Education summer camps: Academic Camps Near Me – Winter, Spring, Summer

Long Island Hofstra University Summer Camps

Long Island Hofstra University Summer Camps | Hofstra University, New York

Session 1: June 26 – July 7
Session 2: July 10 – July 21
Session 3: July 24 – August 4
Session 4: August 7 – August 11

Note: Camp runs from 9am to 4pm.

Note: Camp is closed Tuesday, July 4th.

Medication Drop Off Days

TBA

Note:
A Medication Request Form must be filled out by your child’s physician, and must either be sent into the camp office ahead of time or accompany the medication being dropped off.

Medication must be in the original container, including the label with your campers name, dosage, and the prescriber’s name.

Summer Camps Open House

Date: Sunday, February 12, 2023

Time: 12pm – 2pm

Location: Hofstra Mack Physical Education Center

RSVP: Click Here

Why Choose Hofstra Summer Camps?

We know that every child learns differently from one another — which is why Hofstra Summer Camps offers a wide variety of camps across three unique program “models”. These programs vary slightly in their day-to-day operations which allows each child to make the most of their summer camp experience while still gaining confidence and having fun!

• Learning Institute programs are highly specialized academic experiences that utilize all the amazing resources that Hofstra offers. These programs are unique because students have an incredible opportunity to learn from Hofstra professors in state-of-the-art classrooms, computer labs, and academic facilities. | Get More Information




• Nassau BOCES programs are part of the Learning Institute model and are full day programs that take place off-campus at our partner locations — the Joseph M. Barry Career & Technical Center and historic Caumsett State Park. These programs allow students to immerse themselves in potential career paths including Aviation, Automotive, Culinary, Carpentry, Mechanical, and more! | Get More Information




• Specialty Camps are the best of both worlds at Hofstra Summer Camps! Campers reap the benefits of a university while still getting the fun of a traditional day camp. They spend part of their day in their chosen Specialty — which can be anything from genetics to musical theater and tennis — and part of the day partaking in instructional swim and outdoor recreation. | Get More Information




• Sports Academy camps are all day programs taught by Hofstra’s Division I coaching staff and players. All Sports Academy camps take place on Hofstra’s collegiate-sized practice fields and arenas including the David S. Mack Sports and Exhibition Complex, James Stuart Stadium and the famed Howdy Myers Pavilion, University Field, the Hofstra Soccer Stadium, and more. | Get More Information

View All BOCES, Learning Institute, and Specialty Camps

View All Full Day Sports Academy Camps

*Camp is closed Tuesday, July 4th.

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Please note that opening of on-campus summer camp or any on-campus programs will be subject to all then-current New York State and Nassau County Department of Health requirements and guidance. Any individual visiting the Hofstra campus or attending on-campus programs or camps will be required to follow all such rules and University policies relating to health and safety. Participants will be notified of University policies prior to the start of any on-campus program.

Summer School and Summer Camp

Having spent the better part of the last thirteen years in summer camps and school classrooms, I have observed the benefits of year-round learning, although not necessarily in the form of year-round school. U.S. Secretary of Education Arne Duncan put school vacations on notice with talk about “fighting the status quo,” and calling summer “an inexplicable, counterproductive anachronism that takes youths out of an educational setting for two to three months every year” (Duncan 3/5/2009). To those in the camp and out-of-school time learning professions, his comments signaled a red flag that would pose “a shock to the system” in the form of a “year-round school year” (Duncan 3/5/2009). Simply expanding the current school year ignores the benefits of existing summer learning opportunities, and the potential for expanding those successful programs to enroll more children. Suffice it to say, I was surprised to hear Duncan recently clarify his views on summer camps and camp’s potential to decrease summer learning loss, and narrow the overall achievement gap.

