AFTERSCHOOL MATERIALS GUIDE
Published September 2011
Deloris Pringle, Ken Vogler, Herman T. Knopf & Kerrie L. Welsh
Table of Contents
Introduction ...................................................................................1
e Indoor Enviroment ...............................................................4
e Component Areas of Aerschool Space ..........................6
Block/Building Area ..................................................................10
Dramatic Play Area .....................................................................12
Ars & Cras/Creative Construction ......................................15
Puzzles & Games Center ...........................................................18
Library/uiet Center ................................................................20
Science/Discovery Center ........................................................22
Music and Movement Center ..................................................25
Computer Center .......................................................................27
Homework Area .........................................................................28
Outdoor Play ..............................................................................29
Notes ............................................................................................31
References ....................................................................................32
APPENDIX I
is document is meant to support the thoughtful selection of
equipment and materials as part of eorts to increase the quality
of childcare programming experienced by young children in South
Carolina. e document is being eld-tested to solicit feedback from
Early Childhood Professionals from across the state. Please send
comments and suggestions to the:
USC Child Development Research Center
[email protected] | (803) 777-2136
Acknowledgments
South Carolina is appreciative of the American Recovery and Reinvestment Act (ARRA) funds that have made this initiative to upgrade
the materials and equipment for South Carolina child care providers (centers, family homes, and group homes) a reality. e ARRA funds
were made available to the South Carolina Department of Social Services (SCDSS), administrator for the Child Care and Development
Fund (CCDF) under the leadership of Leigh W. Bolick. To assure the developmental appropriateness and quality of the Guide, SCDSS
sought the early childhood leadership and management of the College of Education, University of South Carolina.
is Aerschool Materials Guide is designed to assist child care providers in selecting high quality materials for their classrooms, not only
for the ARRA funded grants in the short term, but also for long-term planning to help guide and prioritize future purchases. It is a tool
that can help make the most of current investments as well as those in the future.
e Aerschool Materials Guide is the result of careful consideration of South Carolina’s child care regulatory standards, the South
Carolina ABC Child Care Program Standards, and the Environment Rating Scales (ERS) used at the dierent quality levels of the
South Carolina ABC Child Care Program. e South Carolina Good Start Grow Smart Early Learning Standards were reviewed and
incorporated as well. e Aerschool Materials Guide was modeled aer an ABC Child Care Program guide authored by the late Saundra
V. Ground, M.Ed.
Review and comments by the following sta of the South Carolina ABC Child Care Program are greatly appreciated: Beverly B. Hunter,
M.S.; Noelle P. McInerney, M.Ed.; Myrna S. Turner, M.Ed.; Cynthia P. Moyd, M.A.; Ginger Miller and Melissa Heston.
Graphic design by Michelle M. Moshinskie.
Introduction
is guide provides aerschool providers with support in the selection
of equipment and materials and encourages them to create attractive,
exciting and more eective aerschool environments. Aerschool
programs encompasses a wide range of oerings for school-age
children that take place before school, aer school, on weekends, and
during the summer and other school breaks. Usually, these programs
include a variety of enrichment activities that keep young people safe,
provide opportunities for positive and consistent relationships with
adults and peers, oer time for physical recreation and unstructured
play, promote development of skills and exploration of interests,
enhance positive character traits and life skills, and help strengthen
academic skills. For sake of consistency, we will use “aerschool care”
throughout this guide. e needs of school-age children dier from
pre-school children, and their space should reect those dierences.
Aerschool programs are sometimes called “the new neighborhood”
because of the role they play in families’ lives. Instead of going
home and taking part in unstructured activities with children and
adults who live near their homes, large numbers of children attend
aerschool care. Because they may oen attend the same program
year round for ve or more years, they may spend more time and
have closer relationships with the sta at aerschool than with their
elementary or middle school teachers.
is group can have as many as 20-24 children with two teachers.
e space should include appropriately scaled furnishings and
equipment, and a slightly more “clubhouse” atmosphere. School-age
children should spend their time in aerschool programs involved
in developmentally appropriate activities. ey may eat or snack,
do homework, enjoy audiovisual entertainment, play games, and
participate in active games and outdoor sports. ey come to aer
school programs from a full-day school program and need space
that is homelike and comfortable, that provides areas for both quiet
activities and more active play.
e needs of school-age children can be accommodated by
providing:
• Adequate space for storage of children’s personal belongings.
• Low shelving for teaching materials, toys, and manipulatives.
• Generous amounts of oor area.
• Interest and activity areas.
• A “place apart” for gathering of small groups
• Access to beautiful and inviting materials
• Exposure to natural materials and connection to the outdoors
• Reasonable accommodation to the needs of children with
disabilities
• Space that accommodates the following activities:
o A place where children can work alone
o A place for productive group work
o A place set aside to store projects
o A place for physical activities and play
o A place for quiet relaxation
o A place for preparing and eating snacks
o Music and pleasing sounds
o Dierent levels and types of lighting
e choices for designing a quality childcare program can be over
whelming for a childcare professional, especially when working with
a limited budget. is guide has been created to help you to design a
high-quality environment for school-age children while making the
best choices for your budget. While purchasing the correct materials
1
is important, sucient supervision and interaction with interested
adults is also necessary for children to make full use of them.
rough intentional teaching, materials can be used for both child-
guided experiences and adult-guided experiences. Materials need to
be: interesting to children, sturdy, age appropriate, oer variety and
choice, and be arranged in such a way as to encourage independence
and creativity.
