Daycare before and after school programs: Before & After School Programs for Grades K-6

YMCA After School Programs | YMCA Silicon Valley

FIND YOUR SCHOOL SITE

Locate your school district from the form below for registration information or to get more information about YMCA After School or Child Care programs for the 2023-2024 school year.

If you do not see a registration link next to a school name, then registration for this school is currently by referral only. Please contact [email protected] for more information.

Please select your school district below:

Please SelectACE Charter Schools Alum Rock School DistrictBerryessa Union School DistrictCupertino Union School District Evergreen School District Gilroy Unified School DistrictKIPP Public Charter SchoolsLos Altos School District Milpitas Unified School DistrictMoreland School District Morgan Hill Unified School DistrictMountain View Whisman School District Oak Grove School District Redwood City Elementary School District Rocketship SchoolsSan Jose Unified School District San Lorenzo Unified School DistrictSanta Clara Unified School District

UNLOCK YOUR CHILD’S POTENTIAL

With so many demands on today’s families, parents need all the support they can get. That’s why our before and after school programs are about nurturing the potential of youth entering Transitional Kindergarten (TK) and up by providing a safe space where they can learn skills and build relationships with peers and caring staff.

Enjoy peace of mind knowing your kids are safe and having fun while enjoying educational activities, engaging in physical activity, and learning the Y values of caring, honesty, respect, and responsibility with friends old and new.

At the YMCA, we continue to make safety a priority to protect our families and staff. We look forward to welcoming you and your child to our community.

*Please note: Registration at ASES, 21st Century and ELO-P grant-funded programs are by referral only. Please contact [email protected] for more information. 

PROGRAM COMPONENTS

• Daily homework help/tutoring
• Character development/social emotional learning
• Critical thinking, collaboration, communication, creativity
• Literacy enrichment
• Science, technology, engineering, arts and math (STEAM) activities
• Nutrition education and healthy snacks/meals
• Physical activity
• Service-learning
• Leadership development
• Global and cultural learning
• College and career exploration

SAMPLE DAILY SCHEDULE

Times based on typical hours, each site will vary depending on school dismissal. Order of activities will also vary depending on space available and age range of youth

• School Dismissal: youth in grades 1-up have 10 minutes maximum to arrive and be checked in to Afterschool Program. TK and Kinder Students are escorted from their classroom to the YMCA program space by Y Staff daily.
• First 30 minutes: check-in, hand-washing and restroom use, review schedule for the day
• Next 30 minutes Youth Choice: youth choose between multiple activity stations
• 30-45 minutes of Quiet Time: this time is typically for homework, reading, worksheets, challenge or quote of the day, etc.
• 30 minutes for Afternoon Snack: Snack is provided by the Y. Youth are allowed to bring snack from home. We are a nut-free environment and ask families to refrain from sending youth with any nuts or products that were made nuts.
• 30 minutes of Physical Activity: including Group Games. Outdoors unless the weather prohibits.
• 20-30 minutes of outdoor youth choice: including playground time and use of outdoor equipment such as hula hoops, jump ropes, balls, etc.
• 30-45 minutes Curriculum/Project Time: projects may be one day or ongoing such as a theme that takes place over several days or weeks.

Frequently Asked Questions

Health Procedures

• We will be increasing our hand washing schedule to include 20 second hand washing for all participants and staff before program, between each activity, before lunch and snacks, after lunch and snacks, and before program ends, at minimum.
• Face coverings are optional but may be requested of staff or participants if cold or flu symptoms are present.
• We will provide signs related to healthy habits throughout program.
• A medical isolation space will be established for any child or staff that is feeling ill and in process to be picked up.
• Parents will be required to arrange a pick up within 1 hour of being contacted their child is not feeling well.
• Staff will monitor health by doing visual health checks of children and staff throughout the day.
• Staff will align with California Department of Public Health and individual school district protocols and procedures.

Does the Y provide financial assistance?

