School Age Summer Staff Orientation Series

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School Age Summer Staff Orientation Series
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Goal of the Series

• The school age summer orientation series has been
  designed to help you understand the basics of
  caring for school age children

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Understanding the series

• Each module consists of
• Objective of the module
• Training Content
• With a Youth Activities
• With a Peer Read and Reflect
• With a Supervisor Self Assessment

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What you will need

• Paper and pencil
• Approximately one hour of quiet time
• Access to a printer
• Optimistic outlook to gaining new knowledge

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Module 3

• School Age Youth Development

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Objective

• To gain knowledge of growth and development in
  all areas, including individual difference and
  cultural influences on development.

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Introduction

• What is Developmentally Appropriate Practice
  and how can I encourage it.
• In supporting the whole youth, it is important to
  become familiar with school age and youth growth
  patterns.
• There are many factors that may affect the
  developmental progression of youth.

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Introduction

• Quote I know you believe that you understand
  what you think I said, but I am not sure you
  realize that what you heard is not what I meant.

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Developmentally Appropriate Practice

• Are you confused by that quote?
• Working with youth can be scary for them and
  you. There are many different abilities,
  personalities, and temperaments coming together
  in one program. Your job is to filter through
  all of the uniqueness and provide a balance of
  support which can then lead to a Developmentally
  Appropriate Program.
• Are you up for the challenge? Lets go!!

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Developmentally Appropriate Practice

• Terms
• Developmentally Appropriate Practice principles
  and components of a program that support the
  whole youth
• Philosophy theory of practice
• Growth the act of developing from a simple
  state and maturing to a higher form
• Age Appropriate - youth of and around the same
  age will have similar needs, characteristics and
  abilities
• Individually Appropriate the needs or
  characteristics of a youth that makes them unique

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Developmentally Appropriate Practice

• Who does it take to do the job?
• Programming for school age and youth programs
  take a special type of person. Not all people
  are wired to work with youth. The following are
  some characteristics of quality program staff.
• Knowledgeable - someone who has the understanding
  of what youth are like. They can relate to the
  youths level of development and find ways to
  support that development through activities and
  resources.
• Flexible someone who is able to go with the
  flow of the emerging interests and needs of youth
  and accept those needs as opportunities for
  learning.

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Developmentally Appropriate Practice

• Accepting understands that each youth has a
  history that has shaped who they are and how they
  relate to others. Understands each youths
  uniqueness and works for their happiness.
• Optimistic has a positive outlook on working
  with youth. Has appropriate expectations of
  youth and is a leader for what is right.
• Adapted from Half a Childhood Time for School
  Age Child Care 1984, Judith Bender, Barbara
  Schuyler-Haas Elder, Charles H. Flatter.

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Theorists

• Each program usually has a philosophy or belief
  as to how to provide the right type of care to
  youth. Having insight into different theories of
  youths development, will help you to relate to
  the youths changing needs, and guide you to
  applying appropriate practices. The following
  are theories that may lend to the philosophy your
  program uses.
• Maslows Heirarchy of Needs each person has
  basic needs, those basic needs cover areas like
  housing, food, safety, and work towards love and
  self actualization.

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Theorists

• Jean Piaget 4 stages of Cognitive Development
• Children and youth develop through
  4 areas starting from infancy to adolescence by
  how they use their thinking skills. School age
  youth are in the Pre-operational and Concrete
  stages of development. This means they are
  learning to take on another persons point of
  view and can start to problem solve on their own.
• Lev Vygotsky Attachment Theory
• Believed that a youths background (those who
  raise them, their cultural beliefs, and economic
  status) influences their behavior and how they
  develop.

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Theorists

• Kholberg 6 stages of Moral Development
• The stage that parallels school age youth is
  Pre-conventional and Conventional Role
  Conformity. In this stage youth are learning the
  difference between right and wrong and are
  growing towards being able to show trust and
  respect for the rights of others.
• Erik Erikson 8 Stages of Psycho-Social
  Development
• The stage that parallels school age youth is
• Industry vs. Inferiority Youth are very
  work oriented and have elaborate plans for
  completing and accomplishing tasks they have set
  out to do. They will also compare themselves to
  others to see how they measure up.

