The good thing about planning for the school summer holidays is that it allows staff the scope to organise sports, games and outings without the time pressures that after-school care imposes. But do remember that good holiday provision depends on what is put in place before the playsetting opens its doors - so you need to plan well ahead of time.
Holiday provision usually runs from 8am-6pm. Many providers split the day into two sessions - one in the morning and one in the afternoon. This makes staffing the sessions a little easier, as well as giving parents the opportunity to book children in for shorter sessions. However, some children will attend full time for the full six weeks, so again, you need to plan ahead to help maximise opportunities for children's play as well as allow time for finding sufficient resources, equipment and staff to cover the entire period.
When planning activities for daycare consider:
1 Your play environment - its limitations and opportunities. Access to outside space is essential for older children when attending full day care and some activities will need more space than others.
2 What resources are available to you outside your immediate play environment? There may be parks, swimming pools, nature centres or other opportunities for trips out.
3 Have you got enough craft resources and play equipment? If not, where will you get them? Think about building up your supply of scrap - you may have up to 30 children attending a day!
4 If you are recruiting additional staff then ask yourself, what are their strengths? What particular skills do they offer? Do they need to attend additional training to gain new ideas and learn new skills?
5 Consider the differing needs of the children in your care and allow for children to choose and assist with planning. Perhaps provide a suggestion box and encourage children to fill in questionnaires and evaluation forms. These could be designed so that they are easy and fun to fill in. Think about whether you want to include themed sessions or weeks.
6 Make sure you are meeting the needs of disabled children and children from a wide variety of backgrounds.
7 Consider also the policies of your play setting. Are they adequate to cover full day care? Think about safety factors, unforeseen circumstances and ground rules. Do you need parental approval for any of the activities? You need to provide a challenging but safe environment for children's play.
8 What are the costs? Extra staff training and recruitment, plus the need to buy extra play resources will add to your overheads.
Planning in practice
Maintaining a child-centred approach is important but you also need to balance the needs of one group of children against the needs of others attending the play setting. So when planning a day's programme of activities allow for:
* Continuous play opportunities
* Organised games
* Free play
* Rest
* Sports activities
* Visits
* Tuck shop, refreshments and lunch
* Outings
* Co-operative play
* Creative play
* Entertainments
* Cleaning up
* Structured play
Example - One week's activities with a circus theme
Plan to hold a circus day at the end of the week - this could include a performance for friends, relatives or staff!
Through the week the children could:
* Design and make animal masks
* Learn how to face-paint a clown's face
* Learn juggling skills from a volunteer
* Make stilts
* Learn other circus skills such as mime and how to ride a unicycle
* Make some popcorn
* Design and make posters or leaflets advertising the circus
* Design and make a huge wall collage as a scene for the circus.
Structure of the day
You need to think about the structure of each day and how the provision will work. In doing this you will ensure that the needs of the children, staff and parents are met. You will also be able to maintain a safe and friendly play environment. Below I have outlined an example of how a day could run. It includes quiet times and busy times - and time for the children to do just what they would like to do!
7.30am - Staff arrive and set up.
8-9.30am - Children arrive; welcome and settle children - free play.
9-10.30am - Crafts (making masks) and free play.
10.30am - Snacks and drinks or tuck shop (provide plenty of water for children to drink throughout the day when they are thirsty).
10.45am - Physical play inside or outside (sports and organised games).
12.30pm - Lunch.
1-2pm - Free play and craft tables available.
2-3pm - Juggling workshop.
3pm - Snack and drinks.
3.15pm - Free play.
4pm - Children start to leave.
6pm - Close.
Note: Do allow plenty of time for free play.
When planning also bear in mind the acronym SPICE:
S = Social
P = Physical
I = Intellectual
C = Creative
E = Emotional
And remember that variety is the SPICE of life!
Free play
The play environment should allow space and time for children to explore and create. Children need to be encouraged to use their own imagination and develop their own ideas.
Provide plenty of resources for free play; these could be board games, dressing-up clothes, a variety of craft materials, reading books and a television to watch.
Structured play
Structured play should be interesting, challenging and age appropriate. It should be designed so that all children have an opportunity to succeed. Examples are kite making, cooking or clay modelling.
Physical play
Provide plenty of opportunities for physical play. Children need to let off steam and besides having fun, they will learn valuable social skills while interacting with others. Games could include rounders, French cricket or parachute games on page 6 (see also the 'Boys' Special' in Out of School, 13 June, 2002 as well as 'Game Plan', 'Play Away' and 'Hop, Skip and Jump' in the 14 March, 11 April and 9 May issues).
