Goal of the SeriesGoal of the Series

The The School Age Youth School Age Youth Summer Program Summer Program

orientation series has been orientation series has been designed to help you designed to help you understand the basics of understand the basics of caring for school age youth.caring for school age youth.

Understanding the SeriesUnderstanding the Series

Each module consists of:Each module consists of: Overall objective of the moduleOverall objective of the module Terms and definitionsTerms and definitions Specific learning objectivesSpecific learning objectives MN Core Competencies and NAA Standards MN Core Competencies and NAA Standards

addressedaddressed Module training contentModule training content Learning activitiesLearning activities ResourcesResources

The learning activities include:The learning activities include: An An applicationapplication activity focused on school age youth activity focused on school age youth A A personal reflection personal reflection activity that is not sharedactivity that is not shared A A reflectionreflection activity to be done with a peer or activity to be done with a peer or

supervisorsupervisor

What you will needWhat you will need

You will need the following items to complete the module:

Print the PDF file that goes with this course. The link is located by the link you chose to open this module.

Paper and pencil Approximately one hour of “quiet time”; some of the

activities will be completed outside of this hour Access to a printer Optimistic outlook to gaining new knowlege

Programming for School Age Programming for School Age YouthYouth

Module 7 Module 7

ObjectiveObjective

To provide an understanding of To provide an understanding of meaningful and appropriate activities meaningful and appropriate activities that support learning in school age that support learning in school age youth programsyouth programs

Terms and DefinitionsTerms and Definitions Academic achievement Academic achievement - - academic scores or gradesacademic scores or grades

Academic support Academic support – activities that support learning– activities that support learning

Activity plan Activity plan - written plan to explain how to lead an activity, - written plan to explain how to lead an activity, provides information about when, where, what and whyprovides information about when, where, what and why

ChoicesChoices – activities, interest centers and other options that are – activities, interest centers and other options that are available for school age youth to useavailable for school age youth to use

Developmentally appropriate – Developmentally appropriate – activities, opportunities, activities, opportunities, choices that meet the developmental level of the school age youthchoices that meet the developmental level of the school age youth

EnrichmentEnrichment – activities that support and enhance the regular – activities that support and enhance the regular school day learningschool day learning

Experiential learning Experiential learning - hands-on, ‘learning by doing’ type of - hands-on, ‘learning by doing’ type of learning opportunitylearning opportunity

IntentionalityIntentionality - - planned with a clear purpose or reason in mind planned with a clear purpose or reason in mind

Program Design Program Design – the overall plan for delivering the school – the overall plan for delivering the school age program, this needs to match the program’s missionage program, this needs to match the program’s mission

IntroductionIntroductionSpecific Learning ObjectivesSpecific Learning ObjectivesIn this module you will:In this module you will: Learn best practices that support learning Learn best practices that support learning

activities and opportunities in school age youth activities and opportunities in school age youth programsprograms

Explore the importance of ‘intentionality and Explore the importance of ‘intentionality and purpose’ in planning activities for school age purpose’ in planning activities for school age youthyouth

Define and explore the importance of offering a Define and explore the importance of offering a variety of developmentally appropriate choices variety of developmentally appropriate choices in school age youth programsin school age youth programs

Discover strategies for successful Discover strategies for successful implementation of choices, activities and implementation of choices, activities and opportunities opportunities

Programming for School Age YouthProgramming for School Age Youth

The Challenge: The Challenge: School age youth are School age youth are out of school and looking forward to a out of school and looking forward to a fun summer! fun summer!

Your role in your program is to plan and/or Your role in your program is to plan and/or lead activities that are fun and engaginglead activities that are fun and engaging

andand

at the same time, are meaningful and at the same time, are meaningful and age/developmentally appropriate. age/developmentally appropriate.

