SEARCH FOR RESOURCES
Once young children reach school age, parents often think the challenge of finding quality child care is behind them. However, many working parents come to realize that finding quality child care for their school-age children can be just as challenging, if not more so. Child care providers also face unique challenges in staffing a program that meets the demand for affordable school-age child care slots.
This new practice brief developed by NCASE explores the ways that Child Care and Development Fund Lead Agencies can play a significant role in mitigating the challenges for low-income working parents who need school-age child care.
These State Fact Sheets provide a state-by-state overview of child and family demographics, child care availability, and participation rates in QRIS. School-age state system planners can find information on the number of children and families, available school-age slots, affordability, and number of programs participating in QRIS and at what level.
This review of existing research on literacy programs for out-of-school time (OST) was conducted as part of an initiative for Philadelphia. It includes evidence on literacy outcomes, staffing, and training needs for tutoring programs, after school and summer programs, and online literacy programs. There is also an OST Quality tool, which helps programs examine practices, approaches and conditions which research indicates lead to positive literacy outcomes: https://williampennfoundation.org/what-we-are-learning/supporting-literacy-out-school-time-ost-early-literacy-quality-tool
This report summarizes lessons learned from the Wallace Foundation's National Summer Learning Project in the five cities of Boston, Dallas, Jacksonville, Pittsburgh, and Rochester. Lessons learned include that early planning is crucial; a focus on quality leads to success; districts need to focus on recruitment and attendance; and summer learning should be part of year-round operations for sustainability.
This snapshot summarizes key concepts about self-regulation development and intervention for elementary-aged children for teachers, afterschool providers, and families and is one of a series of six across the developmental spectrum. It lists the self-regulation skills developing for elementary-aged children, what has been learned about effective ways to promote skills, and child outcomes related to self-regulation. See also Snapshot #4 for a Focus on Middle-School Aged Youth.
The transition to kindergarten is a bit event in the life of a child - and for the child's parents and caregivers as well. The tipsheet from the National Center on Afterschool and Summer Enrichment (NCASE) is designed to support parents an caregivers in thinking ahead about transition planning for their soon-to-be kindergartner. A range of tips on what to consider before, during, and beyond kindergarten can guide families with children who will need before and/or afterschool care. Finding a program that parents/caregivers and their children are comfortable with can help make the transition to kindergarten successful.
This brief shares findings from a series of focus groups with family child care providers supporting mixed-age groups of children. Topics addressed include:
- Experiences of FCC providers supporting mixed-age groups
- Challenges of caring for children in FCC mixed-age groups
- Promising practices among providers serving all children
- Understanding from current FCC providers what helps them stay in the field
- Determining what training and technical assistance is helpful for providers serving children from birth to 13 years
These updated standards of best practice for afterschool/out-of-school (OST) time programs were developed by the Council on Accreditation in consultation with leading organizations in the field. They reflect the latest thinking in key practices that are critical for the healthy developmental growth of children and youth through participation in OST programs. They can be used as a tool for program continuous improvement or a step-by-step process for becoming accredited.
The Fall 2019 issue of AfterSchool Today, the quarterly magazine of the National Afterschool Association (NAA), contains articles relevant to discussion on quality and equity: Allyship in Racial Equity on page 12, Shifting Systems with mention of WA racial equity policy screen on page 13, and Working Toward a More Equitable Future on pages 14-15. You can access this issue, including these articles, at the link provided. Our friends at NAA ask that we remind you that the magazine is a benefit of membership with the National Afterschool Association. If you are interested in receiving future issues of AfterSchool Today magazine please visit www.naaweb.org to join.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of publications, webinars, and other resources on strategies for finding support for school-age child care after school and in the summer. This publication is part of a series compiling NCASE resources on a particular topic for the benefit of state, territory, and tribal Lead Agencies and their designated networks. The goal is to support professional development and capacity building by prompting organizations and programs to reflect on relevant resources and identify action steps.