Identifying the various spaces where learning takes place, and the value of each setting, is crucial when emphasizing the camp experience as a viable alternative to mandated summer school. Peg Smith, ACA’s chief executive officer, says the solution is “not to confine children to classrooms for year-round school,” but instead “the answer lies in much more natural, developmental settings that promote experiential learning, improve social skills and physical fitness, teach kids to take calculated risks in a safe environment, and expand the creative mind allowing for the possibility of innovation” (Smith 2009). Understanding the characteristics of learning at camp and the features of learning at school, and the ways children cumulatively link their learning experiences from these spaces, reinforces the singularity of these institutions and the possibilities for mutual contribution.

Summer School or Summer Camp?

On October 22, I listened to Secretary Duncan’s speech at Teachers College, Columbia University, and as his remarks drew to a close, a former camp counselor in the audience asked the Secretary about his “ideas or possible plans for partnering with summer camps as an alternative to replacing them?” (Transcript 10/22/2009). The Secretary’s response reversed his earlier position that “summers are a problem to solve,” toward “summers offer promises to explore”: “I am all for camping,” he said. “I am a city kid, and I think anything that promotes getting out and increasing exposure to the world is important,” he continued. “This is not about replacing summer camp. I don’t worry about the students that are going to summer camps. I worry about the millions of students who don’t have the resources to go to summer camps” (Duncan 10/22/2009).

Secretary Duncan’s support for camps and other out-of-school time learning programs aligns with the recent wave of support from the White House. When President Obama signed the $787 billion American Recovery and Reinvestment Act (ARRA) into law last February, Congress included an unprecedented amount of funding for education, with significant opportunities for summer learning programs. While not all of the reinvestment funding is geared toward summer, the emphasis on out-of-school time programs has renewed excitement and national attention towards the importance of summer learning experiences for children. And just this past summer, The Johns Hopkins University National Center for Summer Learning announced the President’s proclamation declaring July 9, 2009, as “National Summer Learning Day.” Across the country, nearly 500 programs, including camps, in forty-eight states held events to draw attention to the importance of summer learning in the lives of youth and their families.

Over one hundred years of research on summer learning loss compiled by the Center for Summer Learning appears to be gaining traction (White 1906). These studies show all children lose ground academically during the summer, and the achievement gap is even more striking for low-income children (Cooper 1996). Richard Rothstein, former national education columnist for The New York Times, and now a research associate with the Economic Policy Institute, agrees “disadvantaged children get less educational support in summers and after school.” His research confirms this differential “summer setback” occurs partly because middle-class children’s learning is reinforced in the summer months — they read more, travel, and learn new social and emotional skills in camps and organized athletics” (Rothstein 2005).

School-Camp Linkages
Associations between the school year and summer camp are rooted in the experiences of campers and staff who travel fluidly between the two institutions. Writing for a special edition of the Teachers College Record, Hope Jensen Leichter (1978) acknowledges in addition to camp, children obviously participate in multiple settings, and since it is possible for children to combine the expanded horizons acquired in camp with those more fundamental school experiences, children’s typical ways of learning and thinking can be dramatically altered. In these instances, children become the “common messenger” between these settings. As children begin to pass through and participate among these various settings, the learning becomes bound to the individual in more meaningful ways, traveling with them.

The learning that children carry from multiple settings closely resembles Edmund W. Gordon’s description in Supplementary Education, where he argues that while access to high quality schools is “a necessary ingredient for the education of students, good schools alone may not be sufficient to ensure universally high levels of academic development” (Gordon 2005). Dr. Gordon contends supplemental educational experiences are vital to all children and are closely associated with “exposure to family and community-based activities and learning experiences that occur both in and out of school” (Gordon 2005). Categorizing these supplementary experiences by setting and season are helpful to distinguish the myriad characteristics that are blended and bound as learning becomes holistic.

Data: Focus Groups

In April 2006, Project Morry facilitated an education symposium at Columbia University’s Teachers College, bringing together some of the best and brightest teachers, researchers, policy makers, curriculum experts, camp staff, and directors to consider the issue of summer learning loss with respect to summer and out-of-school youth development programs. The group gathered to brainstorm conceptions of learning, summer learning, and year-round learning. Following the brainstorm, the group engaged in a rich discussion of the data and identified the common themes.

