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A Day in the Life of Your School-Age Program Arrival Time 1. What is the first thing children and their families see or hear when they enter your program? 2. Is there at least one place where each child can leave, find, and return personal belongings with- out adult assistance? 3. Is there a space designated only for older children? 4. What behavior do the children display when they arrive? 5. What areas do children go to when they arrive? 6. How much time is scheduled for children to transition into the program after they arrive? 7. Are children and families greeted by staff when they arrive? Child-Initiated Play 1. Can children move freely and independently in the environment? 2. Are there traffic jams when children go from one place to another, or are children running from place to place? 3. Do the pathways disrupt play areas? 4. Are the play areas too big or too small for the number of children in them? 5. Is it easy for children to find and return materials without adult assistance or asking questions? 6. What areas are used most? Least? Not at all? 7. Do children have uninterrupted playtime when they can choose what and whom to play with? 8. Are there places where children can be creative? Inventive? 9. Do children appear to be excited and challenged by materials in the environment? 1 0. Do staff provide help when asked or talk with children as they play? From Great Afterschool Programs and Spaces That Wow! by Linda J. Armstrong and Christine A. Schmidt, © 2013. Published by Redleaf Press, www.redleafpress.org. This page may be reproduced for classroom use only. COPYRIGHTED MATERIAL The Many Faces of School-Age Care • 11