Best PracticesBest PracticesMN School Age Core CompetenciesMN School Age Core Competencies

The MN School Age Core Competencies address The MN School Age Core Competencies address the expectations of staff relevant to providing the expectations of staff relevant to providing appropriate activities in:appropriate activities in:

Content Area 2: Learning Environment and CurriculumContent Area 2: Learning Environment and CurriculumGeneralGeneral Gives school age youth choicesGives school age youth choices Supports and encourages the participation of school age youth in a Supports and encourages the participation of school age youth in a

variety of activities, experiences, and social interactionsvariety of activities, experiences, and social interactions Actively participates with school age youth in a variety of activitiesActively participates with school age youth in a variety of activities Provides a safe environment through active supervision of school Provides a safe environment through active supervision of school

age youth, materials and equipmentage youth, materials and equipment

Physical DevelopmentPhysical Development Interacts appropriately with school age youth during physical Interacts appropriately with school age youth during physical

activitiesactivities

Best PracticesBest PracticesMN School Age Core CompetenciesMN School Age Core Competencies

Language, Literacy and Cognitive DevelopmentLanguage, Literacy and Cognitive Development Encourages school age youth to explore their environment Encourages school age youth to explore their environment

through activities related to literacy, math, science, geography, through activities related to literacy, math, science, geography, history etc.history etc.

Provides opportunities for conversation and language Provides opportunities for conversation and language development that includes support for English Language development that includes support for English Language LearnersLearners

Supports school age youth in creative activities and problem Supports school age youth in creative activities and problem solvingsolving

Reads books with school age youth and models reading Reads books with school age youth and models reading behaviorsbehaviors

Personal/Social DevelopmentPersonal/Social Development Acknowledges and shares the school age youth’s excitement in Acknowledges and shares the school age youth’s excitement in

discoveries, exploration, and manipulation of items in the discoveries, exploration, and manipulation of items in the environmentenvironment

Acknowledges the efforts, accomplishments, and innate gifts of Acknowledges the efforts, accomplishments, and innate gifts of each school age youtheach school age youth

Best PracticesBest PracticesNAA Standards of QualityNAA Standards of QualityThe NAA Standards of Quality recognizes the The NAA Standards of Quality recognizes the

importance of learning using choices and importance of learning using choices and activities. The standards are listed in the activities. The standards are listed in the Human Relationships and Activities categories.Human Relationships and Activities categories.

Human RelationshipsHuman Relationships Staff interact with school age youth to help them learn.Staff interact with school age youth to help them learn.

ActivitiesActivities School age youth can choose from a wide variety of School age youth can choose from a wide variety of

activities.activities. Activities reflect the mission of the program and promote Activities reflect the mission of the program and promote

the development of all the school age youth in the the development of all the school age youth in the program.program.

There are sufficient materials to support program There are sufficient materials to support program activities.activities.

Best PracticesBest PracticesTheories: ERE, Five Foundations of Theories: ERE, Five Foundations of Childhood, and Generations of CareChildhood, and Generations of Care

The The ERE,ERE, Five Foundations of Childhood, Five Foundations of Childhood, and and Generations of CareGenerations of Care have been explained in have been explained in previous modules previous modules (you can access the handouts (you can access the handouts in Module 1).in Module 1).

The The EREERE tells us why the things we do and provide in tells us why the things we do and provide in our program (the environment, relationships, and our program (the environment, relationships, and experiences) are important to school age youth.experiences) are important to school age youth.

The The Five Foundations of Childhood Five Foundations of Childhood explains why explains why school age youth need to accomplish these tasks: school age youth need to accomplish these tasks: empowerment, play, community building, maturity empowerment, play, community building, maturity and self-direction.and self-direction.

The The Generations of Care Generations of Care help us to see where we are help us to see where we are in our personal development and philosophy in our personal development and philosophy relevant to school age youth.relevant to school age youth.

Best Practices Best Practices – Quality Equation– Quality EquationCore Competencies + Standards + Theories =Core Competencies + Standards + Theories =Quality programs for school age youthQuality programs for school age youth

The quality of activities and opportunities (the ‘How’) we offer are based upon our knowledge of school age youth (the ‘Why’) and our commitment to them (the ‘What’).

Planning for School Age YouthPlanning for School Age Youth

School age youth programs support School age youth programs support academic successacademic success through the through the attitude, belief or practice that places attitude, belief or practice that places value on life-long learning. Programs value on life-long learning. Programs accomplish this by providing choices, accomplish this by providing choices, opportunities and activities that opportunities and activities that include experiential learning, civic and include experiential learning, civic and community involvement, and community involvement, and developing real-life skills. developing real-life skills.

..

Choices Choices Empowering School Age YouthEmpowering School Age Youth

School age youth programs use School age youth programs use choiceschoices as a as a strategy to deliver programming. They strategy to deliver programming. They structure the environment with a variety of structure the environment with a variety of activities that encourage school age youth to activities that encourage school age youth to decide which activity interests them.decide which activity interests them.