Their findings outlined a broad definition of learning and incorporated the tenants of “supplementary education” Gordon advocates. Opportunities to expose children to the various features of learning identified by the attendees cannot possibly occur within the framework of a school day or year. Despite conventional wisdom that suggests the solution is to expand the school year, keeping in mind Leichter’s notion of the “common messenger,” it was important for the group to consider how children accumulate experiences from different settings and bind them with others to form collective learning outcomes.

Year-Round Learning
Multiple studies have identified social development as the primary predictor of life success, including academic success, and have identified several critical skills contributing to life success. This research has concluded these skills include: 1) communicating effectively, 2) ability to work cooperatively with others, 3) emotional self-control and appropriate expression, 4) empathy and perspective taking, 5) optimism, humor, self-awareness, 6) ability to plan and set goals, 7) solving problems and resolving conflicts thoughtfully and non-violently, and 8) bringing a reflective, learning-to-learning approach to life situations (Elias and Weissberg, 2000; Zins, Weissberg, Wang, and Walberg, 2004).

To better understand the factors promoting the acquisition of these skills or positive social development of adolescents, researchers at the Search Institute have established the forty developmental assets (Leffert et al., 1998). These forty assets are categorized into eight domains representing the internal and external characteristics of a child and his/her environment: 1) support, 2) empowerment, 3) boundaries and expectations, 4) constructive use of time, 5) commitment to learning, 6) positive values, 7) social competencies, and 8) positive identity (Leffert et al. , 1998). The outcomes identified by symposium participants complemented these research findings.

Interviews
In addition to the focus groups with youth development practitioners at the symposium, similar questions were posed to graduates of the Project Morry program. Their responses verify the results of the focus groups, as well as the conclusions of numerous research studies. Although it would be hard to directly relate their camp experiences to their academic performance, the questions focused on how each participant perceived themselves as learners. Overall, the participants reported positive feelings:

School is hard, but I am enjoying it. It’s the first time I actually have an idea of what I want to do so that’s exciting. I’m majoring in Applied Economics and Management.

Junior in College

I am doing well in school right now. In the beginning, it was a challenge for me because I was a business major and some of the classes were challenging because I was not interested in what I was learning, and because of this, I did not apply myself as well as I could or should have. But now that I have found a major that suits me, and I love what I am learning, school is going well.

Junior in College

One hundred percent of Project Morry participants who complete the program graduate from high school — a remarkable statistic considering the average high school graduation rate in urban neighborhoods is below 40 percent. Additionally, almost 80 percent of Project Morry campers go on to college, and 100 percent of those campers have remained in college. As the participants point out, they have high levels of confidence about their experiences in school thus far.

Considering the research on summer learning loss and the seasonal perspective of learning, it is tempting to make a connection between the experiences of campers each summer and the impressive graduation and college retention outcomes of the organization. The following participants reflect back to their experiences as campers at Morry’s from the point of view of successful college students:

Camp was one of my favorite things ever growing up. I always anticipated going to camp and what the year would bring, who I’d meet, who I’d see again, and what new things I’d be able to try. I enjoyed probably every aspect of it and probably wouldn’t have done half the things I’ve done in my life if I never went to camp.

Junior in College

I think going to Morry’s has definitely taught me responsibility, and it allowed me to mature because in some ways, I was responsible for me. My mother was not there to make sure that I did things correctly. Looking back, it is somewhat like college because we had to take care of ourselves in many ways. Overall, camp was a positive experience for me.

