Jani School School Age Care Activity Planning Form Paper

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Jani School


for this assignment follow the instructions complete the School Age form is attached . I attached some power points to help

(Please provide the following information for each activity.

Organize your activity plan with the following headings).


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School Age Care – Activity Planning Form (Please provide the following information for each activity. Organize your activity plan with the following headings). ❖ Date: ❖ Activity Leader Name: ❖ Activity Title: ❖ Required Materials: ❖ What you hope the children will learn and why it is useful. ❖ Theoretical Perspectives: o What would Piaget say about this activity? o What would Vygotsky say about this activity? o What would Erikson say about this activity? o What would Gardner say about this activity? ❖ Lead-In (How will you introduce and get the children excited about this activity?): ❖ Steps to Completing the Activity: ❖ Connections to Curriculum Areas (math, science, social studies, language/literacy, art – which of these curriculum areas does this activity address? Remember, it can , and should, address multiple curriculum areas): ❖ Possible Extensions/ Follow-up (in what ways could you build on this activity in the future): Important things to remember: Your activity should be: creative, fun, engaging. The activity should NOT be teacher directed. The activity should be open ended enough that children of varying interests and abilities will be able to take part. Child Growth & Development The School Years 6 to 11 Social Emotional Development Social-Emotional Development in the School Age Child Erikson’s Theory: Industry vs. Inferiority During the school age years, the child will develop either….. (you will learn more about this in Week 2) Industry Inferiority Developing a sense Pessimism and lack of competence at of confidence in own useful skills ability to do things well. School provides many Family environment, opportunities teachers, and peers can contribute to negative feelings. Industry refers to the pleasure individuals get from being productive and being successful. Inferiority refers to a sense of failure that causes individuals to avoid opportunities to succeed or makes them so nervous that their anxieties interfere with their ability to perform. Industry Versus Inferiority How do children’s “selves” develop during late childhood? What influences the development of their self-concept? Self-esteem? How do emotions develop during the school age years? Fears that were common in infancy – such as fear of strangers or separation from caregivers – decrease. Other fears increase – fears of real life things School phobias What other things can cause stress during the school age years? How do school age children cope with stress? Older children are more likely to use emotion-focused coping strategies – they try to reduce the emotional distress they are feeling They also become more skilled at using problem-focused coping strategies – managing or modifying the source of the stressful situation. Resilient Children Those children who seem to overcome or bounce back from stressful situations. Possess certain qualities that protect them and help them adapt to their stressful and demanding environments. n n n n n Above average intelligence Attractive qualities – valued by others A positive relationship with at least one parent Supportive communities At least one supportive adult in their lives School Age Peer Relationships Stable social groups emerge Peer groups based on those in close proximity and similar interests – similar dress and behaviors n Popular children Popular prosocial/popular antisocial n Rejected children: those who are overtly disliked by their peers Rejected-aggressive/rejected-withdrawn n Neglected children: those who are reasonably liked by their peers but lack friends – seldom acknowledged either positively or negatively. School Age Friendships Personal qualities more important – trust important More selective More enduring Influence on behaviors Social Competence Using age appropriate social behaviors to enhance peer relationships without harming anyone. Measured by the degree to which a child is accepted by his or her peers. n Socially competent children are skilled in: Initiating social interactions Maintaining social interactions Managing conflicts Communicating for social purposes What is Morality? Morality A set of principles or values that helps individuals distinguish right from wrong Because more important as children start to develop relationships with others? How do children learn moral behaviors? Preschool years – modeling and reinforcement By school age years n n n n Reflect on why it is good or bad to behave in certain ways – the purpose of rules Look at people’s intentions Look at the context of the behavior Look at knowledge in regards to responsibility Distributive Justice Beliefs about how to divide material goods fairly 1. Equality (5 to 6 years): everyone should get the same 2. Merit (6 to 7 years): work hard or do exceptionally well, should get more 3. Benevolence (around 8 years): consider those who have disadvantages, adjust views to fit the situation, Piaget’s Stages of Moral Development Premoral Period: Before age 6 Do not yet understand cooperative rules and goals associated with playing a game. Too egocentric to take others’ intentions into account Act to avoid punishment and maximize rewards Piaget’s Moral Development Stages continued Heteronomous Morality: Ages 6 to 10 Obey rules because they are sacred and unchangeable Being “right” means always following the rules Rules are made by those who have absolute authority – “moral realism Judge acts of goodness or badness in terms of the physical consequences and not the motivation behind them. Favor severe punishment regardless of the misdeed – punishment does not fit the crime Base judgments of good or bad on whether the act elicits punishment and how much punishment it elicits Concept of “immanent justice” – breaking a rule inevitably leads to justice/ punishment Piaget’s Moral Development Stages continued Autonomous Morality Stage: After age 10 Rules are arbitrary social agreements that can be challenged or changed Rules can be violated in the service of human needs Morality is determined by one’s intentions rather than the consequences of an act Favor milder punishment if it helps the person see that her or his action was wrong Punishment should fit the crime How do family relationships change during the school age years? A decline in the amount of time spent with parents and in the amount of time parents devote to them. Social interactions become more focused on activities outside of the family. Only Children Do only children differ from those with siblings? Those with Siblings Spend considerably more time with siblings than with parents. Older siblings often take on more responsibilities – sometimes providing caregiving, comfort and support for younger siblings. Types of Families Today Traditional Employed parents One-child Gay and lesbian parents Single parents Divorced parents Blended Extended Consequences of Parental Divorce Immediate Instability, conflict, drop in income Parental stress, disorganization Consequences affected by: n n n Age Temperament Sex Long-Term Improved adjustment after 2 years Boys, children with difficult temperaments more likely to have problems Father’s involvement affects adjustment Helping Families Through Divorce Divorce mediation Joint custody Child Support Blended Families Mother-Stepfather Most frequent Boys usually adjust quickly Girls adapt less favorably Older children and adolescents of both sexes display more problems Father-Stepmother Often leads to reduced father-child contact Children in fathers’ custody often react negatively Girls and stepmothers slow to get along at first, more positive interaction later. How has parental supervision changed? What are the effects of these changes? Maternal Employment Benefits Higher self-esteem Positive family and peer relations Fewer gender stereotypes