YMCA memberships and programs are open to everyone. Scholarships are made available through generous Annual Campaign contributions. Individuals and families may apply for scholarships toward YMCA memberships and programs. YMCA of Silicon Valley is a non-profit organization. 

To apply for Financial Assistance, click here. 

Sanitation Procedure

We have increased our cleaning schedule to wipe down surfaces throughout the day and at minimum, all surfaces will be cleaned:

• Before program
• Between activities
• Before lunch
• After lunch
• Before pick up
• After pick up

We will be cutting down paper as much as possible during check in/out procedures and throughout the day

Have additional questions?

How do I register if a third party pays for my care?

If a third party pays for your child care, you cannot register online. Please email [email protected] to register.

What is your policy for cancelations and refunds?

Our refund policy is published on our general FAQ page. You can find Child Care/After School policies in the YOUTH DEVELOPMENT PROGRAMS > PROGRAM GUIDELINES section.

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Before and After School Age

In northern Utah, working parents who need a reliable before- and after-school child care program that includes transportation turn to Lit’l Scholars Learning Centers.

We offer a safe, supportive environment where kids between the ages of 5 and 12 can relax, work on homework, pursue their interests and participate in fun enrichment activities. At the same time, they make friends, develop new skills and receive the care and attention they need to become confident in their abilities.

Care for School-Age Children

When school’s closed, working parents can count on Lit’l Scholars Learning Centers. We provide before- and after-school care, with safe transportation to and from several local schools. We also welcome kids on winter break, spring break and any other time classes are not in session.

Our child care programs are designed to be fun, but our experienced teachers plan activities to help reinforce what the kids are learning at school. The positive, productive atmosphere encourages character development, socialization skills and academic success.

School-Age Child Care Programs

Lit’l Scholars Learning Centers offers a safe, fun place for school-age children to play, learn and interact with their peers outside regular school hours. Working parents can entrust the care of their kids to our highly qualified and caring staff in the early morning, late afternoon or any other time the local schools are closed.

Before-School Program

Parents who need to be at work early in the morning can take advantage of our before-school child care. We provide a nutritious, kid-friendly breakfast to give them the fuel they need for the day ahead along with safe, on-time transportation to school.

After-School Program

For parents who are at work when the school day ends, our after-school program offers an ideal solution. We arrange for transportation to our child care center, where the kids can receive homework help and socialize with friends as they enjoy a healthy snack.

School’s Closed Program

Working parents in need of child care during school breaks and closures can rely on Lit’l Scholars Learning Centers. We provide all meals and snacks, and our teachers plan a range of interesting activities to fill the day with fun experiences.

Why Lit’l Scholars Learning Centers?

Our before- and after-school child care programs give kids a fun, safe place to be and the nutrition they need, while also providing them with opportunities to learn and develop new skills. Our teachers are well-trained, and since we opened our doors over 20 years ago, we have a great deal of experience caring for school-age children.

Northern Utah families with younger kids also choose Lit’l Scholars Learning Centers, as we have high-quality child care programs for infants, toddlers and preschoolers. Our goal is to assist working parents, and we do so not only by caring for children of all ages, but also by parents fully informed. Through a convenient app, our teachers provide activity updates, pictures and messages, and parents can easily respond.

For more information on our before- and after-school programs, or to schedule a tour of our Salt Lake City child care center, contact us today.

Kindergarten for children from 2.5 to 6 years old │ Exupery.lv

EXUPERY INTERNATIONAL SCHOOL

+371266 22 333

Teaching language – English

Working hours in kindergarten
08:30 – 17:15. Afternoon group until 19:00

4 meals a day
(breakfast, lunch, 2 snacks)

2. 5 – 6 years old

PRESCHOOL

.5 up to 6 years old. The program is designed in accordance with the philosophy of the International Baccalaureate Primary Years Program (IB PYP) and lays a solid foundation for further education from an early age. The curriculum creates a holistic approach that integrates social, emotional, physical and cognitive development in a safe, nurturing, playful yet academically rich environment.

