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Afterschool Quality Guidelines

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“Quality Guidelines for Ohio’s Afterschool Programs”

The Ohio Afterschool Network’s Standards and Quality Committee recruited a diverse pool of afterschool providers to write standards that would be used as guidelines that afterschool programs could adapt their curriculum so that the children in their enrolled care were provided a consistent and quality program that offers before and afterschool care and during school vacation breaks. These items are not being termed standards but guidelines for afterschool programs to consider incorporating into their programs, to ensure the highest standards in quality care and are known as the “Quality Guidelines for Ohio’s Afterschool Programs”. The first set of guidelines covers Area 1 the Programming and Curriculum. This section is all encompassing as it is one that the outlines that as a guide, the curriculum used will meet a child’s distinctive needs and as well as embody their abilities, strengths, weaknesses as well as interests. Furthermore, children will gain the skills that promote independence, conflict management and leadership skills. Staff members will monitor the curriculum they are using to ensure the effectiveness in meeting the child’s need (pages 8-9). These are also reinforced in the textbook “Caring for School-Age Children” it defines that by using a holistic …show more content…

This section of the Quality Guidelines and Indicators covers the environment that the children will be in and ensures that the staff, the space, environment and the materials are high quality and meet high standards as well. For example, the equipment and materials are designed to meet the anticipated growth of the child (page 12). Being aware of the environment is the basic component of a childcare program and as stated by Click and Parker, it is only effective if the physical needs of the children are met by offering a developmentally appropriate environment (“Creating an Environment”

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Glt1 Task 5

100 Words | 1 Pages

In reference to group size they should look for a ratio between 1:3 and 1:6. Caregivers should be trained and experienced in working in a child care setting. In addition, the caregiver should be nurturant, supportive, and responsive to children’s cues. Staffing- low staff turnover, staff support, and only one or two caregivers should be responsible for the same child. Curriculum- planned in advance and emphasis on development.

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462 Words | 2 Pages

Whichever curriculum is used the setting must meet the standards for the child’s development, learning and care. The EYFS is divided into 3 sections:

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1872 Words | 8 Pages

This is to make sure that the quality of the services provided is adequate for every individual child and young person. Throughout the inspection information will be gathered based on the practice they are observing as well as what they learn from the pupils using the service. The evidence gathered along with other information will be used to make a proffesional judgement on the services given and then it will be published in an OFSTED report. This report will contain the quality of provision in the National Curriculum subjects and aspects of childcare, social care, education as well as learning and skills. OFSTED will also act as a regulator in checking that staff, premises and the services provided are suitable to care and educate children and potenially at risk young people.

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488 Words | 2 Pages

These areas are: • Personal and Social Development, well-being and cultural diversity • Mathematical Development • Physical Development • Creative development • Language, Literacy and Communication Skills • Welsh Language Development • Knowledge and Understanding of The World "The principles of the Foundation Phase and its seven areas of learning are understood and applied in a way appropriate to the age, abilities and stage of development of children in their care and the nature of the provision." (National Minimum Standards for Regulated Child Care in Wales, 2012). Within each area there are standards to which children are expected to perform. The Framework is designed in a way to ensure that the diverse needs of all children are met and that every child is able to develop at their own pace, therefore taking into account that each child is different and developmentally ready at different times. A cross curricular approach has been developed to ensure that all children are developing their skills across the seven Areas of

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459 Words | 2 Pages

Competency Standard III To support social and emotional development and to provide positive guidance Functional Area 8: Self I provide an emotionally and physically safe and secure environment where the children can thrive and develop their sense of self. I greet each child by name, smiling and giving them one-on-one attention. I show the children that I respect them by acknowledging their feeling and helping them express those feelings appropriately. We follow a routine, and I discuss and explain when there will be a change or disruption to that schedule.

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1.1 Explain The Importance Of Caring For Children In The Environment

544 Words | 3 Pages

All children must have their personal needs met by Practitioners. The care towards a child’s learning is crucial for their academic mindset; children must be challenged with work to improve their intelligence in the future. However, they must be helped if there is a gap in their learning development. It’s important to identify the care a child needs; this may be speech therapy or extra maths sessions. For Practitioners there are guidelines to suggest to them what levels the children are working at this is called the ‘Early Years Outcomes Guidance’ this will go on their reports and later help the teachers/practitioners/parents challenge their child to their full potential.

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Child centred approaches in school are encouraged and supported by the legislations and codes of practice in place in schools such as the children act (1989) which required LA to consider fairly the wishes of the child, equality act (2010) which supports the equal rights of all children to have access to the required and appropriate services as required, the SEND code of practice (DfE 2014) details the specific requirements of safeguarding children with special educational needs. And also, the rights of the child (1989) act, which stats that children have a right to express themselves freely as individuals and receive accurate information. These are the main legislations and codes of practice with regards to safeguarding children and encouraging a child-centred

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The Early Years Learning Framework (EYLF) and the Australian Curriculum are both frameworks introduced to create a coherent standard of achievements or learning outcomes for students at different development levels within Australia. The EYLF is dedicated to the learning outcomes of children from birth to 5 years in Kindergarten, early educational care settings and the transition to school. The Australian Curriculum is a framework focusing on children’s learning during the Foundation year through to year 10. Its standard of achievements and content descriptions establish the requirements for students to successfully progress through school. Both frameworks reinforce the principles of the United Nations Convention on the Rights of a Child.

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Discuss The Role Of Emotional Abuse In Health And Social Care

269 Words | 2 Pages

Making sure that no emotional abuse is being shown towards to child. All children should be given equal amount of opportunities within the childcare facility and be treated the same as every other child in the care services in regards

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Explain How Observations Are Used: The Importance Of Observation

771 Words | 4 Pages

Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly. Children must be observed frequently as their needs, interests and stage of development keeps on changing. The activities given to children should be according to their current abilities which will enhance their development.

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1002 Words | 5 Pages

(Miller & Almon, 2009). Children can learn from the different activities that the curriculum provides that fit all the students. In addition, children have the choice to choose which activity they want to do, and they have the chance to talk or share their opinion. Moreover, these curriculums are necessary conditions for ensuring optimal growth and development of young

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864 Words | 4 Pages

Before each “child care season”, the Administrator has to set certain goals and expectations that they want their students to obtain by the end of their session. It is important for the Administrator

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1144 Words | 5 Pages

The textbook for this course, Infants, Toddlers, and Caregivers, is based on ten principles for child care that are outlined by researcher Magda Gerber in the 1970’s. The ten principles are based on a philosophy of respect. In addition to the ten principles, a caregiver should know the “Three-R’s” for interaction. The Three R’s are respectful, responsive and reciprocal.

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688 Words | 3 Pages

I learned that young children spend a significant part of their lives in an early childhood setting, so it is the teacher’s responsibility to provide the children with a safe and healthy indoor and outdoor environment. I learned about the importance of play in the children's lives, learning skills, and social and mental development. I learned about the different kinds of curriculum, the principles of curriculum construction, and about the plans of different activities. I learned that an early childhood educator faces many problems while working with dual language learners and children with special needs. I learned that it is the teacher’s responsibility to provide the children with an indoor and outdoor environment that supports the children’s learning skills.

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