Junior in College

Focus on the Learner Broadly Defined

The learner who remains focused becomes the “common messenger” between the camp and school settings, combining diverse experiences, information, and other assorted learning. The task of delineating the complexities of these relationships is extensive. And, since children recognize a distinction between camp and school settings, their ability to transfer skills gained from one experience to a different space is entirely possible. Children who attend camp benefit from the experience of a camp program, emphasizing opportunities to participate in games with complex rule structures, explore the natural world, and cultivate their artistic talents and interests thus encompassing the passive learning component. However, the unique attribute of Project Morry, and similar organizations, is the extremely focused and intentional demand placed on campers and staff to engage in active learning. This active learning takes place in several ways, both on a daily basis and on a more sustained, cumulative level over time. These layers of academic support are an essential enhancement of any linkages between camp and school. At the core of these layers, campers participate daily in an hour of direct academic-oriented instruction and/or reading. Additionally, over the course of the summer, each program (in all areas) is organized around the development of independence and critical thinking. For instance, each program period or activity contains a beginning, consisting of a mini-lecture, a middle period of time for independent practice and negotiating skills, and a final share period in which the important process of debriefing takes place.

The Child as Learner
The “common messenger” can take on many forms and assume many responsibilities. Children are, perhaps, most commonly assigned this role. In both camp and school settings (and to some extent in family and community settings) children often are the beneficiaries of adult and teacher energies. Schools devote a tremendous amount of energy and resources to assuring every child obtains the skills necessary to become productive and competent members of a democratic society. Years are spent conditioning children for a livelihood through exposure to reading, writing, and mathematics, accented by coursework in science and social studies.

Although advanced in a much different way, camps and schools share a similar and somewhat common agenda. That is, they spend a great deal of time focusing on the child as a learner. Children who attend camp benefit from the experiences, interactions, and learning in both settings. Their ideas become linked and connected in ways that might not have been possible without the benefiting from both settings. As we have seen, what is learned in school is often reinforced and substantiated in activities at camp, and vice versa.

Linkages Over Time
The process of these experiences being catalogued and stacked in the conscience of an individual over time is vital in analyzing the relationships between all the settings identified thus far. Varied and diverse are these bits and pieces of life, acquired here and there, both realized and subliminal, which help to assemble tools and skills useful to the individual as they advance to other settings.

The very nature of these linkages permeate the walls of traditional educational institutions, eventually seeping through strongly enough to break free and become something better. Therefore, camp is more than an educational institution; it is a space, a setting, a canvas. Unconstrained by the rules and regulations of school, few institutional barriers exist between teacher and learner; configurations among all actors are free to evolve and multiply; numerous settings are incorporated; and robust communities of interaction begin to flourish and foster.

“Reframe the Issue”
Camp, unlike any other organization, becomes a vital landscape for learning and living. Institutions that educate from a variety of life experiences, including families, communities, and schools, converge and become juxtaposed with one another to form unprecedented learning outcomes. With the summer school surge on the horizon, camps can combat the call for “more of the same.” Public education reform relies on the input and innovation of the private sector, while holding true to the values of equal and broader access for children to have opportunities.

The “shock to the system” Secretary Duncan is calling for should not eclipse the proven success of summer camps as locations for significant growth to occur. Peg Smith, CEO of the American Camp Association, recently claimed “the camp experience is a well-tested, viable learning environment that contributes to the overall health and development of children, youth, and adults,” and urged policy makers to “reframe the issue . . . to introduce the importance of understanding how children learn — not pass the test” (Smith 2009). There not only needs to be greater collaboration between camp organizations and educational institutions, but also dedicated resources to engaging more children during summer vacation to think and build competency so that their school year is more successful. Teachers, counselors, learners, campers, organizations, institutions — all of these operate collectively and independently to reform our understandings and unchallenged beliefs of what is possible. Camps are gaining recognition as vital summer learning venues, most notably from those who are in a position to make their promise a reality for all children.

References
Cooper, H. , Nye, B., Charlton, K., Lindsay, J., and Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66, 227-268.

Duncan, Arne (March 5, 2009). http://www.onpointradio.org/2009/03/education-secretary-arne-duncan

Duncan, Arne (October 22, 2009). Transcript of Major Policy Address. Columbia University Teachers College.

Gordon, Edmund W., Ed.; Bridglall, Beatrice L., Ed.; Meroe, Aundra Saa, Ed. (2005). Supplementary Education: The Hidden Curriculum of High Academic Achievement. Rowman & Littlefield Publishers, Inc.

