Caring for school-age children Phyllis M. Click, Jennifer Parker.

Includes bibliographical references and index.

section I: The people in child care -- chapter 1. Caregivers: who are they? -- Characteristics of the effective caregiver / teacher -- Education and experience -- The caregiver's role in children's development -- Ethical considerations -- chapter 2. The children -- Development of self -- Bullying -- Implications for child care staff members -- Peer groups: "The society of children" -- Overview of developmental stages -- Five- to seven- year old children -- Eight- to ten- year old children -- Eleven- to thirteen-year old children -- chapter 3. Families: where children are nurtured -- The changing family -- Effect of home environment on children -- Poverty -- Helping children and their parents.

section II: How children grow and develop -- chapter 4. Development in middle childhood: physical -- Importance of understanding child development -- Development and learning -- Physical development -- Height and weight -- Obesity -- Causes of obesity -- Health conditions -- Motor skills -- Gross-motor skills -- Fine-motor skills -- Differences in motor skills -- chapter 5. Development in middle childhood: cognitive -- Cognitive theories -- Jean Paget -- Evaluation of Piaget's theory -- Behaviorist learning theory -- Evaluation of behaviorism -- Sociocultural theory -- Cross-cultural variation -- Scaffolding -- Language -- Zone of proximal development -- Evaluation of sociocultural theory -- Intelligence and learning -- Language -- Second language development -- chapter 6. Development in middle childhood: psychosocial -- Theories of psychosocial development -- Psychoanalytic theory and Sigmund Freud -- Psychosocial theory and Erik Erikso -- Moral development -- Jean Piaget -- Lawrence Kohlberg -- chapter 7. Helping children develop social competence -- Social competence -- Strategies -- Activities -- Conflict resolution -- Self-image -- Cooperation -- Changing children's behavior -- Communications that help change behavior -- Acknowledge children's feelings -- Describe the situation -- Help children recognize how their behavior affects others -- Behaviors that create problems for the individual or the group -- The overly aggressive child -- The quiet child -- The overly active child -- Attention deficit hyperactive disorder (ADHD) -- The child with special needs -- The child with autism.

section III: The background -- chapter 8. Program planning -- Developmentally appropriate practice -- Holistic versus academic approach -- Planning for cultural and linguistic diversity -- Antibias curriculum -- The importance of planning -- Integrated curriculum -- What should be included in a child care program? -- Additional guidelines for planning -- Organizing the after-school program -- Independent projects -- Group activities -- Interest centers -- Field trips -- Clubs -- Spontaneous activities -- Community involvement -- Making a schedule -- Summer programs -- Involve children in planning -- Rearrange the environment -- Long-term project -- Sports -- Field trips -- Gardening and cooking -- Allow quiet time -- Read aloud -- Plan special events -- Organize a fund-raising event -- Community facilities -- chapter 9. Creating an environment -- How the environment enhances development -- Developing the plan -- Overall design of indoor space -- Overall design of outdoor space -- Safety.

section IV: The curriculum -- chapter 10. Games and other fun things to do -- How games can enhance environment -- Games and safety -- Outdoor games -- Activities -- Active games that can be played indoors -- Activities -- Indoor games -- Guidelines for having fun with games -- Computers -- chapter 11. Imagination and the arts -- Role of the arts in supporting development -- Visual arts -- Activities -- Equipment to have available -- Music and movement -- Activities -- Equipment to have available -- Drama -- Equipment to have available -- chapter 12. Science and math -- Role of science and math in school-age child care -- Children as natural scientists -- Children as natural mathematicians -- Math and science are related -- The process and content of science -- The science and math environment -- Role of the leader in the science activity -- Physical science: How can I make it move? -- Additional physical science activities -- Chemistry: How can I make it change? -- Biological and earth science: How do I fit in and what is my role? -- Math in school-age child care -- More math activities -- Equipment to have available -- chapter 13. Helping children develop literacy competency -- Role of literacy in school-age child care -- The development of literacy -- The literacy environment -- Role of the caregiver in literacy activities -- chapter 14. Planning for the future -- Importance of preparing children for the future -- Helping children to explore the options -- Equipment to have available -- chapter 15. Getting fit, staying fit -- How healthy are our children? -- Activities -- Equipment to have available -- Getting fit, staying fit.

section V: Resources and regulations -- chapter 16. Using community resources -- How community resources can support school-age programs -- Intergenerational programs -- Partnering with seniors -- Activities for seniors and children -- Partnering with high school and college students -- Partnering with community facilities and businesses -- Partnering with organizations and agencies -- Guidelines for using volunteers -- Removing barriers to community parteicipation -- chapter 17. Quality and standards -- Changes in the goals for child care -- Child care in the Twenty-first Century -- Accreditation and Standards National After School Association (NAA) -- NAA standards -- National Association for the Education of Young Children (NAEYC) -- National Association for Family Child Care (NAFCC) -- Credentials: Child development associate -- National Institute on Out-of-School Time (NIOST) -- Evaluation -- School-age Care Environmental Rating Scale (SACERS) -- Assessing children's progress: observation -- Self-assessment.

Appendix A: All about me -- Appendix B: Internet links for information -- Appendix C: Art lesson plans.