How is Document is Organized
In this guide, we look at the whole classroom to identify and describe
basic equipment and materials that should be in classrooms for
school-age aerschool children. e following sections of this guide
provide descriptions of common learning centers found in aerschool
classrooms. e description of each learning center includes these
features:
Development & Learning
is section describes the developmental domains that are likely to be
addressed as a result of child and teacher engagements in the center.
Notes have been included to help you connect children’s learning
with the South Carolina State Standards for uality School-Age
Care.
Materials List
is prioritized list includes the basic materials needed in the Aer-
school center as well as accessories that will expand and extend
children’s discoery.
Brand names are sometimes used to describe items but are not meant
to be exclusive. Generic “copies” of those items may be acceptable
with the following precaution: materials should be durable enough
for daily use by young exuberant learners.
e Shopping List
Included at the end of this guide is a classroom inventory checklist
that can be used to help you create and prioritize your materials
and equipment shopping list. First you will use the list to conduct
a classroom inventory, identifying all of the items on the list that
you currently have and their present condition (like new, good, in
need of repair). en, review the list to determine if there are any
materials that you either need to replace or add to your classroom.
ere are quantities listed for each item on the list. ese are based
on a class size of 20 children. Use your professional judgment when
determining the quantities of materials you will need based on the
number of children enrolled in your class.
Fundamentals
While this document focuses on the materials and equipment that
should be in the learning environment, they are no replacement for
high quality teacher/child interaction. e way in which caregivers
make use of the items in their classrooms will have a signicant impact
on the overall quality of the learning experience for young children.
Teacher/child interaction is the most important aspect of a high-
quality learning environment. Great teachers help children learn
by observing how children use materials and then talking to the
children about what they are doing to extend the learning experience.
ese intentional teachers work alongside children to ensure that
the materials are used in health and safe ways while also making the
2
learning experience fun and educational.
In addition to attending to how materials are used in the environment
it is the teacher’s responsibility to ensure that the learning
environment is healthy and safe. Materials need to be kept clean to
reduce the spread of illness, organized to facilitate meaningful child
engagement and in good repair to reduce unnecessary frustration
or child injury. e few minutes teachers spend throughout the day
making sure things are clean, neat, and orderly help teach children to
respect the materials in the environment. If things are accidentally
broken or excessively worn, they should be immediately put aside for
repair, recycled, or trashed.
Attending to Individual Child Needs
While this document will be helpful in identifying basic materials
and equipment that should be included in an aerschool classroom
environment for school-age children, thoughtful planning will
also be necessary. All children have individual strengths, needs
and interests and these should be taken into consideration when
selecting and arranging materials in your classroom. When serving
children with special needs, some environmental rearrangement
might be necessary to adequately accommodate an individual child’s
needs. For example, a child who is easily over stimulated by loud
noises might need an environment that includes sound-dampening
furnishings. A child who uses a wheel chair to move around will need
wide passageways through the classroom environment. In the case
where a child may need specialized adaptive equipment to benet
from the general education curriculum (i.e. communication board,
child positioning equipment, and/or specialized eating utensils) the
teacher should contact and collaborate with the child’s caseworker or
IEP coordinator.
While it is far beyond the scope of this document to identify all possible
modications that might be needed to meet an individual child’s, it is
important to recognize that each particular group of children will be
unique and thus will benet from classroom customization to ensure
that their needs are met.
e Aerschool Care Environment
e layout and design of aerschool space requires special planning.
ere are certain basic items required by either regulation or best
practices or both, and there is a wide range of materials from which
to choose. Considerations include developmental appropriateness,
alignment with state standards, environment rating scales, as well as
your budget.
e National Association for the Education of Young Children
(NAEYC) reminds us that developmentally appropriate practices
have three qualiers: appropriate to the child, appropriate to the
group, and appropriate to the culture. erefore, there can be no strict
rule of thumb for what a well-equipped school-age aerschool space
looks like. However, there are guidelines that can help you design a
classroom to support the learning and play of school-age children.
An immediate goal in planning the aerschool-care space is to
oer children a sense of place and an understanding of the values
and customs in the program. e environment can have a powerful
inuence on the child’s experience and attitudes and can support the
learning and creativity process.
3
General Room Arrangement Guidelines
quite play and homework.
near water access to aid in clean up.
get around.
a child needs to “be by myself ”- not a Time Out space)
proide easy access for children.
Area to encourage parent/teacher communications.
activity area.
one of them a cozy place.