Using this strategy teaches school age youth to Using this strategy teaches school age youth to be responsible for their own actions. This be responsible for their own actions. This ‘empowerment’ helps school age youth grow in ‘empowerment’ helps school age youth grow in self-esteem and the confidence to be self-esteem and the confidence to be successful as they grow older.successful as they grow older.

Appropriate choices = happy, engaged school Appropriate choices = happy, engaged school age youth = a peaceful environmentage youth = a peaceful environment

ChoicesChoicesEmpowering School Age YouthEmpowering School Age Youth

Having Having choices choices is not total free choice all of the is not total free choice all of the time. Ittime. It means giving school age youth the means giving school age youth the opportunity to make decisions within a opportunity to make decisions within a reasonable framework.reasonable framework.

Choices need to be:Choices need to be: ‘‘Real’ – they need to be something the school age Real’ – they need to be something the school age

youth would chooseyouth would choose Age and developmentally appropriateAge and developmentally appropriate Engaging and of interest to school age youthEngaging and of interest to school age youth

Choices teach school age youth how to make Choices teach school age youth how to make decisions, and be responsible for their actions.decisions, and be responsible for their actions.

ChoicesChoicesEmpowering School Age YouthEmpowering School Age Youth

It takes thoughtful and intentional planning to It takes thoughtful and intentional planning to structure successful choices in your structure successful choices in your environment. You can do this by:environment. You can do this by:

Providing a variety of activities and interest centersProviding a variety of activities and interest centers Providing open-ended materials and supplies that Providing open-ended materials and supplies that

encourage school age youth to create their own encourage school age youth to create their own play and activitiesplay and activities

Actively and attentively supervising the entire areaActively and attentively supervising the entire area Offering alternative choices for those not interested Offering alternative choices for those not interested

in the ‘main’ activityin the ‘main’ activity Incorporating the interests, ideas and suggestions Incorporating the interests, ideas and suggestions

of school age youth into the planningof school age youth into the planning

Planning for School Age YouthPlanning for School Age YouthTried and True ChoicesTried and True Choices

There are some activity choices that work There are some activity choices that work really well in school age youth programs. really well in school age youth programs. These include:These include:

Clubs – Clubs – Organizing a group of school age youth Organizing a group of school age youth that meets regularly to teach them a skill.that meets regularly to teach them a skill.

Some examples of clubs could be: culinary, gardening, Some examples of clubs could be: culinary, gardening, sports, photography, laundry, newspaper, and sciencesports, photography, laundry, newspaper, and science

Long-term projects – Long-term projects – activities that are pro-longed activities that are pro-longed and take weeks to finish a product.and take weeks to finish a product.

Some examples are: scrap-booking, collections, Some examples are: scrap-booking, collections, calligraphy, and re-cyclingcalligraphy, and re-cycling

Planning for School Age YouthPlanning for School Age YouthTried and True ChoicesTried and True Choices Field Trips – Field Trips – Going to places of interest with the Going to places of interest with the

school age youth outside of your programschool age youth outside of your program

Some examples are: local water park, museums, Some examples are: local water park, museums, historical sites, supermarket, baseball gamehistorical sites, supermarket, baseball game

Parent Participation – Parent Participation – Inviting parents to share Inviting parents to share their skills and knowledge with the program.their skills and knowledge with the program.

Some examples are: cooking project from their country, Some examples are: cooking project from their country, playing an instrument, making items for the program, playing an instrument, making items for the program, playground improvement (raking sand, sanding wooden playground improvement (raking sand, sanding wooden equipment)equipment)

Special visitors and programsSpecial visitors and programs – Someone from – Someone from the community to introduce school age youth to the community to introduce school age youth to something newsomething new..Some examples are: Zookeeper bringing in animals, Some examples are: Zookeeper bringing in animals, banker sharing with school age youth how to save money, banker sharing with school age youth how to save money, a local chef presenting cooking ideas a local chef presenting cooking ideas

Planning for School Age YouthPlanning for School Age YouthTried and True ChoicesTried and True Choices

Community Service Community Service – activities that involve the – activities that involve the school age youth doing something for someone school age youth doing something for someone else, going out into the communityelse, going out into the communitySome examples are: Some examples are:

