's interest, reflect positive youth development practice, have well defined objectives, and that reflect quality standards.
- Program Management: students will be able to understand the importance of developing and maintaining administrative policies and procedures to ensure program effectiveness and standards of quality.
- Identify and become familiar with online and print resources relating to after school care.
- Discuss and evaluate issues relating to the field of after school care.
General Education Outcomes (GEOs)
Course Activities and Grading
(Available through our online bookstore)
Armstrong, Linda and Schmidt, Christine. (2013) Great Afterschool Programs and Spaces that WOW! Redleaf Press, St. Paul, MN. ISBN-13: 9781605541228
- National Institute on Out-of-School Time (2005). Links to Learning, A Curriculum Planning Guide for After-School Programs. School Age Notes: Nashville, TN. ISBN: 0917505190
Supplemental Readings and Materials
- CT Afterschool Network: http://ctafterschoolnetwork.org/program-quality-tools/
- Best Practices Guidelines for Connecticut After School Programs
- CT Best Practices Guidelines Self-Assessment Tool
- School-Age Care Environment Rating Scale (SACERS)
- Council on Accreditation (COA) - Standards for Child and Youth Development Programs: http://coanet.org/standards/standards-for-child-and-youth-development-programs/
- National AfterSchool Association (NAA): http://www.naaweb.org/
- Harvard Family Resource Project: http://www.hfrp.org/
- The Expanded Learning & Afterschool Project: http://www.expandinglearning.org/expandingminds
- Partnership for 21st Century Skills, http://www.p21.org
- Edutopia: http://www.edutopia.org
- Children’s Choice Child Care Services: Superior Interiors: Afterschool Program Indoor Environment Setup - Video
- Edutopia: View the video Five-Year-Olds Pilot Their Own Project-Based Learning. http://www.edutopia.org/kindergarten-project-based-learning-video
- Goodcharacter.com on Service Learning - Video http://www.goodcharacter.com/SERVICE/service.html
- Collaborative for Academic, Social and Emotional Learning (CASEL): Five Keys to Social and Emotional Learning (from Edutopia) - Video http://www.casel.org/videos/
Readings and Exercises
Welcome and Introduction to the Program Environment and Quality Standards
The Child Centered Approach and the Interpersonal Environment: Fostering Meaningful Child/Youth Participation, Providing Choice, Understanding Learning and Development
Implementing a Well Designed Environment and Incorporating Temporal Elements
Curriculum Planning and Scheduling
Compile your first four professional resource file development assignments, including this week’s assignment, into one document. Create a cover page, table of contents, and properly cite all references.
Linking Activities to Skills, Developing a Theme-Based Curriculum and Project-Based Learning
Creating Learning Centers and Enrichment Clubs
Integrating Physical Fitness, Health and Nutrition Indoors and Outdoors
Goals Setting and Inclusion of Coursework in “Real World: “Keeping the Wow”
Final Portfolio Project
This final project should include all eight portfolio assignments and a summary (minimum of three paragraphs) of how this project with assist you in your work as an after school professional. Create a cover page, Table of Contents, Summary, labeled portfolio assignments, and all references properly cited.
Current as of: October 26, 2017
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.