In addition to the aforementioned guidelines, aerschool teachers
should also consider several key questions to make sure that the room
arrangement and selected materials are appropriate for the children
and classroom:
Dividing a classroom into learning centers is like dividing the
classroom into small rooms. Typically, low shelves are used to
accomplish this. Child size shelves are needed in each center for two
purposes:
4
THE INDOOR ENVIRONMENT
When attempting to maximize the money that you are investing
into classroom materials it is important to consider multiple uses for
furnishing. For example, the carpet for the block area can be also used
to hold group meetings. e tables used for meals and snacks can also
be used as part of the art area. Furnishings should be easily cleaned,
exible and movable. ey should also be stackable/hangable, if
possible and should contain minimal amounts of chemicals which
may aect children (particularly those with allergies) While reviewing
each center and determining how they will t in your curriculum
remember to remain open to many uses for the materials listed.
5
CHECKLIST FOR
PURCHASING FURNITURE
DURABILITY
Will the furniture last with daily use by school-age children?
EASE OF MAINTENANCE
Can it be cleaned and sanitized?
Will it be easy to maintain and repair?
Does the manufacturer provide replacement parts?
QUALITY
Is the furniture built with high-quality materials and nishes?
What does the warranty cover and how long is it in eect?
SAFETY
Is the furniture stable and will it resist tipping?
Will any of the materials in the furniture splinter or shatter?
Are there any protrusions, pinch hazards, hard edges or sharp
corners?
Does it meet applicable re codes, product liability, and licensing
regulations?
SCALE
Does the furniture t the space?
Is it the correct size for the children in the program?
Does it support children’s developing skills?
SUITABILITY
Is it suitable for the planned use?
6
e following table outlines general use equipment (materials that
are not necessarily associated with a particular learning center) that
should be included in an indoor and outdoor environment for school
age children.
CLASSROOM
ESENTIALS
AMOUNT
NEEDED
Child sized tables (so that seated chil-
dren’s elbows reach the tabletop)
At least 2
Child sized chairs (so that seated chil-
dren’s feet rest on the oor)
1 per child
Cubbies 1 per child
Mats or cots 1 per child
Dry-erase board 1
Adult chair 1
Lockable storage (for hazardous/toxic
cleaning supplies as well as materials
not in current use, and teachers’ posses-
sions)
First-aid kit 1
Entry Area: e center should have a point of entry that serves
as a welcome and transition. e entry and the functions that take
place near the entry are critical to the aer school program, It should
accommodate the following activities:
In addition to practical functions, the entry also sets the tone for the
program, therefore a sign or banner with the name of the program
is an opportunity to make a statement about the program. is is
also a great place to hang children’s work and feature information
and photos about the sta to help parents get to know the sta. If
possible there should be dierent doors for entering and exiting the
space. Pathways can be created using furniture, colored tape on the
oor, or small rugs.
Food Prep Area: An attractive area for meals and snacks can be
created by:
COMPONENT ARE AS
OF AFTERSCHOOL SPACE
7
Storage: It is important to provide storage for children’s personal
belongings. In small spaces storage can be located near the entry area,
but in large spaces storage can be located near each group’s home
base. Provide labeled individual storage for back packs, musical
instruments, sports gear, outer wear, books, and lunch boxes as well as
a space to store projects and works-progress. Rows of hooks for coats
or back packs, boot trays for shoes or boots, and bins, plastic milk
crates, or shelves can be used. Homework can be stored in folders
near or (inside) school bags and backpacks so that it goes home with
children at the end of the day.
Traditional cubbies bay be perceived as to
babyish by children over age sis or seven.
Provide one cubby per child. Coats should
be hung so that they do not touch. Hats
should be tucked into coat sleeves and coats
should not be piled up.
Stacking wooden or metal lockers can be
used for older children and are available in
double units with or without doors. Each
cubby or locker should be deep enough to
hold a backpack.
Sick Bay: e sick bay, which must be supervised by an adult, is
used for temporary isolation of ill children until they can be taken
home. Typically a sick bay is a cot in an area adjacent to the center
director’s oce. It should also be near a toilet and have simple,
pleasant, cleanable nishes, and lockable storage for rst aid supplies.
A bookshelf for books and toys can be an added feature in the sick
bay.
Family Communication Center: is area of the room provides a
location for parents to leave and receive messages and/or talk with
a teacher as he/she comes and goes. Teachers who made a point of
having pleasant interactions daily build a collaborative partnership
with each child’s family. Teachers and parents use this area for sharing
the children’s milestones and accomplishments.
is area is important for smooth transactions between the home
and the aerschool care center. Important communication between
families and teachers is easy with the use of a message center, which
may include a bulletin board, a 3-ring binder or a basket of folders
for individual/private messages. Displaying photos of the children at
play or their artwork can add to the welcoming atmosphere. If you
place the family communication area at the entry it may draw parents
in and encourage discussion and involvement in the program.
Learning Centers: When designing developmentally appropriate
curriculum for school-age children, learning centers are a major
consideration. Rooms are commonly divided into learning centers
that provide for a variety of learning opportunities for children to
maximize interest and engagement. Each child has an opportunity to
solve problems, to exchange ideas with peers, and to learn appropriate
social behaviors.