- youth can work with a hospital to set up a toy room for - youth can work with a hospital to set up a toy room for the children's ward or provide them with activities to do in the children's ward or provide them with activities to do in their rooms their rooms

- collect needed items for a local shelter- collect needed items for a local shelter - work with your chamber of commerce office or tourism - work with your chamber of commerce office or tourism

office and plan a self-guided historical walking tour of your office and plan a self-guided historical walking tour of your communitycommunity

School Age Youth Council School Age Youth Council – school age youth – school age youth form a council to help plan and organize activities form a council to help plan and organize activities for the programfor the program

Some examples of activities may include: Some examples of activities may include: program newsletter, special parties and family events, program newsletter, special parties and family events,

reward system for younger school age youthreward system for younger school age youth

Planning for School Age YouthPlanning for School Age YouthProgram DesignProgram DesignYour job may or may not include planning Your job may or may not include planning

activity choices. However, it is important to activity choices. However, it is important to understand the purpose and process for understand the purpose and process for planning and delivering/leading activities. planning and delivering/leading activities.

Curriculum, activity or lesson plans are names Curriculum, activity or lesson plans are names commonly used to refer to the projects or events that commonly used to refer to the projects or events that are offered in a school age youth program.are offered in a school age youth program.

Activity plans are a way for supervisors and staff to Activity plans are a way for supervisors and staff to be intentional and purposeful about the activities be intentional and purposeful about the activities offered.offered.

Activity plans also help staff articulate the learning Activity plans also help staff articulate the learning that is occurring within their school age youth that is occurring within their school age youth program.program.

There is no one right way to design an activity plan. There is no one right way to design an activity plan. But there are key components that should be But there are key components that should be included in the planning form.included in the planning form.

Planning for School Age YouthPlanning for School Age YouthProgram DesignProgram Design

You should be able to articulate the purpose You should be able to articulate the purpose behind the choices, activities and opportunities behind the choices, activities and opportunities you offer school age youth. They should:you offer school age youth. They should:

Be appropriate for the age range and skill level of all of Be appropriate for the age range and skill level of all of the participantsthe participants

Reflect the interests and needs of the school age youth in Reflect the interests and needs of the school age youth in your program – school age youth should be part of the your program – school age youth should be part of the planning processplanning process

Support academic success by enriching the learning that Support academic success by enriching the learning that takes place in the regular school day/yeartakes place in the regular school day/year

Use a hands-on, real-life approach to reinforce learningUse a hands-on, real-life approach to reinforce learning Provide a challenge without being too frustratingProvide a challenge without being too frustrating

School age youth are learning every minute of their School age youth are learning every minute of their lives – make their time with you count!lives – make their time with you count!

Planning for School Age YouthPlanning for School Age Youth Intentionality in PlanningIntentionality in PlanningThere are some ‘activity planning basics’ that will help

you be successful in planning: The ages and abilities of the school age youth need to be

considered when planning an activity. Everyone should not be expected to participate together

nor will one activity be a good fit for all the individuals in the program.

Plan for the varying levels of attention span of the school age youth in the program.

Consider the available materials, space and time for the Consider the available materials, space and time for the activity.activity.

Build skills by providing challenges that take school age Build skills by providing challenges that take school age youth from their current level of ability to the next higher youth from their current level of ability to the next higher one.one.

Staff should have a regular set time to network with each Staff should have a regular set time to network with each other to plan program activitiesother to plan program activities

. .

Planning for School Age YouthPlanning for School Age Youth Intentionality in PlanningIntentionality in Planning

A successful activity or choice:A successful activity or choice: Can be adjusted for various age groups by Can be adjusted for various age groups by

adding/deleting some materials or changing the adding/deleting some materials or changing the rules to fit a certain age group or skill levelrules to fit a certain age group or skill level

Stresses learning by doing, which means that the Stresses learning by doing, which means that the school age youth do the work themselvesschool age youth do the work themselves

Supports some competitive activities but allows Supports some competitive activities but allows everyone involved to be a winner and be part of the everyone involved to be a winner and be part of the groupgroup

Promotes a sense of wonder and encourages Promotes a sense of wonder and encourages questions from the school age youthquestions from the school age youth

Has been tried before using it with school age youth Has been tried before using it with school age youth to ensure it will workto ensure it will work

Planning for School Age YouthPlanning for School Age YouthFormula for SuccessFormula for Success