We emphasize interaction and language development through unique classroom layouts and learning materials.

At EIS Kindergarten we:

Provide our children with the opportunity to interact with each other and use different learning materials.

We create favorable conditions for the game and opportunities for research.

Developing relationship skills (eg, how to play with peers, share with each other, take turns, respect others). We teach independence, social communication, building relationships and involvement in the process.

We provide many opportunities for symbolic play and support students in developing their representational skills (such as speaking and writing, drawing and math).

We support language learning through movement, imagination and play together, and we model language through speaking out loud.

If you have any questions, please contact us by phone + 371 26 33 88 97 or by e-mail [email protected].

Conversations and songs

Use of different alphabets, number charts, posters and symbols

Use of learning spaces and games

Research topics

Other educators’ assignments

How do we keep students interested in languages? Techniques may include contemplation, listening and speaking in the same language, for example:

Become inquisitive explorers

Communicate

Show their personality

Develop international thinking

Become literate

Our students learn languages:

After-school group (on request)

Time when parents can pick up children

Outdoor games

Lessons – subjects IB PYP

Afternoon snack

Bedtime and wake up time

Dance and music / Physical training / Language lessons / Painting / Library / Montessori

Outdoor games

Lessons – IB PYP subjects

Morning discussion of the day

Breakfast

Welcome

Getting started

Snacks available throughout the day.

Develops literacy skills

Develops language skills

Greeting time

Develops social skills

Increases self-esteem

Greeting, morning discussion of the day and activities.

Specialty items

Dance, music and PSPE are offered to children to develop gross motor skills and sense of rhythm.

The visual arts contribute to the learning and development of students in many areas, including the development of communication skills, fine motor skills, cognitive and emotional development.

Lessons in the library introduce students to group reading. They help preschoolers acquire social skills as well as improve literacy and listening skills.

Montessori classes provide students with the opportunity to ask questions and conduct in-depth research, making the learning process personal to each child. Montessori students are self-confident, enthusiastic, independent learners.

These classes are organized by individual providers and are held in the EIS school building.

We will be happy to organize an individual tour of the kindergarten for you!

Extra-curricular activities

IB PYP subjects.

Lessons in the classroom

6 main areas: science, social studies, language, mathematics, physical education, social education, personal development, art

Classes are conducted by class teachers with the support of teaching assistants

Language language – English

improves the memory and vocabulary of

improves and develops literacy skills

Expanding thinking skills

Morning discussion

Morning song, calendar, observation of weather and discussion, day plans.

We will be happy to organize an individual tour of the kindergarten for you!

KINDERGARTEN VIRTUAL TOUR

If you have any questions, please contact us by phone + 371 26 33 88 97 or by e-mail [email protected].

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How to ensure the continuity of preschool and primary school education

We are looking into how a preschool teacher can ensure the continuity of preschool and primary school education and motivate pupils for successful studies, actively interacting with the parents of future first graders.

Why a child may not be ready for school

One of the main problems in elementary school is the growing number of children with learning difficulties. According to Rosobrnadzor, about 32-35% of students do not master the minimum basic education in certain subjects.

• To create a basis for the continuity of preschool and primary school education is one of the tasks of the FOP DO. We will discuss how kindergartens can bring work programs in line with the federal one together with an expert at a free webinar.

Many practicing teachers note that children often come to the first grade who, according to certain criteria, are not ready for the school type of education. They have poorly formed or not at all school-significant functions :

• insufficient stock of knowledge, skills, narrow outlook;
• speech disorders;
• poorly developed motor skills;
• low level of volitional regulation of activity;
• low level of cognitive needs;
• disorder of attention, memory, perception, insufficient arbitrariness of the cognitive sphere and behavior.