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Developmental Needs

• The following are descriptions of the Seven
  Developmental Needs of Early Adolescence and ways
  your program can support them.
• 1. The need for Physical Activity
• A very rapid rate of growth happens here. Youth
  need to have the opportunity to move and exercise
  and practice using their fine and large motor
  skills
• Examples for your program learn magic tricks,
  use sign language, practice how to play
  basketball, learn a new dance, do yoga.
• 2. The need for Competence and Achievement
• Youth are very observant of what others are
  doing. They need to feel confident about their
  skills and abilities as they relate to others.
• Examples for your program offer clubs, have
  them lead a study group, let them be coaches or
  referees during organized sports,

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Developmental Needs

• 3. The need for Self-Definition
• Youth need to have outlets to find out how they
  fit into the world. Who are they and what do
  they want to become.
• Examples for your program invite people into
  your center that can share a skill (banker,
  doctor, military member, judge), include cultural
  celebrations (Christmas and Kwanza), celebrate
  family traditions, volunteer in the community,
  provide book clubs or play performances
• 4. The need for Creative Expression
• Youth need opportunities to show what they are
  feeling through the use of various art forms.
  They can use their writing, dancing, singing,
  speaking, and drawing abilities to convey their
  talents.
• Examples for your program public speaking,
  writing poems, conducting a singing group,
  painting portraits, gardening, and spelling bees

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Developmental Needs

• 5. The need for Positive Social Interaction
• Youth will experience different attitudes and
  beliefs outside their family unit as they expand
  their relationships. They can find comfort,
  support and security with these positive
  interactions.
• Examples for your program mini lock ins
  (providing youth an evening dance or program
  sleep over), focus groups (youth come together to
  solve a program problem), visiting elder care
  facilities
• 6. The need for Structure and Clear Limits
• Youth will be attempting new adventures and
  taking risks. They need to know they are given
  responsibilities as they can manage them.
• Examples for your program teaching them First
  Aid, Offer clubs on babysitting or water safety,
  rock climbing, have them help make the guidelines
  for the program

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Developmental Needs

• 7. The need for Meaningful Participation
• Youth need to experience life at the center using
  real, adult like objects.
• Examples for your program art sculptures,
  teaching phone etiquette by answering the program
  phone, using real objects in the environment
  (washers, dryers, futons, picture framing
  materials), fundraisers (bike washes bake
  sales), recycling projects.
• Adapted from Keys to Quality in School Age Child
  Care, Roberta L. Newman

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With a Youth Activities

• Using the link below, print out the
  Developmental Needs worksheet. Choose a group
  of youth in your program, and ask them how your
  program could support each need. Then try two
  ideas and evaluate what happened. LINK

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Youth Growth Patterns

• Perspective is everything
• To a worm, digging in the ground is much more
  relaxing than going fishing.
• Anonymous

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Shared Learning

• When we think about supporting youth in their
  growth and development, it encompasses so many
  different aspects of their being. Youth develop
  usually in the same way but not at the same rate.
  We help youth come to know what is expected
  of them through teaching them the steps to take
  to accomplish a task, or by helping them see how
  societies rules can dictate behavior. As staff
  we want to focus on scaffolding youth to the next
  stage in their development. They start from
  assisted learning (a sharing between teacher and
  youth) and progress to an individual level of
  learning (a self directed learner).
• Staff are key players in successful development
  of youth. From planning activities to offering a
  solution, staff have an impact on each child they
  have contact with. Staff need to be pro-active
  in their approach to learning. The more
  comfortable you are with planning curriculum,
  guiding behavior, choosing appropriate materials,
  understanding growth patterns, implementing
  safety measures, and caring for mixed age groups
  the less time is spent on trouble shooting
  problems in the program.

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Youth Growth Patterns

• The Minnesota Core Competencies outlines
  supporting growth and development as
• Recognizing that children and youth learn through
  their experiences, relationships, social
  interactions, and play/activities.
• Recognizing individual personalities and
  temperaments of children and youth.
• Understanding that culture and language affect
  the behavior, development, and group interactions
  of children and youth.
• Acknowledging special needs variations and the
  effects those variations may have on behavior,
  development, and group interactions.
• Addressing the individual needs of children and
  youth.
• Understanding the need of each child or youth to
  feel accepted in the group.
• Encouraging feelings of empathy and mutual
  respect among children, youth, and adults.