Learning centers should provide opportunities for children to work
at their own interest level and at their own pace. An eective teacher
is ever- present to bring about individual learning through teacher-
guided interactions and activities. Most activities are typically child
initiated (the child decides which center to work in, how long, what
materials he/she will use and what the activity will be) while some
planned activities may require more teacher involvement to take
advantage of teachable moments or develop interest among children.
8
While many of the materials in learning centers will remain consistent
throughout the year, some may be rotated regularly to maintain child
interest. Based on the planned curriculum, teachers may select specic
activities to support children’s learning. ese should be planned
ahead of time based on children’s interest and ability levels.
Learning centers provide children with:
Common Learning Centers: ere are several common learning
centers oen seen in aerschool programs. e list below includes
these learning centers and provides a structure for the rest of this
document. e size of your classroom and numbers of children
enrolled will inform the number of centers you might include. While
there should be a minimum of ve learning centers, classrooms with
more space ought to have as many centers as possible to oer children
a variety of self-selected activities.
Blocks/Building
Arts& Cras/Creative Construction
Puzzles & Games
Library/Quiet Area
Music & Moement
Outdoor Play
When deciding which centers you will include, take care to address
the needs of children identied below.
Children should have:
Supervising Learning Centers: During center time, each child selects
a center to work in. Teachers should set limits on the maximum
number of children who may work in a center at one time to avoid
clusters of children gathering in just one or two learning centers.
ese limits should be based on the size of the learning center and the
amount of materials available in that center. ere should be more
available spaces across centers than there are children enrolled in the
classroom. is allows children to move between centers without
having to wait for another child to move.
To select a learning center activity, children need to know how many
children are allowed in the learning center at one time. is will
require a planned system that the children can manage and is likely to
include some form of visual aid. Posting a number at the entrance to
the center that represents the maximum number of children allowed
at one time is one strategy to accomplish this. Another is to hang the
number of clothespins at the entrance to represent the number of
children allowed in the center. As children enter the learning center
they are instructed to take a clothespin and clip it to their shirt. When
all of the clothespins are used, the children know that the center is
full.
In a classroom where there is a teacher and an assistant, both are
responsible for supporting children’s activities and work in the
learning centers while also monitoring children and encouraging
supportive friendship behaviors. In this setting, teachers move from
9
center to center assisting where needed and observing children at
play to learn about individual developmental progress, and to seek
out opportunities to engage with children to support growth and
learning. Teachers should relate to youth in positive ways by treating
them with respect, listening to what they say and responding with
acceptance.
When children are in the learning centers, the teacher’s role is to:
children as well as the teacher.
materials.
10
ey increase their ocabularies when adults give them new words
making signs for their buildings.”
e intentional teacher will recognize the value of block play
to meet Good Start Grow Smart Guidelines: APPROACHES
TO LEARNING 1–5, SOCIAL AND EMOTIONAL
DEVELOPMENT 1–4, MATHEMATICS 1–5, LANGUAGE &
LITERACY 5, PHYSICAL DEVELOPMENT & HEALTH 1 &
2.
Considerations for Block Play
It is important to have a sucient quantity of blocks (200-300) in
various sizes to allow for three or more children to build. Carpet
helps to mue the crash of blocks falling.
You may nd it helpful with younger children to begin the year with
only a few shapes from the set (half-unit or square, unit, & double
unit, perhaps triangles) and add additional shapes over the rst few
weeks of school. is will allow you to teach the sorting process at
cleanup time that allows the children to put the blocks away neatly.
Block Play Accessories/Enhancements
Because block play provides children with an opportunity for creative
and imaginative play, it is helpful to present a wide assortment
of accessories and enhancements to support and/or prompt this
creativity. Adding or replacing accessories throughout the year
BLOCK/BUIDLING AREA
Development and Learning in the Block Center
“When children construct, create, and represent their experiences
with blocks, they grow in each area of development:
• Social/Emotional: Children negotiate for materials they want
• Physical: Children’s small muscles develop when they carry and
carefully place blocks together to form a bridge or make an intricate
and improe eye-hand coordination when they carefully balance
blocks so they won’t tumble.
• Cognitive:
form mental pictures of what they see. Playing with blocks gives
them an opportunity to recreate these pictures in concrete form.
e ability to create these representations of their experiences is the
understanding of concepts essential to logical thinking. Children
• Language: Children are very willing to talk about their
constructions when adults ask questions and show genuine interest.
11
provides additional challenges to children that promote learning
and development, particularly if you include items that reect
children’s interests and/or community events (e.g., road construction
equipment). Particular classroom themes can also be reected in the
accessories and enhancements you provide.
As additional items are included, an additional shelf may be required.
