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This website is a compilation of learning resources from many organizations. It is organized so that both educators and families can access activities for grades pre-K-5 and grades 6-12. It includes virtual tours of national parks and museums, activities by subject area like social studies and math, and activities in Spanish for students who are English Language Learners.
This PowerPoint offers clear insights into how children and families may react to disasters, as well as a conceptual framework for how to help and specific interventions to offer, such as psychological first aid. While geared to pediatricians, it is very relevant to Out-of-School Time (OST) leaders and caregivers trying to help in the current pandemic. Also available in Spanish.
This guide includes a list of articles and resources to help leaders be resilient and address operational and financial problems due to COVID-19 and other crises. Resources include a podcast on nonprofit collaboration, fundraising in tough times, and a series on the the connection between well-being and social change. This resource supports the COVID-19 response.
This website is designed to help navigate the complex field of Social and Emotional Learning to help schools and afterschool programs decide which skills to focus on and how to measure development of those skills. It includes a summary of SEL frameworks, its features, and the ages and settings in which framework is used. It also has a tab to compare two frameworks.
The Science of Learning and Development (SoLD) Alliance is exploring ways to strengthen systems and support for whole child learning and development.
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.
This updated guide offers an introduction to youth development principles and practices to ensure that youth get the most of their Out-of-School Time (OST) experiences.
This brief outlines the state of rural afterschool resources. Currently, only 13 percent of rural children participate in afterschool programs compared with 25 percent of urban children; these discrepancies are due to barriers including diverse funding sources, transportation, facilities, staffing, and programming supports.
This report reviews the legislative history behind the Child Care and Development Fund (CCDF) and Temporary Assistance for Needy Families (TANF) funding streams. It explores the sources of CCDF and TANF expenditures and the key trends in federal and state level decisions on child care spending.
This guidebook provides a definition of access and how to measure access across different types of settings. It also describes indicators of access, how to measure the indicators, and what data sources exist. While it is primarily designed for birth to age 5, the model can be adapted for use in studying access for school-age care.