Providing Care to School-Age Children

Home/ Providing Care to School-Age Children
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC4032

Semester and Year Offered: Semester-4, Winter-2019

Course Coordinator and Team: Dr Sunita Singh and Fariha Siddiqui

Email of course coordinator:

Pre-requisites: The course focuses on the job role of supervisor (Level-6) in an early childhood centre. The course is meant to be offered to those who have specific knowledge and skills related to Day care facilitator (Level-5) offered in 1st year and skills of supervisors offered in semester-3 of the programme


The specific objectives of the course are to:

  • - Understand the significance of after school programme
  • - Understand the cognitive, physical and socio-emotional needs of school aged children
  •  Understand the role of the facilitator and supervisor in the learning and development of children in the afterschool program
  •  Demonstrate skills to engage diverse learners
  •  Create strategies for building sense of community in children
  •  Demonstrate conflict-resolution skills
  •  Design engaging learning environment for diverse learners
  •  Identify assessment indicators for children’s interest in activities

Course Outcomes:

After completing the course, students will be able to:

  • Plan activities to engage diverse learners in an afterschool setting
  • Create an environment and plan a programme for engaging children
  • Create environment where children can explore and develop creativity
  • Prepare schedules and routines for all children
  • Demonstrate skills to build positive relationships within children and staff
  • Design assessment indicators for programme
  • Mentor facilitators to perform diverse roles while working with children
  • Supervise and model staff for handling behaviour issues of children
  • Build partnership with parents and families for children’s growth and development

Brief description of modules/ Main modules:

Module 1: Understanding school-age children and working with families

This module will focus on the role of facilitators and their responsibilities in after school care programme. As future supervisors, students will also need to work with children of diverse age groups, build partnerships with parents and provide safe and healthy environment to children in after school programme.

Module 2: Engaging children

  This module will focus on addressing needs of children of diverse age groups and engaging them efficiently after school. As supervisors, students will also learn to assess the program to identify the space needed for different activities, design spaces for different age-groups and activities and conduct activities

Assessment Details with weights:


Assessment Type



Written Assignment-1



Written Assignment-2



Term-end Exam



Class Participation




Reading List:

1. Ollhoff, L., Olhoff, J., & Newman, R. (2012).Keys to Quality: Afterschool Environments, Relationships, and Experiences: A Best Practices Guide. Harrisburg, PA: The Office of Child Development and Early Learning, Pennsylvania Early Learning Keys to Quality.Chapter 1 : Examining Perspectives on Out-of-school Time (pp. 1-18), Chapter-3 : Health and Safety (pp. 35-48), Chapter-4: Schedules, Programmes and Transitions (pp. 49-62), Chapter 5 : Using environments to support children (pp 63-76), Chapter-6 Using relationships to support children (pp 77-88) , and Chapter 8: Promoting Staff Collaboration, Creativity and Communication (pp. 101-112)

2. Click, P., & Parker, J. (2011). Caring for school-age children. Nelson Education.Chapter 1: Caregivers: Who are they? (pp. 3-18) ,Chapter 2: The children (pp. 19-36), Chapter 3: Families where children are nurtured (pp. 37-56),Chapter 10: Games and other fun things to do (pp. 199-224), Chapter 11: Imagination and the arts (pp. 225-246), Chapter 12: Science and math. (pp. 247-292), Chapter 15: Getting fit, staying fit. (pp. 341-362)


  1. Kueneman.C. ABC...123:Starting your Afterschool Program, Utah Department of Workforce Services Office of Child Care Retrieved from
  2. Gilligan, C. (1995). Hearing the difference: Theorizing connection. Hypatia, 10(2), 120-127.
  3. Beckett, M. K., Hawken, A., &Jacknowitz, A. (2002). Accountability for after-school care: Devising standards and measuring adherence to them. Rand Corporation.
  4. Best Practice Guidelines for Connecticut After School Programs. Retrieved from
  5. Connecticut After School Self-Assessment Tool. Retrieved from