Better grades More father involvement Drawbacks Less time for children Risk of ineffective parenting After School Programs Latchkey Children – were you one? What makes a quality after school program? What emotional and psychological disturbances affect children in late childhood? A time when emotional and psychological problems often surface Bullying Aggressive behavior, repeated over time, that is intentionally harmful and occurs without provocation. Antisocial Behavior A pattern of behavior that is aggressive, defiant, uncooperative, irresponsible and/ or dishonest Boys more likely than girls Show a pattern of behavior across childhood Factors affecting the development of antisocial behavior include: Biological factors Family factors Peer relationships Social environment Treatment of Antisocial Behavior Focus on just the antisocial children? The family? Or the Community? Role of motivation in treatment success. Depression About 1 in 6 children experiences a depressive disorder at some time during childhood. Display persistent negative moods and lack of pleasure. Causes of Depression Causes not well understood Causes grouped into three categories n n n Biology Temperament social relationships Most improve following treatment Kohlberg’s Theory of Moral Development Preconventional level: morality is based on external forces n Stage One: Punishment-and-Obedience Orientation: Obedience is valued for its own sake and the motivation for acting morally is to avoid punishment Rules should not be broken Superiority of authority figures Fails to consider others’ points of view Preconventional level: morality is based on external forces … n n Stage Two: Instrumental-Purpose Orientation: Children believe that rules should be followed when it is in one’s best interest to do so. Aware that others pursue interests/needs and these may conflict Conventional Level Stage Three: Interpersonal Orientation – n n n Doing right is what pleases other people Belief in the golden rule Aware of shared feelings and expectations which are more important than individual interests Stage Four: Social-Order Maintenance Orientation – n n Rules maintain the social order and that the social system will break down if people do not follow the rules Can take the point of view of the majority Postconventional Level The individual is personally committed to a set of principles that are shared with others but go beyond particular authority figures Stage Five: Social-Contract Orientation n Moral actions are defined as those that reflect the will of the majority Stage Six: Universal-Ethical-Principle Orientation n Right and wrong are based on self-chosen ethical principles Child Growth & Development The School Years 6 to 11 Physical Development Physical Development Body Growth: n Like early childhood, growth is for the most part, slow and steady. Height: 2 to 3 inches/year & Weight: 5 pounds/year n Average North American 6 year old: n 45 pounds and 3 ½ feet tall Previously, girls slightly shorter and lighter – by age 9, the other way around – girls also a little more body fat n Especially towards the end of this period - they are growing out of their pants and shoes!! Skeletal Growth Bones continue to grow – ligaments not yet completely attached – flexibility Essential to build healthy bones now Importance of Calcium and physical activity to build bone mass Only 1/5 girls and ½ boys get enough Calcium in their diets. Growing Pains: 10-15% of 8 to 12 year olds n Actual growing pain or activity related? Actually growing relatively slow – although muscles still need to adapt to their growing skeletons Dental Health Becoming “toothless” – between ages 6 and 12 primary replaced with permanent Correct brushing and flossing One-third - “malocclusion” n Thumb sucking, overcrowding Brain Development Continued improvements in functioning n n n Myelination Lateralization Pruning Especially frontal lobes – n n n consciousness, impulse control and planning Also...parietal lobes – n spatial abilities And the corpus callosum – n n communication between the two hemispheres Improved coordination and balance Health For the most part – most are pretty healthy, although some become sick more often during first couple years of school – building immunity and more exposure to sick children. Those who have health concerns, usually related to poverty, poor nutrition, lack of health insurance and quality care…… POVERTY Vision and Hearing n n n Myopia – nearsightedness ¼ by end of school years – genetic and environmental Otitis media – less frequent, but still a concern Importance of regular screenings Asthma The passages that connect the throat and lungs (the bronchial tubes) are highly sensitive to infection, exercise, allergies, infection and emotional stress. Can fill with mucous and contract….coughing, wheezing and difficulties breathing Accounts for 1/3 of chronic childhood illness Frequent cause of school absences and hospitalization. Risk factors: Heredity, boys, African American children, LBW, exposure to secondhand smoke and poverty. Nutrition A healthy diet is essential – zinc, calcium and iron – need protein and cholesterol for healthy brain development Unfortunately, poor eating habits of parents carry over to children's’ habits. Associated with many chronic diseases… heart disease, some types of cancer, diabetes, high blood pressure…. Nutrition can affect the child academically and socially Supplemental food programs Obesity – Generation XL Being more than 20% over “ideal weight” – 25% of American Children!! 15 to 20% of our children are overweight Most overweight children (over 80%) become overweight adults – with the accompanying health problems. Obesity – Why? Heredity may give a “tendency” to be overweight…..and then there is environment What we eat, how much, and exercise n n Compared to 20 years ago – 200 more calories a day….also portion sizes The first bagels 1.5 oz and 115 calories, most today: 3X bigger and as much as 300 calories Other factors related to obesity…. Socioeconomic status (SES) Family eating habits Responsiveness to food cues Early malnutrition Television, video games and computers – a correlation for some children – what came first? How to Lose the Weight? Often a “family disorder” Family based interventions Importance of early intervention Promoting physical activity n n n n n n Limit television, computer, video game time Physical education in schools Activity in sports Family activities – make it fun and give the child a choice Community activities Physically active chores Nocturnal Enuresis: Bedwetting 15-20% of North American School Children at age five, 10% at six, and 3% at age 12 n n n 3 X more boys Usually not diagnosed until after age 5 Decreases with age Heredity Psychological consequences Treatments: n n medications Alarm (60-70% success over 4 to 6 months) Injuries Leading cause of death among US children ages 5 to 14 is motor vehicle injuries (as a passenger or a pedestrian) – one killed or injured every 90 seconds…2000 year die….. 300,000 are hurt. Bikes, scooters, skateboards….risk of head injury….almost every bicyclist who dies in an accident was not wearing a helmet. Playgrounds – at school usually hurt on climbing equipment, at home it is swings. Motor Development Gross Motor Development Gains in n n n n Flexibility Balance Agility Force Fine Motor Development n n Improve writing and drawing skills Instruments and Hobbies Reaction Times: Eleven year old responds twice as fast as a five year old. Six Year Old’s Drawing Eight Year Old’s Drawing Ten Year Old’s Drawing How are boys and girls similar/different in regards to motor skills? Boys – muscle mass and strength n Effects of environment/practice Girls – fine motor skills and balance Games, Sports, Play Games with rules, perspective taking, learning to win and lose, planning Organized sports vs. Rough and Tumble Play Organized Sports Build on children’s interests n Emphasize enjoyment n Let kids contribute Teach age-appropriate skills n Limit practices Discourage unhealthy competition n Focus on personal and team improvement
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Explanation & Answer




