While books on babies and toddlers abound, playworkers have few books on the development of older children from which they can draw information. So this is the first of two features focusing on the first half of middle childhood -children from about five or six to eight years of age. The second feature, in the next issue of Out of School on 11 July, will focus on children from nine years to 11 or 12. In them, I will consider some highlights of what happens in children's all-round development and how adults need to adjust.
Talking and learning
Children of four and five years of age - the very youngest in out-of-school care -have impressive communication skills. They can have a substantial vocabulary, and during this period some will develop absorbing interests, such as sharks, dinosaurs or motorbikes, that mean they learn a specialist vocabulary. Children in the first half of middle childhood use their language in different ways - to express views, ask questions, consider what might happen if... or why some people act the way they do.
Children appreciate a comfortable setting that is conducive to socialising. One in which there are places to sit and relax, both inside and outdoors. But adults can also help to create an atmosphere in which conversation is encouraged, partly through example.
* Listen to children and show genuine interest in what absorbs them. You may not be fascinated by the latest twist in a television soap opera. But your interest in what children want to talk about makes them feel their opinions are valued. You also become a trusted person to whom children may then turn if they have any problems.
* The great advantage of out-of-school care is that you can relax and chat. It is fine if you have to delay a card game because everyone is so keen to discuss what happened in the playground.
Personal and social development
After-school clubs often have a wide age range. The very youngest children may feel slightly daunted by a new place and appreciate some extra attention and quiet corners in which to settle. This is unlikely to be the first time most four-and five-year-olds have been separated from their parents. Many young children now go to nursery or pre-school. But much like at school, the children may feel at the bottom of the 'age pile', and eight-or nine-year-olds can seem very big when you are four or five.
Children of six and seven years will have developed a sense of themselves and a level of self-esteem. Some will feel confident about themselves and their abilities, while others will have very fragile self-esteem. Some seven-and eight-year-olds are already concerned about having the right clothes and toys. Commercial initiatives aimed at children mean you need to be sensitive to pressures showing in the group dynamics of the setting.
Children in the first half of middle childhood are very much individuals, but there are broad differences that will affect the kinds of activities that are suitable. A practical issue is whether you make activities specific to a particular age band.
* KidsComeFirst in Colchester re-organised from age-banded activities, because the children, especially siblings, wanted the option to play together. A range of daily activities and regular play areas enables younger children to gravitate towards the home corner or dressing up if they wish.
* Balham Family Centre in south London offers special afternoons for each age group in the upper room (see 'Problem solved', Out of School, 9 May).
J The staff at Cool Kids at St Josephs at Cleethorpes in North Lincolnshire work to alert the older children to the needs of the younger ones in a friendly way, aiming always to avoid any sense of 'telling off'.
Children like to have a wide range of activities, but the attraction of good out-of-school settings is often the social atmosphere. This positive feel can be really important as children pass through middle childhood and begin to think, 'Why have I got to go to club? Why can't I stay at home?'
Teams who run breakfast clubs have described to me how some children persuade their parents to sign them up for the club. They do not need the breakfast, but what they want is to be part of the enjoyable social exchange over the cereal and toast.
Thinking and reasoning
Children's developing skills extend their ability to play different kinds of games. Helpful adults explain the rules, join in and assist with the knotty issues of winning and losing.
* Simple board games work best for younger children, with counting squares and clear visual consequences, such as snakes and ladders. Picture, followed by number dominoes work well, along with card games in which you gather groups or make simple comparisons of 'same' or 'different'.
* Eight-and nine-year-olds can then progress to card and board games that require more planning and strategy. Some are ready for Connect Four, draughts, backgammon and even chess. Some will be keen to learn card games such as knock-out whist, and you could soon be on the way to developing a serious card school in the club!
* Under-eights have not usually developed strategic thinking skills. Younger children enjoy the straight question and answer of 'I Spy'. Then, by eight or nine years, keen games players can manage the grouping strategies that work with 20 Questions - asking questions such as, 'Is it a kind of transport?', as opposed to, 'Is it a lorry?'
Physical skills and abilities
Children have now gained the main physical skills in large and fine movements. In middle childhood, the issue is much less, 'Can I?' and more 'Do I want to?' At this stage, unfortunately, some children develop the belief that you have to be 'good' at a physical activity, otherwise there is no point.
* Children are physically very competent in many ways. But under-nines can still appear to be clumsy in games that require careful co-ordination of eye and hand, for example bringing together bat or racket and a ball. They need lots of time for enjoyable practice, and without the added stress of being shouted at by anyone!
* Supportive adults offer tips and techniques and alert children to the fact that they are getting better with practice. As a player in ball games, you will help by making it easier for a child - throw the ball carefully, so they can hit it, or kick the ball directly towards them.
* Have a stockpile of games that have no winners or losers, and join in yourself. For more practical ideas, see Gail Bushell in Out of School 14 March, 11 April and 9 May.
Older children can lose the confidence of early childhood where they believe that of course they can paint, make models and do all sorts of crafts. Seven-and eight-year-olds may judge their productions are never good enough.
Providing a wide range of potential art and craft activities means that everyone can find something they enjoy and feel able to participate in. You can show that you are also learning, and enable the children to understand that perseverance and practice can improve skills.
Self reliance and life skills
Independence skills can move on from the self-care tasks of early childhood. Lack of experience is often the reason many children do not know how to carry out basic domestic tasks. Under-nines can become very competent when they help with food preparation, cooking, tidying up and organising, as well as simple maintenance or gardening in your setting.
Undoubtedly, out-of-school teams, just like parents, need to address their own safety concerns. There can be strong feelings of anxiety about possible risks and accidents. But it is crucial for the continued development of the children that you do not prevent them from being involved in ordinary club routines because of very unlikely risks. Alert and observant adults support self reliance when they share skills, remind when necessary and avoid fussing.
Children like to be consulted about matters that affect their life, in a club as elsewhere.
* When you show you will listen, then children will express their views. Even within the framework of homework clubs, it has been possible to respond to children's wish to play as well as complete their homework.
* You can offer a mix of visual and written ways for children to express views about activities. KidsComeFirst uses large sheets of paper for children to write suggestions for the playscheme. But wish trees and smiley or down-turned faces also allow children to express opinions without writing.
For more information
* Playwork: a guide to good practice by Paul Bonel and Jennie Lindon, price 14.95, Nelson Thornes, tel 01242 267100.
* Growing up: from eight years to young adulthood, by Jennie Lindon, price 14, National Children's Bureau, tel 020 7843 6000.
* Too safe for their own good? Helping children learn about risk and life skills, by Jennie Lindon, price 9.50, National Early Years Network, tel 020 7607 9573.
Next month Jennie Lindon looks at nine-to 11-year-olds.