This state of affairs is due to:

1. external causes – these are socio-cultural, pedagogical conditions of life;
2. internal causes – genetic influences, disorders in pre- and postnatal ontogenesis, chronic diseases, etc.

A child moves from kindergarten to school during a crisis period of life. At about the age of 7, his attitude towards himself and others changes, he forms new, more “adult” relationships with other people, new rules of behavior; actions become more conscious, intellectualized.

This difficult period for many coincides with the physical restructuring of the body, and with external circumstances that greatly change life, including the transition to school.

• Each child has his own pace of development. Not always by September 1, socially acceptable forms of behavior appear and the internal position of the student is formed.

What hinders the successful development of the school curriculum

The reality of the modern school is such that it is difficult for many children to master the program, and it is difficult for teachers to teach such children.

The problem of the continuity of preschool and primary education is an inexhaustible topic for the teacher’s self-education. We wrote about how to organize work on self-education in accordance with the Federal State Educational Standard in a separate article.

Possible causes of school failure among first-graders:

• age peculiarities;
• large variation in the level of intellectual and neuropsychic development;
• problems of society affecting the socialization of children: an increase in the number of children for whom Russian is not their native language, asocial families, etc.;
• high class occupancy.

All these are additional neurotic factors for children. For the same reasons, it is difficult for teachers to find an individual approach to students.

What happens to a child who comes to school not mature enough

A first-grader will spend all his strength on adapting to new conditions, so knowledge will not be assimilated in sufficient volume.

1. The period of adaptation is much more difficult and longer than that of peers ready for school, sometimes developing into maladaptation.
2. Positive expectations, not supported by real successes and the approving attitude of significant adults, are replaced by a negative attitude towards the school and the educational process.

Often “preschool repetition” already exists, but in the first months it is not too noticeable against the background of adaptation. And if you think that everything will work out by itself, and do not take corrective measures, the signs of trouble will increase, forming in the child a steady aversion to school and self-doubt.

Therefore, the prevention of potential academic failure can and should be addressed even before the child crosses the threshold of school.

How to understand that a child is ready for school

To choose the right methods of development and correction, you need to have a good understanding of what school readiness is all about.

Physical readiness

It is necessary to pay attention to whether the body of the future first-grader has a “safety margin” that allows him to endure a significant increase in loads without significant problems and feel good, i.e. about physical readiness for school.

One of the aspects of physical readiness – neurophysiological readiness – functional maturation of the central nervous system, development of higher mental functions. By the age of transition from kindergarten to school:

• brain growth is almost complete – its volume is already about 90–95% of the volume of an adult brain;
• the neocortex matures and specializes – speech, fine motor skills, cognitive functions, voluntary control;
• the specialization of the left hemisphere is actively formed – verbal-logical thinking;
• develops interhemispheric coordination, that is, the unification of the brain into a single holistically working system.

• A healthy and developed body is a support that will allow you to actively engage in the learning process. Therefore, at least six months before entering school , parents are advised to consult with doctors and neuropsychologists and comprehensively examine the child.

Psychological readiness

Any activity, including training, is successful if three factors harmoniously merge in it: “I want”, “I can” and “I must”. Thus, psychological readiness for school includes three main components:

1. Motivational readiness . This is not just a desire to go to school, but also a readiness to accept a new social situation, to fulfill a new social role – the role of a student.
2. Volitional readiness. Sufficiently high level of arbitrariness of attention, perception, memory; the ability to manage one’s behavior, to separate the main and primary from the insignificant and secondary; at least a minimal ability for self-programming and self-control.
3. Intellectual readiness. A certain level of development of all cognitive processes – perception, attention, memory, thinking. Learnability, i.e. the ability to understand an adult’s instructions, accept a learning task, see and correct one’s mistakes, accept help.

In most cases, well-conducted kindergarten classes and parental investment in the child are enough to prevent “repeating before school.” But sometimes a child needs extra help.

