Developing School Age Childcare - Department of Children and ...

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8.7 The concepts explored by the US National Network for Child Care are developed morebroadly in the work on ‘After School : The Way Forward’ published by the (Irish)National Children’s Nurseries Association (NCNA). The NCNA document recommendsthat designers of school age childcare programmes must have a clear understanding ofthe general developmental aspects of the child between the ages of five to twelve years inorder to understand play provision for this group.8.8 Table 8.4 below is based on the thinking of the NCNA. It enunciates some generalcomments about child development for the age group and then identifies keydevelopmental benchmarks under the headings of physical, cognitive andsocial/emotional development.TABLE 8.4aDEVELOPMENTAL MILESTONES IN THE CHILD AGED FIVE TO EIGHT YEARS 48GENERAL FEATURES OFDEVELOPMENTThe years from five toeight form a bridgebetween the early periodof rapid development andthe later period of slowergrowth before puberty.They are an excitingperiod of wideningboundaries and ofmastering new material.The child is graduallytaking on responsibilityfor his or/ her own lifeand depending less onadult support.PHYSICAL COGNITIVE SOCIAL/ EMOTIONALGains independence andlikes to do things forthemselves;Can look after their ownpersonal care and mindtheir own belongings;Is better at physicalskills like cycling abicycle, team sports orswimming;Can hold and use tools -even small things likesewing and knittingneedles.BY AGE 8 THE CHILD :Is much better at handeye co-ordinating andcan play games that havedifficult movements;Can recognise shapesand symbols;Learns to read and write; Can understandconcepts related to logic;Is capable of rationalthought;Can use their reasoningto problem solve andwork things out forthemselves.Has become lessdependent on theirparents, and friends arebecoming moreimportant;Can understand rulesand play or participate ina greater variety ofgames;Is now more aware ofhow others view themand can feel shame orembarrassment whenshown up in front offriends;Needs to practice newskills without fear orridicule;Self-esteem andconfidence is developingand is learning tobecome more sociallyand emotionallyindependent;Will notice that boys andgirls tend to stick tofriendships of their owngender because playbecomes increasinglydifferentiated.58 48 National Children’s Nurseries Association
TABLE 8.4bDEVELOPMENTAL MILESTONES IN THE CHILD AGED EIGHT TO TWELVE 49GENERAL FEATURES OFDEVELOPMENTPHYSICAL COGNITIVE SOCIAL/ EMOTIONALBY AGE 12, THE CHILD :The years from eight totwelve span thedevelopment of childhoodstability to the onset ofpuberty. Children areincreasingly independent ofadults and membership oftheir own group is nowimportant.Is growing steadily anddeveloping strength andco-ordination;Is now able to cook anduse sharp toolsindependent of an adult;Needs time to adjust andto accept the changes thatare happening. Is noted as being theperiod of stability; Has settled into school; Needs to continue tobuild on what theyalready know and can do; Is full of questions aboutthe world; Is developing talents thatmight lead them to theirfuture vocation in life; Still needs to reasonthings out using trial anderror and needing to havehands-on practicalexperience to do this.Friends continue to beimportant to them;Prefers to play out ofdoors with their friends.They need time and spacefor imaginative playwithout adult help;Likes to collect and swap alot of things;Can understand complexrules. They also realisethat they can make theirown rules, that rules canbe changed: consequencesof breaking the rules;By the time they aretwelve, their friends willhave greater influence thanparents, teachers orreligious leaders on theirmoral development;Is beginning to understandhow their actions canaffect others or make themfeel;Is capable of sorting outsophisticated concepts offairness, equality and rightand wrong and is a goodproblem solver;Is able to empathise withothers and can be expectedto understand another’spoint of view;By the time they are ateenager, will havedeveloped increasedphysical and financialindependence, which willallow more opportunitiesfor potentially negativepeer pressure to be exertedon them.49 NCNA - ibid.59
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DEVELOPINGSCHOOL AGECHILDCAREREPORT
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FOREWORDThe early years of the new
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The development of this sector also
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D.6 The Working Group reviewed mate
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G.3 A number of key elements contri
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I. Other Key Issues Impacting on a
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J. Training for School Age Childcar
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L. GuidelinesL.1 In accordance with
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aimsire agus forbartha a sholáthar
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lianta beaga ó bhunlíne íseal (m
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G. Caighdeán an Chúraim Leanaí d
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feasacht maidir le cumais an linbh;
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molann an Grúpa Oibre go n-úsáid
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Page 32 and 33: INTRODUCTION AND CONTEXT1.1 Introdu
Page 34 and 35: 1.3.3 The Mid Term Review of the pe
Page 36 and 37: CHAPTER 2WHAT IS SCHOOL AGECHILDCAR
Page 38 and 39: 2.2.2 In a 1996 Report, the Europea
Page 41 and 42: SCHOOL AGE CHILDCARE IN IRELAND - C
Page 43 and 44: 3.12 The average cost per hour of s
Page 45 and 46: 3.19 The objectives of each service
Page 47 and 48: THE PROVISION OF SCHOOL AGE CHILDCA
Page 49 and 50: 4.7.2 Within England, as part of an
Page 51 and 52: New Zealand4.11.1 New Zealand also
Page 54 and 55: THE DEMAND FOR SCHOOL AGE CHILDCARE
Page 56 and 57: TABLE 5.3FEMALE PARTICIPATION IN TH
Page 58 and 59: may not have childcare requirements
Page 61 and 62: THE FURTHER DEVELOPMENT OFSCHOOL AG
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Page 65 and 66: 6.6.3 To encourage private provider
Page 68 and 69: QUALITY IN SCHOOL AGE CHILDCARE7.1
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Page 72 and 73: European Commission Network on Chil
Page 74 and 75: Provides equal opportunities for al
Page 77 and 78: THE CHILD IN THE CONTEXT OF SCHOOL
Page 79: TABLE 8.3NATIONAL NETWORK FOR CHILD
Page 83 and 84: CHAPTER 9QUALITY SCHOOL AGECHILDCAR
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Page 87 and 88: 9.4.3 Play can be either structured
Page 89 and 90: 9.6.2 Children of school going age
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Page 93 and 94: CHAPTER 10QUALITY SCHOOL AGECHILDCA
Page 95 and 96: Every facility should have adequate
Page 97 and 98: All childcare providers who offer s
Page 99 and 100: Chapter 11QUALITY SCHOOL AGECHILDCA
Page 101 and 102: 11.2.6 IPPA the Early Childhood Org
Page 103 and 104: 11.3.7 Five universities in England
Page 105 and 106: understand and promote all aspects
Page 108: THE WAY FORWARD12.1 The Equal Oppor
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Page 114 and 115: It should be clean and well maintai
Page 116 and 117: AGUISÍN 2TREOIRLÍNTE MAIDIR LE C
Page 118 and 119: Go n-oireann gach limistéar don mh
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