Outings
I remember getting really excited about going on an outing in a large group when I was a child. Outings do need careful planning and take a lot of time to organise but the excitement they generate is well worth it. They need not be far away if you have places worth visiting within walking distance, but having the children for a full day does give you more time to go further afield if you wish. This will allow the children to gain new experiences and learn things that they would not have done otherwise. Outings also allow children and staff a chance to have a break from normal routines and activities and this can be very refreshing for everyone.
Here is a checklist of points you need to consider when planning your outing:
1 Think about what the children will get out of the trip - make it worthwhile for the time and energy you are putting in.
2 Check out what events or festivals are taking place.
3 Send out information to parents to obtain consent and ask for volunteers if needed.
4 Find out how much it will cost. Can you help parents with the cost?
5 How will you get there? What transport will you need?
6 What are the lunch and refreshment requirements?
7 What clothing do children need?
8 Have you got adequate staffing ratios?
9 Think about policies and procedures - consider what could happen on the trip and prepare for it.
Additional training
If you feel that you need additional training or you are recruiting seasonal staff to cover holidays then get in touch with your local Early Years Development and Childcare Partnership (EYDCP) or Childcare Information Service (CIS). They will be able to tell you when and where training is available.
Many local authorities run training sessions for seasonal playscheme staff as well as on-going workshops that playworkers can dip into. All playscheme staff should attend an introductory course that will allow them to learn about health and safety, planning activities, equal opportunities, child protection, teamwork, and playwork and the law. Other one-day workshops may be on environmental activities, junk modelling, planning a programme of activities, craft days, activities for playschemes and so on.
Summer activities
Parachute games
Parachutes are a fantastic resource for any large group of children. The bright colours of the parachute come alive in the summer sunshine and all the children can participate freely. Parachute games promote trust and co-ordination and are ideal to use with mixed ages and abilities. They can also be used inside if you have access to a large room.
If you have not got a parachute, ask around and see if you can borrow one for a few days. They are expensive to buy but if you can manage to get your own, it will provide unlimited enjoyment. Parachutes can be purchased through all major educational catalogues and cost from about 80 for a small one. However, it is best to get a larger one if you can afford it.
I have outlined some games that you can play with your parachute but do improvise - a parachute can become many things, for example it could become a tepee or a spaceship. Children need to take their shoes off if the game involves them stepping on to the parachute. And you will need to check the play area to make sure it is safe and the parachute can't get damaged.
Note of caution: Some children, particularly younger ones, do not like the feeling of being under a parachute, so watch out for signs of discomfort.
Mushroom Changes
Team game
All together the children call out, 'one, two, three, up!' and the selected child then calls out a description - for example, 'children with blue eyes', 'children wearing trainers' or 'children with curly hair'. Players who qualify run to the opposite side of the parachute - changing places with another child.
Alligator Swamp
Team/trust game
One player (who is the alligator) goes underneath the parachute to start the game. The rest of the children sit on the floor with their legs underneath it. They hold the edge tightly, making waves by lifting the parachute up and down.
Meanwhile one of the players tells a story of an alligator in a swamp. When that player mentions a particular word, which could be, say, 'piranha fish', or 'hungry', then the alligator underneath pulls on the legs of one of the other players and 'swallows him up'. The alligator now takes the place of that player. Alternatively, two or more alligators can play.
Cat and Mouse
Very popular group game
All the children gather around the parachute and grip on to the edge. One player is chosen to be the mouse and goes underneath. Another player is chosen to be the cat. The cat must take off his/her shoes and climb on to the parachute. The other players flap the parachute up and down very hard, while the cat must find and catch the mouse.
Popcorn
Players gather around the parachute holding on to the edge. Small soft balls are placed on the parachute and the players bounce the parachute up and down while still trying to keep the balls on the parachute - or tip them off! Alternatively, one ball can be placed on the parachute while everybody tries to bounce it off the opposite side.
Umbrella Hug
Everyone holds on to the edge of the parachute and pulls it out taught. Count 1,2,3 then lift the parachute high in the sky still holding on to the edge. Players run into the middle for a hug then run out again before the parachute falls.