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Basic Development

• When we refer to development with youth, usually
  it consists of 4 main areas
• Cognitive
• Physical
• Social/Emotional
• Language

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Basic Development

• Youth Learn Practice
• Cognitive Skills - problem solving skills,
  higher level learning
  processes, and progressed reading and
  writing skills
• Physical Skills balance, mastery of skills,
  climbing, spatial awareness, control of fine and
  large motor abilities
• Social/Emotional Skills making friends, joining
  group play, relating to peers, reacting to
  situations, self appreciation, how to convey
  their feelings, understanding to perspective of
  others, conforming to behavioral expectations
• Language Skills - getting their point across to
  others, using slang, sharing information with
  others, using other forms of communication
  (writing and reading), learning a broad range of
  vocabulary.

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Age Specific Characteristics

• Cognitive
• 5 yr olds Like to copy, sees only one way to do
  things, learns best through play, not a logical
  thinker, very literal
• 6yr olds lots of questions, lots of energy to
  start things but not always completes them, likes
  games and art, understand present time better
• 7 yrs olds needs to be able to prepare for
  transitions, likes to complete work, wants their
  work to be neat, enjoys repeating tasks, likes to
  work with their hands
• 8 yr olds likes to socialize as they work,
  likes to do things in groups, starts involved
  projects, works quickly
• 9 yr olds self critical, understands there are
  other perspectives, less imaginative
• 10 yr olds can think abstractly, is an
  organizer, good memory, proud of what they have
  accomplished
• 11 yr olds likes to argue, wonders about the
  outside world, can solve problems by deduction
• 12 yr olds hones talent in specific area, can
  see both sides of an argument, has good study
  habits, high interest in society
• 13 yr olds can start to think like an adult,
  conscientious of self, not a risk taker
• 14 yr olds easily bored, likes a variety of
  topics, will try things over again, want to know
  how things work

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Age Specific Characteristics

• Physical
• 5 yr olds can pace themselves, is focused on
  task, very active and has increased muscle
  control
• 6yr olds uses hands for more things, always in
  a hurry, can be noisy, puts things in their
  mouths, enjoys outdoors
• 7 yrs olds can be prejudiced, projects are
  neat, likes small spaces
• 8 yr olds can be awkward, lots of energy, needs
  time for active play
• 9 yr olds increased coordination, risk taker so
  gets injured more often, pushes oneself to do
  more
• 10 yr olds needs to be challenged physically,
  eats a lot, expends lots of energy, gains control
  over muscles
• 11 yr olds good appetite, doesnt sit still,
  needs extra rest, can be aggressive
• 12 yr olds joins organized sports, menstruation
  for girls, value food, on the go
• 13 yr olds acne occurs, voice may change for
  boys, always busy
• 14 yr olds gone a lot with friends, alcohol
  and drugs may be introduced, growth spurts for
  boys and girls, can be sexually active

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Age Specific Characteristics

• Social/Emotional
• 5 yr olds wants to help, likes praise, wants
  attention from adult, likes routine
• 6yr olds wants to be 1st, not a good sport,
  likes encouragement, can be bossy, dramatic about
  being hurt, invents rules
• 7 yrs olds can be emotional, doesnt like to
  make mistakes, tells you what they like and dont
  like
• 8 yr olds prefer to play with same gender,
  doesnt always follow the rules, can be a clown,
  get over mistakes quickly
• 9 yr olds very competitive, sees adult mistakes
  and points them out, anxious, not a good waiter
• 10 yr olds usually happy, works well with
  others, likes to do activities with others,
  usually tells truth
• 11 yr olds test limits, likes to argue, thinks
  about what is best for themselves, can be rude
• 12 yr olds develops a personality, finds things
  to do on their own, has goals, friends are
  important
• 13 yr olds personal appearance important, likes
  to be responsible for themselves, girls start to
  like boys, like technology (cell phones,
  computers)
• 14 yr olds wants to be constantly busy,
  embarrassed by parents, think they know
  everything

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Age Specific Characteristics

• Language
• 5 yr olds very literal, fantasy is still real,
  thinks out loud
• 6yr olds likes show and tell, loves riddles or
  jokes, likes to complain
• 7 yrs olds large vocabulary, wants to know
  definitions of words, listens well
• 8 yr olds Likes to talk, not always attentive
  when listening to others, dramatic in
  explanations
• 9 yr olds graffiti, tells jokes, answers in the
  negative (I dont, I cant)
• 10 yr olds friendly to others, makes a good
  friend, likes to read, expressive when talking
• 11 yr olds Like to talk on the phone, laughs
  when things are funny, uses bigger adult words
• 12 yr olds can be sarcastic, uses slang, can
  carry on an adult conversation
• 13 yr olds doesnt like parents rules, verbally
  defiant, hard to converse with
• 14 yr olds uses peer language mostly, can
  discuss situations with them, growing vocabulary
• Adapted from Yardsticks, Children in the
  Classroom Ages 4 14, a Resource for Parents and
  Teachers, 1994,1997 Chip Wood

