PA-OST 5: Programming and Activities
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Program activities provide opportunities to build skills, explore interests, experience a sense of self-efficacy and belonging, and contribute to the community.
Note: As referenced in PA-OST 13.04, it is also important to ensure that
personnel have sufficient time to plan and develop the programming and activities described in this section.
The daily schedule:
- is flexible;
- provides stability without being rigid;
- allows children and youth to meet their physical needs (e.g., water, food, restroom) in a relaxed way;
- allows children and youth to move smoothly from one activity to another, usually at their own pace; and
- facilitates smooth transitions when it is necessary for children and youth to move as a group.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- There is a written schedule of program activities and events;
- Children and youth seem to know the daily routine and to follow it without many reminders;
- Large-group outdoor time is extended or shortened, depending on the weather and the interest of children and youth;
- Children and youth can get drinks and go to the bathroom without waiting for the whole group;
- Children and youth can have a snack as an activity choice instead of eating together as a large group (depending on the type of snack and the food storage facilities available);
- When children and youth arrive, they are given time to adjust;
- Children and youth need not wait a long time for an activity to start;
- Children and youth are not rushed to finish an activity;
- Children and youth rarely move in a large group or in a line;
- Personnel clearly explain how transitions will happen;
- There is appropriate supervision during transitions to ensure that they will occur safely;
- When children and youth are required to move as a group, there is a clear reason for doing so; and
- Children and youth are not forced to wait for a long time in silence.
Children and youth have opportunities to participate in a wide variety of engaging and challenging activities.
Interpretation: Different types of activities will be offered depending on the goals of the program and the ages and preferences of program participants, as referenced in PA-OST 1 and PA-OST 5.03. Examples of relevant activities may include, but are not limited to: academic activities and enrichment; sports and physical fitness activities; health and wellness activities; creative arts activities, such as drama, dance, music, or arts and crafts; service learning and citizenship activities; life skills activities; career development activities; games and recreational activities; and social activities. Although it is important that activities be well-planned, the schedule can also allow time for unstructured play and socialization.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Children and youth have time indoors and/or outdoors for physical activity;
- Arts and crafts activities are offered;
- Children and youth have opportunities to write plays and participate in dramatic play or performance arts activities;
- There are opportunities to participate in music activities;
- Children and youth can choose to sit and talk or play games with friends or personnel;
- Children and youth can choose to play quiet board games;
- Children and youth can choose to help on a cooking project;
- Children and youth may decide to do homework or study alone;
- Children and youth can choose to just sit back and daydream;
- Children and youth can work together on science projects;
- Children and youth can study the plants and animals that live in or around the building;
- Children and youth can take walks in the neighborhood or visit local spots for exploring nature (e.g., creeks, ponds, beaches, and forests);
- Children and youth have opportunities to use computers;
- Children and youth can create a newspaper; and
- Personnel help children and youth with their homework.
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Research Note: Some research suggests that different types of activities may provide different kinds of opportunities and experiences, and that participating in a variety of activities is associated with positive opportunities and benefits. Accordingly, although some programs may face pressure to concentrate on academics, related literature suggests that they should provide learning opportunities that differ from those offered during the school day, rather than focusing solely on remedial academic activities such as tutoring or homework help. For example, programs seeking to improve academic outcomes might: (1) provide both academic and non-academic activities, (2) enrich academic activities with opportunities for fun and recreation, or (3) incorporate opportunities for learning into a range of non-academic activities. |
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Activities reflect, support, and are suited to:
- the mission and philosophy of the program;
- the styles, abilities, and interests of children and youth in the program;
- the age range of children and youth in the program;
- the languages and cultures of the children and youth in the program.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Children and youth are permitted to work at their own pace;
- Activities allow children and youth to work alone, in pairs, or in large and small groups;
- Quiet activities, such as storytelling, are adapted to include children and youth who are more active;
- Personnel adapt projects to suit different age and interest levels;
- Projects for younger children can usually be completed within a week;
- Projects for older children and youth may last as long as eight to ten weeks;
- Physical games and sports offer varying levels of challenge to suit the players;
- Personnel encourage expert children and youth to help beginners learn a new skill;
- Games from different cultures are played inside and outside;
- Folk tales and traditions from diverse groups provide the basis for plays, musical performances, art displays, and crafts projects;
- Personnel design and plan activities that reflect the mission and philosophy of the program;
- Personnel regularly choose materials that reflect the language, music, stories, games, and crafts from various cultural traditions;
- Personnel invite children, youth, and families to share recipes, songs, stories, and photos that represent their culture and experiences; and
- Multicultural activities occur throughout the year, rather than only during holidays.
Children and youth have:
- opportunities to choose among program activities; and
- the right to opt out of any program activity or field trip.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Different activities occur simultaneously, and children and youth can choose which activity to join;
- If a child or youth is not interested in an activity, he or she can choose to sit out instead of participating;
- When field trips are planned, some children and youth may choose to stay at the program site, if staffing allows; and
- When alternative programming will not be provided for children and youth who choose not to attend field trips, children, youth, and their families are informed ahead of time.
Personnel work with children and youth to develop, plan, and implement activities that reflect their needs and interests.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Personnel regularly involve children and youth in planning for daily activities, special events, and snacks;
- Personnel ask children and youth to help select new materials, supplies, and equipment;
- Personnel informally assess the needs and interests of children and youth; and
- Written surveys are used to assess the needs and interests of children and youth.
Note: As referenced in ASP-PS 9.02 and ASP-PS 10.02, the agency should also seek the participation of family members and community partners when developing, planning, and implementing program activities.
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Research Note: Younger children tend to participate more than older youth, and some research suggests that this may be, in part, because older youth are not interested in the activities offered. |
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Program materials are:
- in good condition;
- sufficient for the number of children and youth in the program;
- developmentally appropriate for the age range of the children and youth in the program; and
- appropriate to the activities offered.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Board games and puzzles are in sturdy containers and have all their pieces;
- Balls are fully inflated;
- There is a wide variety of books in good condition;
- Children and youth rarely have to wait a long time to use materials, supplies, and equipment;
- A system is in place to help children and youth share materials in high demand (e.g., computers, new games);
- There are enough materials so that several activities can go on at the same time;
- There are books for every reading ability;
- There are simple and more complex puzzles and board games;
- There are computer games for young children as well as older youth;
- There are flexible materials that can be used in many ways (e.g., markers, stencils, paint, clay);
- Many of the materials are adaptable for use by children and youth with differing abilities;
- Special tools are available to children and youth who need help with fine motor skills (e.g., special scissors, thick pencils, and brushes);
- There is a wide variety of arts and crafts materials;
- There are costumes, puppets, and props on hand for dramatic play and performance arts activities;
- Children and youth have access to musical instruments and audio tapes or CDs; and
- There are math games and materials to explore.
Program involvement gives children and youth opportunities to:
- develop new skills and interests;
- make decisions and solve problems;
- assume leadership roles;
- get to know and become involved with their neighborhoods and communities; and
- gain confidence in their personal abilities.
When children and youth have opportunities to go on field trips or participate in high-risk activities, the agency obtains written, signed permission slips from their parents or legal guardians.
If an activity produces adverse effects or is deemed unacceptable according to prevailing professional standards, it is discontinued.