Leichter, Hope Jensen. (1978). Families and communities as educators: some concepts of relationship. Teachers College Record, Volume 79, Number 4, May 1978.

Ozier, Lance (2006). Morry’s Camp Education Symposium Follow-up Report. http://www.projectmorry.org/pages/education/pdf/symposium_follow_up_2006…

Rothstein, Richard. (2005). http://www.hfrp. org/evaluation/the-evaluation-exchange/issue-archive/com…

Smith, Peg. (2009). Camping Magazine. Volume 82 Number 6. November/December.

White, W. (1906). Reviews before and after vacation. American Education, 10. 185-188.

Originally published in the 2010 March/April issue of Camping Magazine.

Educational children’s camps for the summer holidays 2023 at a discount

Children’s camps for the summer holidays 2023

For many parents, before the onset of summer, the question arises of how to ensure the child’s rest if the parents are working. Children’s summer camps will help.

Their recreational programs are tailored to the age and interests of the children and include a variety of educational and recreational activities. Under the guidance of experienced teachers, the children spend time with benefit. Summer 2023 will definitely be remembered by them for a long time! nine0005

Camps for children during the summer holidays are about safe activities, hikes and excursions, swimming, sports activities and new friends. It can be very difficult to choose the right option for your child on your own. By contacting us, you will find a camp that meets your needs, and summer holidays 2023 will be a solved task for you.

Book trips to educational camps for the summer holidays 2023 in advance and get a discount and installments. On our website you can explore the program and teenage camps. Choose a convenient shift, study the living conditions, meals and get to know the camp team. You can also choose and buy tickets to the best educational camps for the summer holidays 2023 at competitive prices with state compensation and cashback. nine0005

Reviews of the camps

Excellent training organization. Caring trainers. All arranged – food and rooms. Sea.
no

Yandex.Maps

November 17, 2021

The best children’s camp in the Volgograd region. Convenient location. We must pay tribute to the leadership of the camp for the beautiful, well-groomed park area, where the guys really like to spend time relaxing. As well as gratitude for the selected high-level teaching staff. And it’s so nice that the children want to return to the Fairy Tale next year

Helena,
mother

Google Maps

15 March 2022

Excellent location. Purely. Good views from the rooms. Friendly and helpful staff. Delicious and varied breakfasts. You can have lunch and dinner until late. Transfer from Olympia to the hotel is regular. Excellent combination price / quality. I recommend

Yandex.Maps

April 04, 2022

I want to thank the school staff for their attentive attitude towards their students, whether they are adults or children. A few years ago, I took Finnish language courses and after six months I received basic knowledge that I began to use on trips to Finland and a year later I was able to communicate fairly well with native speakers on everyday topics. Many of the students in my group were more closely connected with work in Finnish companies. Knowledge really progresses with each lesson. And what impressed me the most in the “Scandinavian School” was the kind attitude towards children. For the past 3 years I have been sending my daughter on vacation with the school and every time I see a happy child after returning from the camp. A sensitive and kind organization in which professionals work. Best regards, Artem B.

Yandex.Maps

09 September 2021

The camp is very decent.Good counselors.The food is delicious The program is interesting.The descent to the sea is a little hard! TERRITORY IS BEAUTIFUL, well-groomed. The place is amazing. The camp is located on a mountain. Children breathe both sea and mountain air. The only drawback is that little time is given for swimming in the sea. Only 10 minutes. workers! nine0005

Yandex.Maps

07 July 2022

All reviews

Children’s health camp in the Leningrad region

Children’s camp is one of the most popular types of recreation for children. Buying a ticket to a health camp can solve many problems in the life of parents. In particular, it often happens that in the summer there is simply no one to leave the child with. And leaving a child alone is not only dangerous, but simply unwise. And in this regard, children’s camps come to the aid of parents. The practice of sending a child to a children’s health camp is widespread throughout the globe. As a rule, children’s camps and campuses are organized in nature, in forests near urban settlements. Of course, this is due to the fact that the air in a wooded area is cleaner and better, which has a beneficial effect on the health of children who often live in a polluted urban environment. nine0005