Sturdy containers to keep materials organized facilitate cleanup, as
do shelves labeled with pictures and words. It is recommended that
you rotate these sets of gures, animals, signs, and vehicles. Avoid
keeping too many materials in the block center at the same time as
this may be over stimulating for children and limit your ability to
introduce novelty. Be sure to include materials that are appropriate
for your community (i.e. things that children oen see in the world
around them).
BLOCKS/BUILDING
AMOUNT
NEEDED
Storage Shelves As needed
Containers for Storage As needed
Blocks (large hollow wooden)
1 set
(18 -20 pieces per set)
Blocks (unit building blocks)
Intermediate set
1 sets
(118 -200 pieces per set)
Carpet Square/Rug 1
Cars 1 set (at least 10 pieces)
Trucks 1 set (at least 10 pieces)
Trac Signs 1 set (at least 10 pieces)
Lincoln Logs 1 set
BLOCKS/BUILDING
AMOUNT
NEEDED
Large Sheets or Canvas for creating
caves or tents
Specialized blocks (tabletop blocks,
door and window blocks, colored
blocks, etc.)
2 sets
Family Figures (Multi-Ethnic) 1 set
Community Workers or Career People
(Multi-Ethnic)
1 set
People with Physical Impairments 1 set
Community Vehicles 1 set
Animals (Jungle, Forest, Domesticat-
ed, Farm, or Wild): large &/or small
3-4 sets
Dinosaurs 1 set
Wooden Train & Track 1 set
Specialized blocks (large hollow
blocks, see through blocks)
1 set
Specialized blocks (large hollow
blocks, see through blocks)
1 set
Pulleys, "S" hooks and Clamps 2 sets
DRAMATIC PLAY AREA
Development and Learning in the Dramatic Play Area
“When children engage in dramatic play they deepen their
understanding of the world and develop skills that will serve them
throughout their lives:
Social/Emotional:
portray dierent situations. ey recreate life experiences and try to
cope with their fears by acting out roles and situations that worry
demonstrate more empathy toward others because they have tried
out being someone else for a while. ey have the skills to cooperate
who do not engage in this type of play.
• Physical: Children develop small muscle skills when they button
and snap dress-up clothes and dress the dolls. ey practice hand-eye
coordination and visual discriminations skills when they put away
props and materials.
• Cognitive:
minds about past experiences and the situations they imagine. ese
for a meal for two or use play money to purchase food at their grocery
12
as they share ideas and sole problems together.
• Language:
use language to explain what they are doing and ask and answer
selected. ey use reading and writing skills when literacy props are
Good Start, Grow Smart Guidelines that can be addressed
through intentional teaching in the Dramatic Play Area include:
APPROACHES TO LEARNING 1–5, SOCIAL AND
EMOTIONAL DEVELOPMENT 1–4, MATHEMATICS
1–5, LANGUAGE & LITERACY 1, 2, & 5, PHYSICAL
DEVELOPMENT & HEALTH 1–3.
Considerations for the Dramatic Play Area
Standard practice in early childhood classrooms is to provide
children the opportunity to reenact real life experiences, beginning
with their home. erefore, equipment & materials for pretending
to be mommy and daddy are among the rst things to include. Prop
boxes to facilitate other pretend play (such as doctor, grocery store, &
reghter) can be rotated according to the children’s interests.
Alternative sources of dress-up clothes and pretend food containers
will stretch the budget while still providing items to spur imagination
and creativity. Clothing slightly large for preschoolers can be donated
or found at places such as Goodwill; it will not be as dicult to put on
as adult sized clothes. Empty food-packages (e.g. rice boxes, oatmeal
containers, and cereal boxes) carefully opened and re-taped provide
familiar environmental print that facilitates literacy development. As
13
you consider real life items to be included in the dramatic play area
keep two main considerations in mind: 1) e items must be child
safe and 2) items should promote healthy food choices through the
representation of nutritious food items.
Dramatic Play Accessories/Enhancements
Only your imagination and that of the children in the class limit
dramatic play. It can be re-equipped as oen as children’s interests
change, while keeping the original materials available. Just as in blocks,
all of the scenarios are not made available at the same time, but stored
in separate theme-related bins commonly referred to as prop-boxes.
Oen, materials supplied in the dramatic play area reect classroom
themes or allow children to re-create events in their lives (e.g. a re in
the community would prompt a great deal of reghter play).
Materials in prop boxes are collected over time and oen consist of
recycled items. For example, an old thick rope makes an acceptable
re hose and raincoats can be re coats. Fire companies oen give
away children’s re hats, which you can keep, in your prop box.
Parents can also be sources of items for prop boxes or material on
loan for the duration of a particular play theme.
Prop-Box Collection Examples:
• Zoo:
• Grocery Store:
• Fire Station:
• Shoe Store:
• Oce:
• Post Oce:
• Doctor/Nurse:
Reading material found in the home can be replicated in the
dramatic play area, including newspapers and magazines in addition
to children’s books, especially when a living room area is added.
DRAMATIC PLAY AMOUNT NEEDED
Containers to keep materials in As needed
Costumes/dress-up clothes 6
Mirror 1
Prop boxes such as beauty
parlor, restaurant, doctor,
grocery store, oce, hospital,
pet store/veterinarian,
reghter, post oce/mail
carrier, etc.