What will help a child adapt to school

According to the Institute of Developmental Physiology, the functional stress of a first-grader during the adaptation period is comparable to the stress experienced by astronauts in weightlessness.

Soft adaptation will provide:

1. Knowledge, skills and abilities gained in preschool childhood . A good “foundation” will make it easier to cope with the load during the adaptation period and will give the first-grader confidence in his abilities and that he is a “good student”.
2. Truthful and versatile ideas about school life , study, leisure, new forms of relationships with adults and peers. The child can get them through conversations, artwork, school trips, role-playing, etc.
3. Positive emotional attitude towards school . Balance matters! Do not paint school as a place where a cloudless life awaits a child, but do not go too far when talking about possible difficulties and problems.
4. Formation of learning experience . Conduct classes at the end of the school year in the format of a lesson. Introduce the child to the school rules of conduct, form the image of a “good student”. Praise each child for approaching this image, even for a minimal and short-term one, give him guidelines for the correct attitude to what is happening inside the educational activity.
5. Development of fine motor skills . Good use of both hands will not only allow you to master writing skills, but also improve interhemispheric coordination.

• Fine motor skills are developed by special simulators and graphic tasks (circle, shade, color, etc.), finger gymnastics.
• Interhemispheric coordination is trained with the help of neuropsychological and kinesiology exercises and graphic tasks for both hands.

6. Social competence . Willingness to accept the social role of a student and the system of requirements put forward by society, the ability to harmoniously exist in this system.

How a teacher prepares a child for school

We prepare children for school according to the Federal State Educational Standard UP TO

A course for educators and methodologists of a preschool educational institution

To improve qualifications

It is possible to determine whether a pupil is ready for school in the process e systematic observations and interactions in everyday life.

Difficult and incomprehensible points can be clarified by contacting a psychologist for help. The psychologist’s task is to diagnose the future first-grader and help the educator and parents find their bearings.

Diagnosis is preferred individually and in the presence of a parent . This makes it easier to reinforce the theoretical propositions with examples of specific words or actions of the child. There are also simple batteries of tests that the teacher can conduct himself in a group or individual mode. You will find them in the cheat sheet for the article.

There is a cheat sheet at the end of the article

The resulting material makes it easier to work with parents, because the results of completing tasks at home and in a situation close to a school lesson can vary greatly.

How to motivate kindergarteners to study at school

Proper motivation is the key to success. Therefore, it is important to understand what is behind the desire or unwillingness of the child to go to school.

Pay attention to what motive stimulates each of the pupils during class. Try to answer the question: in what situation does the child do the best?

Several types of motivation can be distinguished :

1. Cognitive motive – interest in new knowledge and in the process of cognition itself. The child is best engaged when he is interested.
2. The motive for achieving is interest in overcoming difficulties in solving intellectual problems, perseverance in achieving the goal. The best results are achieved when solving problems “with an asterisk”.
3. Social motive – own desire to study well, conscientiously fulfill school duties. He studies better in a situation close to school, it is important for him to understand the significance of what he is doing.
4. Game motif – it is better to study when the lesson is in the form of a game.
5. Evaluative motive — it is important for a child to be good for a significant adult. Therefore, it will be better for him to study when he is praised by a teacher or parent.
6. “Alien” motive – control of another person: rewards or punishments, guilt. Success in class is determined by whether the child is directly in the adult’s control zone.

Often there are several motives and, according to A. N. Leontiev, they line up in a hierarchy. Having determined the main motive, it is easier to build individual relationships with the child in the classroom. The ideal leading motive is cognitive, but, unfortunately, it is rarely found in its pure form not only among preschoolers, but also among adults. If there is no constructive internal motivation, it is important to form a constructive external one.

How to form a volitional component in older preschoolers

The most significant qualitative transformations of executive functions occur in senior preschool and primary school age.

By the end of preschool age, the child should be able to:

• be guided by the rules set in the instructions;
• resist distraction through suppression of immediate responses.

