Connect the purpose of school-age care to important aspects of planning curriculum for school-aged children
Explain how the needs of school-aged children and desired outcomes are met through developmentally curriculum
Justify the importance of collaboration between educators and children, families, and communities
Examine the role of reflective practice in curriculum planning
Define what a holistic approach to curriculum is
Analyze the value of play in school-age care and curriculum
Identify ways to plan for the different types and aspects of play
Discuss the importance of intentionality
List considerations for planning the environment for school-aged children
Summarize the role of diversity and the importance of cultural competence in school-aged programs
Describe how quality curriculum planning meets the five outcomes
Relate each step of the curriculum planning process
Differentiate the different roles of the educator
During the school-age years (kindergarten to grade 8), children may be cared for during out-of-school times in a variety of school-age programming. The focus, philosophy, staffing, and location of those programs will vary greatly. This chapter will briefly discuss some information that can be used to create high quality curriculum for children in school-age programming.
But before we get to that, let’s look at what school-age children are like. Meet these school-aged children: