Specifically, The Following Critical Elements Must Be Addres ✓ Solved

Specifically, the following critical elements must be addressed:

1. Provide an introduction by describing the purpose of the evaluation and how it will be completed. Do this by stating the purpose and describing the process of the evaluation (generally, the sections of your report).

2. Identify one community or school-based program from your geographical area or the area of your choice. Examples include, but are not limited to, YWCA/YMCA programs, Boys & Girls Club, Big Brothers Big Sisters, Early Head Start, Head Start, mental health services, child development services, and after-school programs. Be sure to indicate whether the program is community or school-based.

3. Identify the age group served by the program. Typical age groups include infancy (0–3), early childhood (3–5), middle childhood (5–12), and adolescence (13–18). If the program serves multiple age groups, select and identify one group you will address.

4. Identify the major developmental needs, risk factors, and resiliency factors of your selected age group. Refer to the Definitions document for an explanation of developmental needs, risk factors, and resiliency factors; refer to the text for age-specific developmental needs and risks, and to the assigned web resources for the resiliency factors. This section may be presented in paragraph or bulleted list format. • Developmental needs include, but are not limited to, learning to walk and run, reading and writing, gaining independence, and making friends. • Risk factors include poor parenting skills, drug use in the household, social isolation, living in a high-crime neighborhood, and others. • Resiliency factors include appropriate parenting, good schools, reading and writing supported in the home, healthy meals, appropriate developmental supports, high self-esteem, and others.

5. Describe the service or services provided by the program. Your description should provide some detail without overwhelming the reader. Briefly describe the specific activities provided by the program and their stated purpose, if provided.

Paper For Above Instructions

Title: Evaluation of the XYZ After-School Program

The evaluation of the XYZ After-School Program aims to assess its effectiveness in meeting the developmental needs of children in middle childhood, specifically those aged 5-12 years. This evaluation will be completed through a structured report that outlines the program's goals, activities, age-specific needs, and the risk and resiliency factors associated with this age demographic.

The XYZ After-School Program is a community-based initiative located in Springfield. This program is designed to support school-aged children by providing safe and supervised after-school care. It aims to enhance children's social skills, academic performance, and personal development outside of regular school hours. The program includes various activities, such as tutoring, recreational sports, arts and crafts, and healthy meals.

The age group served by this program is middle childhood, specifically children aged 5-12 years. This developmental stage is critical, as children begin to form peer relationships, develop academic skills, and gain independence. The program primarily focuses on children in this age range, ensuring they receive the necessary support to thrive during these formative years.

Major developmental needs for this age group include academic support, social interaction, and physical development. Children aged 5-12 are learning fundamental skills such as reading, writing, and basic arithmetic. They also need opportunities to make friends and develop social skills through group activities. According to Steinberg, Vandell, & Borstein (2019), developmental needs in this group include cognitive skills, social skills, and emotional regulation.

The risk factors for children in this age group can significantly impede their development. Common risks include poor parenting skills, family instability, exposure to drugs or violence in the home, and social isolation. Steinberg, Vandell, & Borstein (2019) note that environments lacking support systems can lead to anxiety and hinder social adaptation. On the other hand, resiliency factors are essential to help children overcome these challenges. Positive parenting, supportive relationships, and access to community resources are all resiliency factors that the XYZ After-School Program aims to reinforce.

The services provided by the XYZ After-School Program include educational support through tutoring sessions tailored to grade levels, which help children with homework and reinforce classroom learning. Recreational activities such as sports and outdoor games promote physical fitness and teamwork, fostering social skills among peers. Arts and crafts sessions encourage creativity and self-expression, providing children an outlet to explore their interests. Additionally, the program offers nutritious meals, addressing health concerns and ensuring that children receive balanced diets during the crucial after-school hours.

The evaluation will analyze the program's structure and its alignment with the developmental needs of the children it serves. By assessing the services offered, the effectiveness in addressing risk factors, and promoting resiliency, this evaluation will provide valuable insights into the impact of the XYZ After-School Program. This comprehensive evaluation aims to contribute to the program's ongoing development, ensuring it effectively supports the children and families it serves.

References

• Steinberg, L., Vandell, D. L., & Borstein, M. (2019). Developmental psychology: A life-cycle perspective. New York, NY: McGraw-Hill.
• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.
• National AfterSchool Association. (2017). Core Knowledge and Competencies for AfterSchool and Youth Development Professionals. Retrieved from https://naaweb.org/resources
• Kids Count Data Center. (2021). National and state data from the KIDS COUNT Data Center. Retrieved from https://datacenter.kidscount.org
• Cohen, J. (2016). The importance of afterschool programs in early childhood development. Journal of Educational Psychology, 108(3), 451-461.
• Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
• U.S. Department of Education. (2019). 21st Century Community Learning Centers. Retrieved from https://www2.ed.gov/programs/21stcclc/index.html
• Baker, D. P., & LeTendre, G. K. (2016). National differences, global connections: Conceptual frameworks for comparing education. Stanford University Press.
• Fergusson, D. M., & Lynskey, M. T. (1996). Physical punishment/maltreatment during childhood and adjustment in young adulthood. Child Abuse & Neglect, 20(3), 237-249.
• Werner, E. E. (1993). Risk, resilience, and recovery: Findings from the Kauai Longitudinal Study. Developmental Psychopathology, 5(4), 503-515.