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Scenarios

• Think about the following situations, how do you
  think you would react?
• A group of youth are playing dodge ball in the
  gym. 5 yr olds up to 12 yr olds are playing in
  the game. The older youth are throwing the ball
  hard and hurting the younger ones. The younger
  youth are complaining that they dont get to play
  very long.
• What do you do?
• Two 8 year old girls, Marissa and Alli, are
  playing in the music area. Another 8 year old
  girl, Suki, comes to that area and wants to join
  in their play. The two girls are ignoring her
  and laughing.
• What do you do?

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Scenario Fixes

• Dodge ball game fix
• Plan a separate game for different age groups so
  they are more matched by skill level
• Explain to older youth about how strong they are
  and that throwing so hard, scares the younger
  children.
• Change the type of balls you are playing with
  (softer)
• Older youth have to play by rolling the ball, the
  younger youth can throw it.
• Music Area Fix
• Join the girls in the music area, ask them what
  they are doing, find a job that the other girl
  can do to join in.
• At a later time, talk with the two girls about
  how they would feel if they were left out of a
  group.
• Tell the two girls that Suki just learned a new
  dance and could teach them.

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With a Peer Read and Reflect

• Using the worksheet Trouble Shooting Problems
  try to solve the following scenarios. Write how
  you should react and what would you do to help
  the youth. Discuss your responses with a
  co-worker. Link

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Individual Differences

• To be intentional, is to have a purpose or a
  goal in mind when program planning, it doesnt
  happen by accident.

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Individual Differences

• In all aspects of your planning, youth needs
  should be the focus of your goals for the
  program.
• Whenever you add a new material to the
  environment you should know who you are adding
  it for, what will they do with it, why do we need
  to have it out for play.
• If you are planning an activity, you should
  keep in mind who will participate, who can do
  this activity, is there interest in this topic,
  how can I make it fun for all ages.
• Thinking about these questions can help to make
  your program youth centered.

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Individual Differences

• Growth is uneven. No two youth will be at the
  same level of development at the same time. One
  youth who is great physically may lack in his
  social growth for a 10 year old. While another
  boy who is also 10, may be very good at
  exhibiting his social skills but not be very
  practiced with his physical skills.
• Example Brad and Tony are friends. They are in
  the gym playing basketball. Brad makes two shots
  in a row, Tony throws the ball and misses
  completely. Brad tells him he almost got it.
  Two other boys come over and ask if they can join
  in. Brad looks down at the ground and becomes
  very quiet, while Tony greets the two boys and
  invites them to play.

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Individual Differences

• There are many factors that can influence the
  development of a youth.
• Gender
• Culture
• Age
• Temperaments
• Emotional Maturity
• Family Background
• Environment
• Interests
• Language skills

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Individual Differences

• Each youth may fit into the broad range of
  developmental areas, but staff need to remember
  that each youth is an individual and will be
  unique. Some influences may hinder or challenge
  a youth as they grow and develop.
• Some tips to remember when planning for all
  youth
• Ensure your expectations of youth is based on
  sound knowledge of development
• Be pro-active and intentional in planning
  activities, materials, and dealing with
  behavioral issues
• Be prepared and develop ways to gain a youths
  interest
• Always evaluate your program and make the
  necessary changes to meet all the youths needs.

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Key Points

• Part of Developmentally Appropriate Practice
  (DAP) involves theory and the developmental needs
  of youth.
• When you enrich yourself in knowledge of youths
  growth and development, you support the whole
  youth.
• Youth develop through the same stages just not at
  the same rate.

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With a Supervisor Self Assessment

• Print the worksheet Appropriate Practice vs.
  Inappropriate Practice. Match the appropriate
  practice on the left with the inappropriate
  practice on the right. Discuss your answers with
  your supervisor. LINK

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Resources

•   www.mnsaca.org
• video.google.com/videoplay?docid-4532349936869736
  440
• www.highscope.org/Content.asp?ContentId279
• info_at_schoolagenotes.com

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Congratulations You have successfully completed
Module 3