4 or more
Table and chairs Seating for 4
Dishes and atware
1 place setting for each child
allowed in the center
Pots and pans 1 set
Pretend food 1 set
Cooking utensils 1 set of 4-5 pieces
Kitchen set 4 separate pieces
Phones 1 TO 3
Multi-ethnic dolls (w/
removable clothing or diapers,
bibs, and bottles as appropriate)
2 ea. gender
Doll bed and bedding At least 1
Doll high chair 1
Wooden rocking chair (child-
size)
1
Pretend iron and ironing board
(child-size)
1
Child-size sofa and/or chair(s) 1
14
DRAMATIC PLAY AMOUNT NEEDED
House cleaning tools (e.g.,
broom, dust pan, brush,
vacuum, mop, duster)
1 set
Newspapers and magazines
Development and Learning in the Art Center
“e art area is a studio for children’s development and learning:
• Social/Emotional: Art is a natural vehicle for children to express
may choose darker tones. Children also express their originality and
it will stand out better in a patch.
• Physical:
markers and crayons or hitting a nail on the head with a hammer
• Cognitive:
learn about cause and eect when they mix colors. rough trial and
15
ARTS & CRAFTS/
CREATIVE CONSTRUCTION
• Language: Children oen talk about what they are doing and
respond to questions about their creations as they engage in art.
Teachers can write down what children say about their artwork as
a permanent record of the experience. Art also fosters ocabulary
development as children learn and use related technical ocabulary:
Children working in the art area can demonstrate skills appropriate to
the following Good Start Grow Smart Guidelines: APPROACHES
TO LEARNING 1–5, SOCIAL AND EMOTIONAL
DEVELOPMENT 1–4, MATHEMATICS 1–5, LANGUAGE
& LITERACY 4, 5, & 6, PHYSICAL DEVELOPMENT &
HEALTH 1 & 2.
Considerations for the Art Center
In preschool, art needs to be process oriented with less focus on the
nished product. Because skill development is the main goal, high-
quality tools, particularly scissors, are important. For example, metal
scissors are preferable to plastic scissors because they are more eective
at actually cutting things and are likely to be more durable.
ematic projects, which are oen produced in the art area, are more
truly cras. While cra activities are helpful in teaching skills such
as following directions and ne motor development, they are not
considered Art. To be considered an Art activity, children need to
have creative license to represent what they are thinking in their own
unique way. As a general rule if all of the children’s products look the
same it is a cra. Cras tend to limit children’s opportunity for creative
expression and higher order thinking, thus should be limited.
Art Center Accessories/Enhancements:
Consumable Supplies
Many art projects require paper (e.g. newsprint, plain copy paper,
construction paper, card stock, etc.). Check with local printing
companies to see if they will donate their scraps.
A variety of drawing implements are needed (e.g. crayons, pencils,
colored pencils, and pencil sharpeners, and markers). Chalk can be
used on paper as well as chalkboards; dry erase markers will be needed
when you obtain white boards.
Tempera paints (untreated) have a tendency to stain children’s clothing.
To aid in wash-ability add a squirt of dish detergent (not too much or
you’ll have bubbles) to the paint cups before giving to children. When
you distribute paint for the children to use put a half-cup at a time in
the children’s paint cups to limit the amount of leover paint. As you
select paintbrushes for the children to use consider selecting a variety
of brush shapes and sizes for children to experiment with.
You may purchase commercial play dough or you may make your own
and store it in an airtight container. Clay is a similar medium more
appropriate for older children and is benecial in supporting ne
motor development as children kneed the clay.
Paste, glue sticks, and white glue are standard collage xatives. e
choice you oer depends on the collage materials you provide; some
things will only adhere with glue. Top quality scissors will facilitate
the development of cutting skills.
Be sure that all materials are non-toxic. Children will experiment with
taste and texture.
16
17
ARTS & CRAFTS/
CREATIVE
CONSTRUCTION
AMOUNT NEEDED
Storage shelves As needed
Containers for storage As needed
Table (counts towards room
essentials)
1
Chairs (count towards room
essentials)
6
Double easel w/clips to hold
paper
1
12” paint brushes (six 1” wide
bristles, six ½” wide bristles, six
¼” wide bristles)
1-1/2 doz.
Paint cups 1 doz.
Paint cover-ups (can be old
shirts provided by donation)
6
Paint drying rack 1
Blunt point scissors (Fiskars
or the like – sharp scissors are
crucial)
1 doz.
Large scissors (adult use) 1
Lap chalkboards or whiteboards
w/erasers
4
Stamps (assorted) 1 set (approx. 20)
Playdough tools (i.e. rolling
pins and cookie cutters)
At least 1 tool per child
Scissors (crinkle-cut Cra) 12
White paper for painting 3 packs
ARTS & CRAFTS/
CREATIVE
CONSTRUCTION
AMOUNT NEEDED
Construction paper (assorted
colors)
3 packs
Paint (assorted colors) 6 (dierent colors)
Markers 3 boxes
Crayons 3 boxes
Stamper pad 1 set (approx. 9)
Glue 6
Tape and dispenser 2
Stapler and staples 2
Hole puncher 2
Magazines Variety
Playdough Assorted colors
Cra items (such as pom poms,
textured collage shapes, fun
foam sheets, pipe stems, etc.)
