After-school child care: dilemma in a rural community - Project Home Safe, American Home Economics Home Association, Arkansas

Children Today, Jan-Feb, 1992 by Mary M. Warnock

The youngsters in this rural community have needs like those of the children in any metropolitan area. They wish to be loved. They desire praise. They want to know that someone cares. Children with disabilities who are enrolled in the program have been accepted with open arms. Activities and exercises are planned with the goal of promoting the physical, cognitive, social and emotional development and full participation of all of the children enrolled in the program. Providing a positive environment for constructive behavior--rather than punishing misbehavior--is the focus.[7]

Outcomes

The after-school child care effort has been responsible for a variety of changes in the community that have enriched the quality of life for children, parents and workers. These are discussed below.

* The licensing of the after-school child care program. This achievement was possible because it is community- and not income-based.

* An improvement in academics. The program has demonstrated that homework and tutoring sessions do work. Some of the children advanced by two letter grades on their report cards. Parents were grateful for the homework sessions because they were not compelled to spend quality time with their children doing homework. They were able to check the homework, discuss school lessons and still devote time to other activities with their children.

For the children, information reinforcement took place. After preparing homework assignments during the child care sessions, they reviewed the exercises with a parent or guardian.

* Effective staff development.[8] Hiring the right director and administrative staff was important. Each staff member reflects a philosophy of caring for each child and parent. In order to introduce new ideas and methodology into the program, the director and staff members attend workshops and in-service training seminars.

* An excellent connection between the elementary school and the child care program. Although the approaches are different, each promotes learning and study skills. If a student is experiencing academic difficulty, his or her teacher will send extra work sheets to the child care director for the child to use in improving the needed skills. The school principal and faculty care about these children and are willing to go to extra lengths to nurture their academic success.

* Happy children. They possess positive self-images, have many friends and are mastering skills and attaining achievements (no matter how modest) every day. When the children enter the gymnasium, they each receive a hug, and this builds confidence and a sense of self-worth. Everyone likes to be rewarded for his or her accomplishments, and children are no different.

* An increase in the number of satisfied working mothers. Mothers who have enrolled their children in the afterschool child care program are gratified about their decision. They know that snacks and a safe, secure environment will be provided, and they no longer feel that they must remain home to supervise their