Description

Purpose: The purpose of this assignment is to build on what you learned through the interview with the child (in Assignment 2) by connecting your findings to relevant research and to practice.

Write a paper which includes the following:

Introduction (1 paragraph): Find research that argues the importance of bringing in youth voice to the classroom. You can use articles and research previously used in class.
**You must include at least three (2) academic/professional sources.

Body (3-4 paragraphs): In this section remind the reader (me) what your findings were from Assignment 2. You can cite your work in the same way as if it were a published piece of writing (lastname & lastname, year). After you have written about what your findings were connect this to outside research. For example, if the child you interviewed talked about how they didn’t like the food in the childcare try to find an article that talks about ‘student enjoyment of food in recreation programs’ or something similar and connect it to your findings (are they similar? Are they different?). In this section bring in at least three (3) different academic/professional sources to substantiate your findings.

Next Steps (1-2 paragraphs): In this section summarize what your findings were (in a sentence) and suggest strategies that you could implement to address the concern(s) that the child brought to you. Suggest at least five (5) strategies that could be implemented. Make sure to connect these strategies to developmental and well-being models and measures we have talked about in class and in your other classes. For example, consider the wholistic view of the child, different developmental domains, ecological systems theory, childrens rights, How Does Learning Happen, etc.)

Conclusion (1 paragraph): This should serve as an overall summary of the paper. Discuss what your findings were, state that by implementing the strategies you can address the issues, and close off with reiterating why it is important to include the perspectives of the children we work with in order to co-create an afterschool environment.

Sources:

Olhoff,L. & Olhoff, J. (2012) Keys to Quality Afterschool: Environments, Relationships, and Experiences. Harrisburg, PA: Office of Child Development and Early Learning.

Ontario Ministry of Children and Youth Services (2017). Gearing Up: A strategic framework to help Ontario middle years children thrive. Retrieved from http://www.children.gov.on.ca/htdocs/ English/documents/middleyears/Gearing- Up-Middle-Years.pdf

Ontario Ministry of Children and Youth Services (2017). On my Way: A guide to support middle years child development. Retrieved from http://www.children.gov.on.ca/htdocs/English/documents/middleyears/On-MY- Way-Middle-Years.pdf

Unicef (n.d.). United Nations Convention on the Rights of the Child In Child-Friendly Language. Retrieved from https://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

Horgan, D., O’Riordan, J., Martin, S., O’Sullivan, J. (2018). Children’s views on school-age care: Child’s play or childcare?. Children and Youth Services Review, 91, 338-346.

Buck Institute of Knowledge (2018). What is PBL? Retrieved from: https://www.pblworks.org/what-is-pbl

Buck Institute of Knowledge (2018). The tiny house project. Retrieved from https://www.pblworks.org/video-tiny-house-project