Variety (6 items)
Trays for nger painting (1 per
child)
1 set
Paper punches 4 to 6
Alternative painting utensils 1 doz.
Modeling clay
Paper cutter 1
Glitter 6 assorted colors
Camera and lm 1
18
PUZZLES & GAMES CENTER
Development & Learning in the
Puzzles & Games Center
“Children strengthen all areas of their development as they play with
toys and games:
• Social/Emotional: Children learn to cooperate with one another
by sharing and taking turns as they play a game or build an
and stacking rings.
• Physical: Children practice eye-hand coordination while lacing
• Cognitive:
construction and inention and use creative problem-soling skills.
oen serves as the math hub in your classroom.
• Language: Children use words to describe how they are putting
form words.”
Good Start Grow Smart Guidelines MATHEMATICS 1–5 are
particularly applicable in this area; however, growth in other areas
may also be demonstrated: APPROACHES TO LEARNING
1–5, SOCIAL AND EMOTIONAL DEVELOPMENT
1–4, LANGUAGE & LITERACY 1, 2, & 6, PHYSICAL
DEVELOPMENT & HEALTH 2.
Considerations for the Puzzles & Games Center
Materials in this area allow children to develop their ne motor skills
as well as their math skills (e.g. counting, measuring, comparing
quantities, recognizing shapes and written numbers). Shelves should
be stocked with a variety of objects in three separate categories:
small building toys, manipulatives to sort and classify, and puzzles
and games with varying degrees of diculty. At any one time, three-
ve examples of each type will oer children ample choice. Rotate
materials periodically; it is sometimes possible to trade between
classrooms, but some materials suitable for ve-year-olds are not
appropriate for three-year-olds.
is list is divided into the three categories. You should have at
least three items per category to ensure that children have variety.
Although brand names are used in some places, comparable toys
are acceptable; the key is to have a variety of ne motor experiences
available for children’s choice.
PUZZLES/GAMES/
MANIPULATIVES
AMOUNT NEEDED
Gears 1 set
Weaving Frame 2
So counters 1 set
Locks and latches 1 set
Triolo workshop 1
Spirograph 2
PUZZLES & GAMES
Shape puzzles (assorted) vary-
ing diculty
1 set
Jigsaw puzzles (assorted) vary-
ing diculty
6
Number puzzles (assorted)
varying diculty
1 set
Games (e.g. Memory, Checker,
Dominos, etc.)
1 set ea.
Math-related tools: calculators,
abacas, protractors, compasses
2 of each type
Tools for measuring: cups,
spoons, containers, scales, rul-
ers, tape measurers, yardsticks,
etc.
A variety of these items
Time-awareness materials:
clocks, kitchen timers, sand
timers, timelines, etc.
A variety of these items
Floor Puzzles (assorted) varying
diculty
2 or more
Play Money 2 sets
PUZZLES/GAMES/
MANIPULATIVES
AMOUNT NEEDED
Storage shelves As needed
Table 1
Chairs 4 to 6
Containers for storage 1 for each set of materials
SMALL BUILDING TOYS
Lego or Duplo Blocks (larger
size for younger children)
1 set
Counting cubes 1 set
Unix cubes 1 set
Tower building set 1
Snap blocks 1 set
Tinker toys or K’Nex 1 set
Magna-tiles 1 set
istle blocks 1 set
Ring Construction Set 1
Tall Stacker pegs 1 set
Jumbo connecting disks 1 set
Pipes to connect 1 set
MANIPULATIVES
Assorted math counters (bears,
dinosaurs, vehicles, etc.)
1 set
Sorting trays 2 or more
Beads and buttons (various
shapes/colors) and laces (larger
size for younger children)
1 set
Plastic/wood Nuts and bolts 1 set
19
Development & Learning in the
Library/Quiet Area
“In the library area children develop the motivation and skills
necessary to read and write. ey also have many opportunities to
grow in all areas of development:
• Social/Emotional:
are like them and who are dierent. ey feel comforted learning
that others have had experiences or fears similar to their own and
managed them. ey develop empathy for those who have challenges
and struggles that make life dicult. Children develop social skills
• Physical: Children strengthen the small muscles in their hands
follow the pictures and words in a book.
• Cognitive: Books help children gain a better understanding of
the world around them. ey develop an understanding of symbols
as they relate the events in a story in order. Children also can learn
through books.
