Chapter 2 Types of Early Childhood Programs Copyright Goodheart-Willcox Co., Inc. 33 • literacy skills that include oral language, phonological awareness, uppercase and lowercase letter knowledge, and print knowledge • math skills that include number sense, measurement, geometry, and calculating • life science that focuses on animals, the human body, and plants • earth science that focuses on weather and recycling • social studies skills that focus on family life, lifestyles, and responsibilities to peers and society • social learning skills that foster the development of self-esteem and self-worth following directions, using time wisely, positive peer interactions, and developing independence Curriculum Kindergarten curriculum may vary depending on state’s core learning standards and school district requirements. Learning standards are tools that are agreed upon by state boards of education with the assistance of educators in the fi eld. They represent the agenda that has been determined for teaching and learning. Standards are designed to help teachers set goals, plan curriculum, and evaluate the students and themselves. School-Age Child Care School-age child care programs provide care for children before and/or after school (Figure 2.5). They are designed to meet the needs of working families. These programs are often sponsored by schools, preschools, YMCAs, YWCAs, religious organizations, or child care centers. Children from 5 to 10 years old most often attend. The program supplements regular classes. These children are provided assistance with homework. They also play games and take part in other large motor activities. As an alternative, some parents use check-in services. These services hire workers who call the home to check whether the child has arrived safely. This is a good option only for children who are mature enough to provide self-care until parents arrive. Parent Cooperatives Parent cooperatives are preschools, usually serving children from 3 to 5 years old. They are typically formed and run by parents. Parents bring a unique understanding of their child, which helps the teacher create a learning environment that meets the need of each child. Parents assist in the classroom on a rotating basis as a requirement of enrolling their child in the program. They also attend meetings and assist with preparing budgets, hiring teachers, and setting program policies and goals. Cooperatives provide developmental experiences for adults as well as children. Specifi cally, parents • obtain guidance in their jobs as parents • learn what children are like at different ages and stages • gain several free mornings or days each month Figure 2.5 School-age early childhood programs provide activities and care before or after school.