Hotdog, Mustard and Ketchup
Divide the children into groups of three, by numbering off with the names 'hotdog', 'mustard' and 'ketchup'. Hold the parachute at waist height with both hands. When the group's name is called out, for example, 'Hotdog', all the hotdogs run on the outside of the circle of children and the parachute. The leader must specify which direction to run in.
Meanwhile the 'Mustards' and 'Ketchups' inflate the parachute. When the hotdogs return to original positions, they run under the inflated parachute, go to the centre, hug in a group and shout out 'hotdog!'.
Kite making and flying
The Chinese invented kites over 2,000 years ago. They have also been used in religious ceremonies around the world and were seen as a link between heaven and earth. Kite-flying festivals are held in many different countries around the world each spring.
Much of the fun of kites comes from designing your kite face - this can be achieved very simply, or you can choose a detailed design that takes time to complete. Because of this, kite making is suitable for all age groups of children.
You can make your own kites by using thin garden canes, fine paper, glue, sticky tape and fishing wire. Decoration can be achieved by gluing on items such as feathers, sequins, tissue paper and paper that sparkles or by using felt tips, crayons and paints.
Here's an example of a simple kite to make:
Dragon Kite
1 Cut three lengths of thin garden cane, one about 65cm the other two about 35cm.
2 Make two crosses as shown in the diagram and tape or bind the two sticks together at the crossover. More pieces of cane can be added for extra strength if you feel they are needed.
3 Place the frame on a large piece of thin paper and cut out a dragon shape as shown.
4 Cut out two dragon legs and attach these.
5 Draw and carefully cut out the spine of your dragon, as shown below, and glue or tape this spine on to the face of your kite.
6 Now design and decorate the face of your kite.
7 Tape your kite to the frame.
8 Cut out a strong, small piece of cardboard and wrap the flying wire around it - this needs to be very long.
9 Attach four pieces of fishing wire to the cane (as shown) and then join them and the flying wire together.
10 Now make a tail for your kite. You could do this by cutting long, thin strips of coloured tissue paper (or strips of sparkling wrapping paper which will glint in the sun) and attaching them to the base of your kite.
If you want to make a small kite then replace the garden canes with cocktail sticks and make it up on a really small scale!
French Cricket
French cricket can be played with children of differing levels of ability, while still providing everyone with a challenge.
The equipment needed is a tennis ball (or foam ball if you are playing inside) and a cricket bat. All the players stand and form a circle around the batter, who is standing in the centre facing the player that has the ball first. The player with the ball can then either bowl (underarm) at the batter's leg or pass the ball to another player in the circle for them to bowl.
The aim of the game is to hit the batter's legs. The batter must stay facing the player who first had the ball, but may twist and move the bat in order to protect his legs. When the batter's legs are hit, the batter swaps places with the player that bowled the ball. The playing of the game continues for a set amount of time.
Rounders
Another summer favourite with children attending holiday clubs and playschemes is rounders, particularly if you have access to a large playing field. Two teams are needed, both with an even amount of players. If each team can be clearly identified this will make it a little easier for all the children to recognise the differing teams. The two teams could wear two different coloured tabards or a simple sash that can be hung over each of the player's heads.
The diagram to the right shows how to mark out your pitch/playing area and also where the players should be positioned. You can mark out your pitch by using bollards or if these aren't available, some old sheets placed on the ground.
How to play
Toss a coin to see which team will bat first. The opposing team then has to decide who will be the bowler; the backstop (the person who stands behind the batter to catch the ball); the four basemen and the fielders.
The aim of the game is to score a rounder by running right around the four bases before being caught out by the opposing team.
Rules
* The team into bat form a line and take it in turns to bat.
* The bat can only be held with one hand and the batter must stand in the box - between first and fourth base.
* The bowler must always throw the ball underarm.
* The batter gets one go to hit the ball (variations give the batter three goes to hit the ball).
* The batter must run anti-clockwise around the outside of the four bases (bollards). If they make a backward hit of the ball they can only run to first base.
* If the ball is caught by a member of the opposing team then the batter is out.
* If the batter manages to reach the fourth base then he/she has scored their team a rounder.
* If a fielder or baseman retrieves the ball and looks like they will touch one of the bases before the batter does, then the batter must stop at the nearest base. If a fielder or baseman touches a base with the ball and the batter is running towards it then they are out.
* If the batter is obstructed by an opposing player then the batter will automatically score a rounder.
* If the batter reaches second base on the first attempt, and then gets completely around the rounder's pitch after that, then the batter will score half a rounder.