In this case, ideally, dependence on the bright characteristics of the external environment is greatly reduced, and speech self-regulation passes into the internal plan.

However, the functions of programming, regulation, activity control and speech are not yet mature enough, and the child can only focus on learning tasks for a short time. This must be taken into account when conducting classes in kindergarten and at home.

According to SanPiN, continuous educational activities of children aged 6–7 should not last more than 30 minutes. But even during the lesson, you need to alternate forms and types of activities.

Children in whom volitional regulation is not formed, even with a normal level of intellectual development and positive autonomous motivation, experience problems with learning. Such children are characterized by:

• impulsiveness of actions and field behavior;
• inability to work according to the model;
• low level of self-control when performing a task, violation or loss of an activity program;
• difficulty setting goals;
• the need for speech support when performing a task;
• problems with mastering the rules of conduct.

With a high probability, it can be assumed that, in addition to additional pedagogical attention and learning voluntary behavior, such children need medical help and psychological support.

How to develop the arbitrariness of cognitive processes in preschoolers

How to create conditions for the development of children with disabilities

A course for educators and methodologists of preschool educational institutions

To improve qualifications

development of all cognitive processes to age norms .

Cognitive processes from birth to entering school develop in stages, with inherent age characteristics, and are closely intertwined. At preschool age, these processes are mostly involuntary.

Arbitrariness, i.e. the ability to control the functions of cognition, begins to actively form at the junction of preschool and primary school age and is associated with the development of the neocortex.

The educator can create the conditions for the formation of arbitrariness in play activities, in routine moments, teaching children the norms accepted in society, explaining not only how one should or should not behave, but also why and why one should act this way and not otherwise.

Games for attention, memory, thinking develop not only cognitive processes, but also the ability to memorize and follow the rules, quickly navigate them (“Doble”, “Mnemonics”, “Mission “Nuts”, etc.). The ability to work according to the model is developed by graphic dictations. External regulation turns into self-regulation when a child:

1. can independently plan his actions;
2. is not distracted in the process of work, can execute the instruction in full;
3. can evaluate his own work, compare it with a sample and look for ways to correct mistakes.

At preschool age, the region of the brain responsible for speech is not yet mature, but is developing rapidly. “Voicification”, as L. S. Vygotsky called this process, of higher mental functions affects voluntary regulation, awareness of behavior and the formation of verbal-logical thinking, which should become leading to the moment of entering school. This type of thinking is no longer based on images, but on abstract concepts, logical constructions expressed in words.

It will be much easier for children with well-developed verbal and logical thinking at school, because the school education system, even at the initial stage, is left-brain oriented, learning is associated with a large amount of abstract material. Therefore, it is important to develop and enrich the child’s vocabulary, form a system of scientific concepts, teach to tell think, think out loud.

3 Steps to School: Tips for Parents of Future First Graders

How to Help Kindergarteners Become Successful Schoolchildren

Course for educators and methodologists preschool educational institution

Improve qualifications

The role of an educator in preparing a child for school is significant. But the main role, and this is fixed by the Federal State Educational Standard, belongs to the family. Therefore, it is important not only to interact with the family, but also to try to become allies.

Step 1: Gather Information

• It is wise to make sure your child is ready for school 4-6 months before it starts.

Find out what “school maturity” means. Perhaps you will see that your child is already an “ideal future student”, and you can stop at this step.

Do not be afraid to consult with specialists you trust: educators, teachers, psychologists, doctors. This will help to look at the child from a different angle.

Educator will tell you what knowledge, skills and abilities an older preschooler should have according to the program. Doctor will check your health and give recommendations on physical development. Psychologist will diagnose and examine in detail the nuances of psychological readiness, suggest ways to eliminate or mitigate the identified problems.

Step 2: Solving Problems

Once you have determined what needs to be worked on, decide who will do it. Parents can deal with most problems on their own, especially in cooperation with teachers. However, you may need the help of psychologists, doctors or speech therapists.