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and vision. They can highlight program events, community resources, and parenting information, showing your commitment to the children and fami- lies enrolled. You should communicate regularly with those in charge of scheduling your space, maintenance personnel, supervisors, staff, organizational leaders, and, if applicable, the owner of the building. The topics discussed with each of these stakeholders will vary, but a constant topic should be information about your program events, successes, and challenges. These stakeholders have a direct effect on your program, from budgeting to programming, so it is important to keep the lines of communication open. Two-way communication with those who use the program space either during program time or when your program is not in session keeps after- school staff informed of upcoming uses and potential schedule conflicts. By scheduling regular meetings, you can avoid last-minute surprises that leave you scrambling to move your program to an alternate space. Regular commu- nication allows you to be proactive and plan ahead so that you can minimize the disruption for children. In addition, a communication network in your local community can be very beneficial. Tapping into community resources can provide you with a variety of opportunities, such as local field trips and access to indoor and outdoor program space when your space is being used by others. Community members can also furnish supplies such as computers, desks, bookshelves, and labor for painting the program space or creating a wonderful playground. Defining the Environment When we think of the word environment, many of us think of physical space—four walls, windows, furniture, rugs, the color of walls. Others think of outdoor space—the look of the sky, terrain, flora, and fauna. This book will help you look beyond the physical aspects of your school-age program and see other, equally important dimensions of this setting. In the book Beginnings and Beyond: Foundations in Early Childhood Edu- cation, Ann Miles Gordon and Kathryn Williams Browne describe children’s learning environments as having three dimensions: temporal, interpersonal, and physical (2011). While the authors focus on early childhood settings, their discussion of these three dimensions of the environment is equally appli- cable to school-age settings. Gordon and Browne maintain that all three dimensions must be met to ensure the overall environment will both appeal to children and support their needs. Gordon and Browne define these three dimensions as follows: COPYRIGHTED MATERIAL The Many Faces of School-Age Care • 9