Activity Planning for Children
Institutional Affiliation



Activity planning for School Children (School Age Care)
❖ Date:
The plan will be organized in a way that at intervals or in particular days in school the care
program for the children is done and conducted. We will therefore make a plan for one day for
example on 12/12/2019.
❖ Activity Leader Name:
We have many teachers around the school compound and the activities will be assigned to
different leaders (teachers and other professionals like the nurses (care providers) to lead the
team during the activity. The members of the team are assigned duties to perform during the

❖ Activity Title:
An activity planning for the school children to ensure their safety, wellbeing and health as they
attend their education and care services.
❖ Required Materials:
Healthcare professionals
The place (In the school hall)

❖ What you hope the children will learn and why it is useful.

The children will develop a strong self-identity.

The children to become effective communicators.

The also be aware of their well-being and face life through education and ensuring health



❖ Theoretical Perspectives:

o What would Piaget say about this activity?
In the school the children are of various age groups and therefore Piaget’s moral development is
put in stages for example those below 6 years in the primordial period. They have not understood
the rules in playing games and are more concerned with rewards and not punishment in the
games. Heteronomous Morality: Ages 6-10 where all the rules are understood hence morality
and justice considered. Those above 10 years that is autonomous stage knows the rules and they
can be changed or manipulated.
o What would Vygotsky say about this activity?
He talked about social constructivism while in class whereby it can be done cooperatively in
groups to gain the required skills. It can also be through discovery learning and they are
encouraged to work hard to understand the basic concepts of learning. Generative method can
also be used where once a formula or method is taught it can be used to generate other ideas.

o What would Erikson say about this activity?
Erikson said that during the activities to help the children develop basic knowledge while in
school he related it to the psychoanalytic theory under the aspect of inferiority versus industry.
Those still young feel inferior due to the inner self fear that they cannot perform effectively. In
industry the skills school children demonstrate competency in the some skills and performance

Nice! Really impressed with the quality.

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