Being in the children’s camp, the child actively communicates with peers. This is important, because the ability to communicate, the socialization of the child will help him in the future when communicating with other people. During the rest in the camp, the guys spend a lot of time outdoors, participate in organized hikes, sports events. Today, a health camp is not only a restorative vacation for a child, but also intellectually developing. In children’s recreation camps “Mayak”, “Orion” and “Vostok” we offer educational programs of various directions and topics. Among our educational programs there are programs of general, artistic and aesthetic, information technology, socio-pedagogical, ecological and biological, and sports and recreation areas. During these training programs, children will be able to acquire not only new knowledge and skills, but also improve their personal characteristics. nine0005

Our children’s camps in the Leningrad region take girls and boys aged 6 to 17 years. Our main goal is the physical, spiritual, intellectual development of children, as well as cultural education. High safety standards allow the child to develop systematically in a supportive environment. Here, children, especially those who go to the camp for the first time, will be able to be completely safe, but at the same time feel more mature, independent, responsible than being at home or under the protection of their grandmother. nine0005

If we talk about the history of the appearance of children’s camps in Russia, then it is worth saying that children’s health camps appeared on the basis of pioneer camps. The first camp of the new type opened in 1925. Two years later, the position of counselor appeared. The first camps bore the proud name of Pioneer detachments. They were organized, as a rule, at large enterprises, plants, factories. The guys from the cities went to the camp, which quite often was organized just for the summer. The guys already had a well-established composition and a permanent counselor. These children’s camps, in fact, were a continuation of the pioneer squad activity with a greater focus on the physical, sports and patriotic education of children. Quite often it was possible to observe how the pioneers from the children’s camp provide economic and labor assistance to the local residents of the villages and settlements near which the children’s camp was located. The prototype of such a pioneer camp is clearly shown in the famous movie “The Bronze Bird”. nine0005

In modern Russia, the number and variety of children’s camps is so great that it can be difficult for parents to choose the right camp for their children. Often, children’s camps are highly specialized, for example, with in-depth study of chess or a foreign language. But the most popular solutions for children’s recreation are camps of a general educational and recreational orientation, within which educational programs of various topics have already been organized. So, children’s educational and health camps “Mayak”, “Orion” and “Vostok” offer a choice of many educational programs for children, which are developed taking into account all state requirements and legislative regulations. All our camps are year-round and are waiting for children for spring, summer, autumn and winter camp shifts during the school holidays. Children’s educational and health camps “Mayak”, “Orion” and “Vostok” are located in ecologically clean areas of the Leningrad region. At the same time, all children’s health camps are located at a moderate distance from St. Petersburg, which allows you to come to the camp by personal or public transport at almost any time. That is, you do not have to order additional tickets and spend a lot of time on the trip. That is why the long-awaited meeting on parental day will definitely take place! nine0005

The material resources of the State Budgetary Institution of Children and Educational Establishment “Mayak” allow organizing various sports competitions within the camps, as well as entertainment competitions. You can download the full list of material and technical support and equipment of the State Budgetary Institution of Education and Science “Mayak” here.

In conclusion, I would like to say that many current parents went to health camps as children. We are sure that good and vivid memories of such a holiday remained with many for life. Now it’s the turn of the new generation to get their portion of vivid impressions. The management and teaching staff of the State Budgetary Institution of Children and Children’s Educational Center “Mayak” has extensive experience in organizing children’s recreation. Over the years of work, thousands of children have visited our camps, sadly leaving their detachment and camp after the farewell fire. But we do not stand still and develop in step with the times. You can always find the latest news, photos and videos in our VKontakte groups. Not a single important event in the life of the camp escapes the lens of our operators, which means that parents will always be able to know what their child is doing, what events are held in the camp and how children’s leisure is organized.