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need for, 204, 251, 252, 253 planning versus doing, 78 responding to, 39, 254–55 rotating materials, 254 checklists. See assessments Child Care Design Guide (Olds), 15, 199 child development brain research, 65–66 learning domains, 70, 71–72 multiple intelligences, 66, 68–69 temperament types, 72–76 See also knowledge and skills child-initiated play assessing, 11 See also play children gathering information about, 131, 133–35 getting input from, 255 including in planning, 85, 204–5 including in rules and consequences, 97–101 individuality, supporting, 139–41 older children, 143–44 as primary stakeholders, 130 temperament types, 72–76 uniqueness of, 65 cleaning products, 46, 201 climbable equipment, 177, 246 clubs, 144, 150 clutter, dealing with, 255–59 COA. See Council on Accreditation (COA) cognitive development art activities, 208 blocks and building activities, 211 cooking activities, 217 dramatic play areas, 214 homework assistance areas, 244 impact of environment on, 65–66 indoor play activities, 220 manipulative activities/sensory play, 226 math/science/literacy activities, 241 media/technology areas, 236 multiple intelligences, 66, 68–69 music and movement activities, 223 outdoor activities, 248 quiet social areas, 232 supports for, 71 woodworking activities, 229 colors, in physical environment, 187–92 communication children’s skill development, 111–12 with community members, 9 with families, 8–9, 35, 127, 131 informal, 137 learning domain supports, 72 in play, 121–22 with staff, 9 with stakeholders, 9 translating, 138–39 in welcoming environments, 127, 131–32 See also language development community building, encouraging, 108–9, 150–52 community needs assessment, 20, 21–22, 23–24 community organizations relationships with, 34 tapping into resources, 9, 22 community service projects, 151 compact fluorescent lights (CFLs), 184 computers, 233–34 confidence, development of, 109–10 conflict resolution, 112, 117–18, 120, 149 consequences, setting, 62, 82, 97–101 consultants, for program assessments, 32 Consumer Product Safety Commission (CPSC), toy safety, 46 containers. See storage control, development of, 109, 122 conversations with children, 114–15 conflict resolution and, 117 modeling and role-playing, 111–12 during play, 121–22 See also communication cooking activities, 216–17 Cooper, Harris, 243 coping ability, of children, 111, 121 Core Knowledge and Competencies for Afterschool and Youth Development Professionals (National AfterSchool Association), 37 cost-cutting suggestions, 33–34 Council on Accreditation (COA), 270 CPSC. See Consumer Product Safety Commission (CPSC) creative art areas, 206–9 creativity art activities, 208 blocks and building activities, 211 cooking activities, 217 dramatic play areas, 214 homework assistance areas, 245 indoor play activities, 220 learning domain supports, 72 manipulative activities/sensory play, 226 math/science/literacy activities, 241 COPYRIGHTED MATERIAL media/technology areas, 236 music and movement activities, 223 outdoor activities, 248 quiet social areas, 232 woodworking activities, 229 cultural differences embracing, 145–46 learning about, 130, 133, 147–48 curiosity, encouraging, 110–11 D daily activities. See routines; schedules dance activities, 221–24 Darragh, Johnna, 256 A Day in the Life of Your Interpersonal 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 dedicated space, 6–8 departure times, transition tips, 95–96 disabilities, children with accommodations for, 26–27, 28–30, 140–41, 142–43 Americans with Disabilities Act, 26–27 gathering information about, 135–36 tolerance and respect for, example, 149–50 displays children’s artwork, 114, 207 daily schedules, 90–91 evaluating, 162 fire safety and, 46–47 informational, 137, 138, 152 limiting, 46–47, 193 portable/temporary, 4 diversity embracing, 130, 145–46 learning about, 130, 133, 147–48 of staff, 130 donations computers, 234 from families, 33, 207 dramatic play areas, 212–15 E Early Language and Literacy Classroom Observation (ELLCO) K-3, 272–73 eating. See snacktime electric lighting, 183–87 e-mails, to families, 35 emergency procedures, 57, 58 emotional security of children, 56–58 empathy, development of, 134 Index • 279