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Index A AAP. See American Academy of Pediatrics (AAP) acceptance of children, 120 diversity, embracing, 130, 145–46 openness, cultivating, 129, 147–48 See also welcoming environments accessibility. See accommodations; disabilities, children with accommodations under Americans with Disabilities Act, 26–27, 142 physical environment accessibility, 140–41, 142–43 types of, 26–27, 28–30 universal design, 143 accountability systems, 58–62 accreditation, 25–26 acoustics, room, 198–200 activities blocks and building areas, 210–11 cooking, 216–17 creative art, 206–9 dramatic play areas, 212–15 establishing balance in, 81, 203 float and sink activity, 86, 87 homework assistance areas, 242–45 indoor play, 218–21 manipulative/sensory play, 224–27 math/science/literacy, 237–42 media/technology areas, 233–37 music and movement, 221–24 outdoor play, 48, 141, 245–49 quiet social areas, 230–33 woodworking, 227–30 activity areas. See program areas activity plans. See lesson plans ADA. See Americans with Disabilities Act (ADA) ADD/ADHD, accommodations for, 29 administration and management ADA compliance, 26–30 administrators’ roles, 19, 30 communication with families, 8–9, 35 licensing and accreditation, 20–22, 25–26 program evaluation, 30–33 resource allocation, 33–34 staff support, 35–40 278 adult-led activities assessing, 13 defined, 203 adults facilitation of social interaction by, 113, 114–15 as role models, 119–20, 125–26 advisory boards, 131 AfterSchool Program Assessment System (APAS), 272 afterschool programs characteristics of quality programs, 15 defined, 1 goals of, 204–5 limitations of, xi, xii number participating in, xi schedule example, 94 types of, 1–2 air fresheners, 201 air quality, 54–55, 201 American Academy of Pediatrics (AAP) on hand washing, 52 on media time, 235 American Lung Association, 135 Americans with Disabilities Act (ADA), 26–27, 45, 142 anti-bullying policy, 112, 115–16 APAS. See AfterSchool Program Assess- ment System (APAS) Armstrong, Thomas, 66 arrival time assessing, 11 transition tips, 95–96 art areas, 206–9 asbestos, 54 Assessing School-Age Quality (NIOST), 270 assessments community needs assessment, 20, 21–22, 23–24 A Day in the Life of Your Interper- sonal Environment checklist, 107–8 A Day in the Life of Your School-Age Program questionnaire, 10, 11–13, 16 A Day in the Life of Your Temporal Environment checklist, 83–84 Enrollment Planning Worksheet, 268–69 How Welcoming Is Your Program Environment? checklist, 127–29 interest surveys, 264, 265–67 program evaluation, 30–33 resources, 270–74 safety evaluations, 45 self-studies, 25 See also observations Association for Early Learning Leaders, 272 asthma, 135 B Battle over Homework, The: Common Ground for Administrators, Teachers, and Parents (Cooper), 243 before-school schedule example, 94 Beginnings and Beyond: Foundations in Early Childhood Education (Gordon and Browne), 10 behavioral problems accommodations, 30 approaches to based on tempera- ment, 76 bullying, 112, 115–16, 149 “make a different choice” warning, 30, 100–101, 119 as reflection of physical environ- ment, 159–60, 161–62 sensory stimulation and, 181 social skills and, 118 transitions and, 95 belongings, space for, 174 blocks and building areas, 210–11 board games, 218–19, 220–21 books in conflict resolution centers, 117 in literacy areas, 238–39 See also literacy activities brain research, 65–66 brochures. See newsletters and brochures Browne, Kathryn Williams, 10 budgeting and finances community resources, tapping into, 9, 22 cost-cutting suggestions, 33–34 discussing limitations with children, 134–35 resource allocation, 33–34, 251–52 state subsidies, 25 building code regulations, 20–21, 46 bullying, 112, 115–16, 149 C cafeterias, shared space with, 3, 5 Caring Spaces, Learning Places: Children’s Environments That Work (Greenman), 43 challenging behavior. See behavioral problems change cyclic process, 252 COPYRIGHTED MATERIAL