Using an activity planning form helps you Using an activity planning form helps you organize staff information. Information could organize staff information. Information could include:include:

General InformationGeneral Information Who is conducting the activity, the date, space, where activity Who is conducting the activity, the date, space, where activity

will happenwill happen Goals and objectives Goals and objectives What do you want to teach the school age youth, what areasWhat do you want to teach the school age youth, what areas of development are the focus, themeof development are the focus, theme ActivityActivity Name of the activity, what materials are needed, describe how Name of the activity, what materials are needed, describe how

the activity will be carried out the activity will be carried out Special NotesSpecial Notes What accommodations need to be made, what permissions do What accommodations need to be made, what permissions do

you need, what preparations need to be madeyou need, what preparations need to be made Reflection and EvaluationReflection and Evaluation How much participation was there, what changes are needed, How much participation was there, what changes are needed,

what was the fun factor, additional learning opportunities that what was the fun factor, additional learning opportunities that presented themselves, ideas for extending this activitypresented themselves, ideas for extending this activity

Planning for School Age YouthPlanning for School Age YouthFormula for SuccessFormula for Success

Successful activities are planned and rarely ‘spur Successful activities are planned and rarely ‘spur of the moment’. Jim Therrell in his book; of the moment’. Jim Therrell in his book; How How to Play with Kidsto Play with Kids, introduces a successful , introduces a successful strategy for delivering a planned activity. It is strategy for delivering a planned activity. It is best remembered by the first letters of the best remembered by the first letters of the words – DDAPD.words – DDAPD.

DD = Directions are short and to the point (60 – 120 = Directions are short and to the point (60 – 120 seconds max!) seconds max!)

DD = Do it (slow motion/practice round) = Do it (slow motion/practice round) AA = Adapt (what did you learn what needs to be = Adapt (what did you learn what needs to be

changed?)changed?) P P = PLAY ON!= PLAY ON! DD = Debrief – talk about what you saw, reinforce the key = Debrief – talk about what you saw, reinforce the key

points of the desired skills. Have the participants talk points of the desired skills. Have the participants talk about what they learned. And what they’d change. about what they learned. And what they’d change.

Planning for School Age YouthPlanning for School Age YouthFormula for SuccessFormula for Success

Your job will most likely include leading Your job will most likely include leading activities. Being prepared to lead an activity activities. Being prepared to lead an activity makes the activity more successful for makes the activity more successful for everyone. To be ready to lead:everyone. To be ready to lead:

Come to work prepared to be actively involved with Come to work prepared to be actively involved with school age youth – appropriate dress and shoes!school age youth – appropriate dress and shoes!

Be on time so that you can be ‘ready’ Be on time so that you can be ‘ready’ Read the activity planning sheet ahead of time so Read the activity planning sheet ahead of time so

that you understand the directions and know the that you understand the directions and know the purposepurpose

Be prepared - find the materials, try out anything Be prepared - find the materials, try out anything you have questions aboutyou have questions about

Have fun, lead with enthusiasm!!!Have fun, lead with enthusiasm!!!

Be Your Best!Be Your Best!

School age youth programs support School age youth programs support academic success by being academic success by being intentional and purposeful intentional and purposeful in in planning activities. planning activities.

You can support this learning by being You can support this learning by being actively engaged with the school age actively engaged with the school age youth during the activities.youth during the activities.

Key PointsKey Points

School age youth learn through hands-on, School age youth learn through hands-on, real life experiences where they are real life experiences where they are allowed some choice. In this module you:allowed some choice. In this module you:

Learned about best practices that support learning Learned about best practices that support learning activities and opportunitiesactivities and opportunities

Explored the meaning of ‘intentionality and Explored the meaning of ‘intentionality and purpose’ and their importance in planning activities purpose’ and their importance in planning activities for school age youthfor school age youth

Defined what ‘choices’ meant, and explored a Defined what ‘choices’ meant, and explored a variety of successful choicesvariety of successful choices

Looked at the ‘basics’ for planning and leading Looked at the ‘basics’ for planning and leading activitiesactivities

ActivityActivitySchool Age Youth FocusSchool Age Youth Focus

Print out the ‘Print out the ‘School Age Youth School Age Youth Speak Out’ WorksheetSpeak Out’ Worksheet PDF that PDF that goes with this module. goes with this module.

