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Out-of-School Time (OST) programs can play a role in mitigating and preventing Adverse Childhood Experiences (ACEs), which are disruptive to a school-age child’s academic and social development. State policies and initiatives are often the catalysts that support OST programs in this critical work.
This Research Brief, Adverse Childhood Experiences and the School-Age Population: Implications for Child Care Policy and Out-of-School Time Programs, is published by the National Center on Afterschool and Summer Enrichment (NCASE) to build awareness of research and promising practices in the field of school-age child care.
The brief includes information and guidance on ACEs of relevance to state-, territory-, and tribal-level professionals, including Child Care and Development Fund administrators and state afterschool network leads; and 21st Century Community Learning Center leads.
On October 18, 2018 the National Center on Afterschool and Summer Enrichment (NCASE) facilitated a webinar focused on exploring ways to improve the quality and supply of family child care for school-age children. During active engagement and sharing, participants had the opportunity to: review data on Family Child Care (FCC) and what FCC providers in a focus group identified as strategies and challenges for supporting school-age children in mixed-age groups; share promising practices of state system building that will strengthen quality of family child-care experiences for school-age children and explore strategies, challenges and solutions for FCC supply building for school-age children.
On September 20, 2018, NCASE facilitated a webinar where participants learned from the experiences of states and programs that have combined different funding sources to support programming. The event included discussion of the benefits and challenges of combining funds, a review of different methods and possible funding sources that support quality out-of-school time (OST) care, and presentations from states that have successfully built partnerships to provide multiple funding sources for their OST programs for school-age children.
This issue brief explains the concepts of Positive Youth Development (PYD), Social Emotional Learning (SEL), and Youth Leadership (YL) and how they are related. Embedded in the document are ideas for best practices and additional resources. It was created by the New York City Department of Youth and Community Development (DYCD) as a means of articulating a common framework to guide all their programs. This resource could be used as a professional development training tool.
This brief presents a framework that broadens our understanding of how, when, and where youth learn. It recommends ways for how youth development organizations can build partnerships with schools, juvenile justice, foster care, and families to support growth and development. It provides city examples.
This infographic answers three frequently asked questions about ACES, its impact on brain and body, and how we can reduce the effects of ACES. It includes frequently asked questions, and connects to a guide and resources on toxic stress. This resource supports resiliency.
This scorecard identifies state policies and guidance to support students social and emotional development (SEL). It provides links to the research and to state-by-state SEL competencies, websites, and resources.
This toolkit is designed to support professionals at all levels to integrate digital learning into afterschool and summer programs. It includes 9 interactive or text-based modules that explain the importance of digital learning in OST as an issue of equity and access, plus a 16-page brief. Modules contain videos, templates, and program profiles on topics such as How to Address Equity Through Digital Learning, How to Embed Technology into Your Activities, and How to Foster Sensible Use of Technology.
This is an online toolkit for program leaders who want to start or improve an afterschool program. It includes 96 ready-to-use tools that include practical tips and Voices from the Field. For example, there are tools on hiring, conducting a needs assessment, logic model planning, and activity ideas like creating a warm and welcoming environment and homework help.
Family-friendly policies offer parents financial stability and continuity in the care of children. They can also reduce the administrative burden for CCDF lead agencies. This brief addresses benefits to children and families when lead agencies adopt practices such as lengthening eligibility periods, supporting hours beyond parent work schedule to improve child outcomes, and simplifying the eligibility process so it reduces administrative workload.