An Introduction to School-Age Care in Canada

Paperback | February 16, 2009

byKevin Bisback, Leslie Kopf-Johnson

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An Introduction to School-Age Care in Canada will teach you to develop programs with the children, rather than for the children.  It includes strategies for developing a sense of community, and creating learning environments and experiences children find fun and challenging, while emphasizing the involvement of the children in all aspects of the program. 

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From the Publisher

An Introduction to School-Age Care in Canada will teach you to develop programs with the children, rather than for the children.  It includes strategies for developing a sense of community, and creating learning environments and experiences children find fun and challenging, while emphasizing the involvement of the children in all asp...

From the Jacket

The field of school-age care has rapidly expanded as both families and society recognize the importance of providing high-quality experiences during out-of-school time. The authors ofAn Introduction to School-Age Care in Canada, second edition, believe children can work co-operatively with peers and educators when planning curriculum...

Format:PaperbackDimensions:336 pages, 9.25 × 7 × 0.75 inPublished:February 16, 2009Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0132082012

ISBN - 13:9780132082013

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Extra Content

Table of Contents

PART 1: SCHOOL-AGE CARE IN CANADA

 

Chapter 1 - Child and School-Age Care

Overview

Why School-Age Care?

A Brief History of School-Age Care

What is School-Age Care?

Types of School-Age Care

Settings for School-Age Programs

High-Quality School-Age Care

Who Are The Children?

Diversity

Needs of School-Age Children

Philosophy of School-Age Care

Summary

Student Learning Experiences

Review Questions

 

Chapter 2 - The Educators in School-Age Programs

Overview

Legislation and the Educator

Who Are The Educators?

Characteristics of Educators

Roles of the Educator

Responsibilities of the Educator

Summary

Student Learning Experiences

Review Questions

 

 

PART 2: DEVELOPMENT: THEORIES, AGES, AND STAGES

 

Chapter 3 — Theories OF Development and Learning

Overview

Gardner’s Theory of Multiple Intelligences

Piaget’s Theory of Cognitive Development

Information Processing Model (IPM)

Vygotsky’s Sociocultural Theory

Erikson’s Psychosocial Theory of Development

Maslow’s Hierarchy of Needs

Bandura’s Social-Cognitive Theory of Learning

Bronfenbrenner’s Ecological Theory

Kohlberg’s Stages of Moral Development

Summary

Student Learning Experiences

Review Questions

 

Chapter 4 - Growth and Development

Overview

Physical Development

Cognitive Development

Language Development

Social and Emotional Development

Diversity

Summary

Student Learning Experiences

Review Questions

 

 

PART 3: PLANNING THE ENVIRONMENT AND CREATING A SENSE OF COMMUNITY

 

Chapter 5 - Creating Indoor and Outdoor Environments

Overview

The Indoor Environment

The Outdoor Environment

Involving Children and Families

The Home-Like Environment and the Theories that Support It

Summary

Student Learning Experiences

Review Questions

 

Chapter 6 - Intro to curriculum and Program Planning

Overview

Influences of Background Knowledge and the “Four Curriculum Components”

Planning the Curriculum

Planning Curriculum That Links to the School

Curriculum Models for School-Age Childe Care

Summary

Student Learning Experiences

Review Questions

 

Chapter 7 - Play and Play Activities

Overview

Role of Play in Learning

Types of Play

Change to Play in Society

School-Age Activities

Activity Plans

Field Trips

Summary

Student Learning Experiences

Review Questions

 

Chapter 8 - Developing and Building Community

Overview

Community Builders

Power of Community

Community Building

Community Meetings

Agenda for School-Age Meetings

Role of the Educator in Developing Community

Developing a Community Over Time

Summary

Student Learning Experiences

Review Questions

 

Chapter 9 - Guiding Behaviour

Overview

What is Behaviour Guidance?

Developing Self-Regulated Problem Solving Strategies

Why Children’s Behaviour?

Conflict

The Educator’s Role

Five Components to Consider

Developing a Peaceful Community and Environment

Implementing and Developing Effective Rule-Making and Community Meetings

Consequences and Developing Solutions

Developing Rules During Community Meetings

Demonstrating and Practicing Creative Conflict Resolution Techniques

Bullying Prevention Program

Goals and Objectives

Summary

Student Learning Experiences

Review Questions

 

 

PART 4: PLANNING AND IMPLEMENTING CURRICULUM

 

Chapter 10 - Traditional Curriculum

Overview

What is Traditional Curriculum?

Planning a Traditional Curriculum

Traditional Curriculum Theories

Summary

Student Learning Experiences

Review Questions

 

Chapter 11 - The Emergent Child-Directed Curriculum

Overview

What is Emergent Curriculum?

Components of Emergent Curriculum

An Emerging Curriculum in Action

Tools in an Emergent Curriculum

Emergent Curriculum and Spontaneous Play

Emergent Curriculum Short-Term Projects

Emergent Curriculum Long-Term Projects

Emergent Curriculum and Planning for Full Days

Children’s and Educators Contributions in and Emergent Curriculum

The Emerging Educator

Observation Tools and Tracking Sheets

Summary

Student Learning Experiences

Review Questions

 

Chapter 12 - Supporting Skill Development through the

Curriculum 

Overview

Why Include Skill Development in a School-Age Program?

Individuality and Skill Development

Supporting Academic Skills

Developing Research and Science Skills

Developing Social Skills

Developing Athletic Skills

Developing Artistic Skills

What Skills and Attitudes Do Educators Need to Support the Children’s Skill Development?

Summary

Student Learning Experiences

Review Questions