Brainstorm with a group of 5-6 Brainstorm with a group of 5-6 school age youth to gather school age youth to gather information about an activity or information about an activity or choice they would like to do.choice they would like to do.

Record your results. Record your results. Choose one activity to share with a Choose one activity to share with a

peer or supervisor.peer or supervisor.

ActivityActivityReflection with a Peer or SupervisorReflection with a Peer or Supervisor

Working with a peer, try writing an Activity Working with a peer, try writing an Activity Plan using the DDAPD format.Plan using the DDAPD format.

Print the Print the Activity Planning Worksheet Activity Planning Worksheet from the PDF that goes with this course. from the PDF that goes with this course.

Using the information from the ‘Using the information from the ‘School School Age Youth Speak Out’ Worksheet, Age Youth Speak Out’ Worksheet, choose one activity to write an activity plan choose one activity to write an activity plan for. You may want to do this with a peer.for. You may want to do this with a peer.

Share with your supervisor.Share with your supervisor.

ActivityActivityPersonal ReflectionPersonal Reflection

It’s time to put your school age youth survey It’s time to put your school age youth survey and activity plan to use!and activity plan to use!

Print the Print the Critical Questions Reflection Critical Questions Reflection WorksheetWorksheet PDF that goes with this PDF that goes with this module.module.

Practice leading the activity from your Practice leading the activity from your Activity Plan.Activity Plan.

Think about and answer the questions.Think about and answer the questions. Review the resources in the following Review the resources in the following

slides. slides.

ResourcesResources

Minnesota School Age Core CompetenciesMinnesota School Age Core Competencies These were developed by the Minnesota Association for the These were developed by the Minnesota Association for the

Education of Young Children (MnAEYC) and the Minnesota Education of Young Children (MnAEYC) and the Minnesota School Age Care Alliance (MnSACA).School Age Care Alliance (MnSACA).

They define what practitioners need to know and be able to do to They define what practitioners need to know and be able to do to provide quality education and care.provide quality education and care.

They are designed to serve as a guide for improving your work They are designed to serve as a guide for improving your work with children and families.with children and families.

They are worded so that they can be measured or demonstrated.They are worded so that they can be measured or demonstrated.

The core competencies are available at the Minnesota The core competencies are available at the Minnesota Department of Human Services.Department of Human Services.

They can also be downloaded at the MnSACA They can also be downloaded at the MnSACA website. website. www.mnsaca.org

ResourcesResources

National AfterSchool AssociationNational AfterSchool Association NAA is the leading national professional association for NAA is the leading national professional association for

the afterschool field. With over 9,000 members and 36 the afterschool field. With over 9,000 members and 36 state affiliate organizations.state affiliate organizations.

NAA represents the voice of the afterschool field in the NAA represents the voice of the afterschool field in the areas of professional development, program quality, areas of professional development, program quality, public policy and current issues affecting children and public policy and current issues affecting children and youth in their out of school time.youth in their out of school time.

NAA is the accrediting body for the NAA accreditation NAA is the accrediting body for the NAA accreditation process. They publish the resource book process. They publish the resource book The NAA The NAA Standards for Quality School-Age Care.Standards for Quality School-Age Care.

Web address: Web address: www.naaweb.org

ResourcesResources

OtherOther Ollhoff, L., (2002). School-Age Care Planner. Ollhoff, L., (2002). School-Age Care Planner.

Sparrow Media Group: Eden Prairie, MNSparrow Media Group: Eden Prairie, MN

Phone: 952-953-9166Phone: 952-953-9166

School-Age NOTESSchool-Age NOTES

Resources for after-school professionalsResources for after-school professionals

info@schoolagenotes.com

web@schoolagenotes.com

Redleaf PressRedleaf Press

Resources for after-school professionalsResources for after-school professionals

www.redleafpress.org

Resources Resources

Howard Gardners’ Multiple IntelligencesHoward Gardners’ Multiple Intelligenceshttp://www.eed.econ.msu.ru/cmt2/lib/c/198/File/howardgardnermultipleintelligences.pdf

Boys and Girls Club of AmericaBoys and Girls Club of Americahttp://www.bgca.org/programs/education.asp

4-H Clubs4-H Clubshttp://kidsclubs.about.com/od/4h/p/4h.htm Therrel, J. (1988) Therrel, J. (1988) How to Play with kids. How to Play with kids.

Congratulations!Congratulations!You have successfully completed Module You have successfully completed Module

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