20
LIBRARY/QUIET AREA
PUZZLES/GAMES/
MANIPULATIVES
AMOUNT NEEDED
Cash Register 1
Patterning materials: pattern
blocks w/picture cards, pegs
and pegboards, cut-out shapes,
geoboards)
A variety of these items
Board games of varying levels of
diculty such as: Candy Land,
Chutes and Ladders, Sorry,
Connect Four, Monopoly,
Scrabble, Jenga, Checkers, Pick
Up Sticks, Jacks, Marbles
8
Playing cards (standard deck
and specialized games such as
Uno, Concentration, Guess
Who, Old Maid, Go Fish,
Crazy Eights)
3 or more
• Language:
and their comprehension grows. Children develop phonological
awareness when they hear and explore the sounds and rhythms of
is area is primarily concerned with Good Start Grow Smart
Guidelines LANGUAGE AND LITERACY 1–6; however children
can also be observed exhibiting evidence of: APPROACHES
TO LEARNING 2–5, SOCIAL AND EMOTIONAL
DEVELOPMENT 1–4, MATHEMATICS 2, 4, & 5, PHYSICAL
DEVELOPMENT & HEALTH 2.
Considerations for the Library/Quiet Area
It is important to include books from a variety of genres on the
bookshelf: fantasy, factual information, nature and science, and
stories about real life with characters of dierent races, cultures, and
abilities. ey must be kept in good repair. Display books with the
covers visible in sucient quantity (at least one for each child in the
room). is area lends itself to coziness where children can snuggle
into pillows to look at books or sit with a caregiver to hear a story. It
might be where you locate the adult chair in the room.
Public libraries are excellent sources of books associated with
classroom themes and oen oer extended lending policies to child
care centers. As with other areas of the classroom, books need to be
rotated, possibly keeping class favorites on the shelf. Class written
21
books, such as experience stories, can be put on the shelves here also.
When selecting books, consider the following:
world. is helps children learn to develop respect for self
and others.
and overcome obstacles.
starting school).
cultural stereotypes.
22
LIBRARY/QUIET AREA AMOUNT NEEDED
Book display shelf 1
Storage shelves As needed
So items such as bean bag, big
cushions
2
Carpet square/rug 1
CD player (equipped with head
phones)
1
Assorted books (for ages 5 and
up) in the following categories:
fantasy, factual, stories about
people, animals and nature/
science, diering cultures and
abilities
At least 1 book for every child;
and at least 1 book from each
category
Puppets 4
Magnetic write & wipe board
with markers
1
Word magnets 1
Magazines (age appropriate for
children such as Stone Soup:
e Magazine for Children,
Highlights for Children, Na-
tional Geographic, Children’s
Digest, Kreative Kids. Age
appropriate for teens such as:
Young Miss, Boys Life, Girls
Life, Teen)
3 or more
Flannel board 1
Flannel board story sets 2 to3
Book and CD 2-3 sets
LIBRARY/QUIET AREA AMOUNT NEEDED
Big books 2 to3
Assorted puppets (family, ani-
mals, community helpers, etc.)
4 to 6
Couch or loveseat or rocking
chairs
1 to 2
SCIENCE/DISCOVERY CENTER
Development & Learning in the Science/
Discovery Center
In the discovery area, children can be scientists. “All areas of
development can be enhanced:
• Social/Emotional: Children learn to work together as they
classroom rules for using materials safely and responsibly.
• Physical:
eyedroppers to squeeze colored water onto wax paper or pick up a
dead insect with tweezers. ey develop dexterity and eye-hand
library or manipulatives centers, in this way there may be some
overlap in materials across learning centers. For instance, a puzzle can
have a nature theme, a building set can use magnets as connectors,
and books on scientic topics can be part of your collection (and
should be). Also, teacher guided activities such as cooking extend
children’s knowledge and understanding of scientic concepts. e
intentional teacher also takes advantage of teachable moments, such
as asking questions to guide children’s exploration when they nd an
insect outside or discover frost on the slide.
23
• Cognitive: Children use all the process skills when they observe and
ask questions about the world around them. ey watch plants and
animals with great curiosity and make predictions about how they
and by creating models.
• Language:
share their excitement with others. ey want to talk about their
beyond the classroom walls.”
rough Science/Discovery, children can work towards the
following Good Start Grow Smart Guidelines: APPROACHES
TO LEARNING 1–5, SOCIAL AND EMOTIONAL
DEVELOPMENT 1, 2, & 4, MATHEMATICS 1–6, LANGUAGE
& LITERACY 1, 2, 3, 4, & 6, PHYSICAL DEVELOPMENT &
HEALTH 1–3.
Considerations for the Science/
Discovery Center
Categories of materials in the Science/Discovery learning center
include living things (plants and animals), collections of natural
objects (e.g. seashells, leaves, pinecones), and tools for examining
them. In addition, books, games, and toys can contribute to nature
and science knowledge, whether in this learning center or in the
24
SCIENCE/DISCOVERY AMOUNT NEEDED
Storage/display shelf As needed
Table (may count towards room
essentials)
1
Chairs (may count towards
room essentials)
2-4
Open storage containers 1 for each set of materials
Trays to hold collections for
examination
2-3
Mirror trays 1 set
Kaleidoscopes 2
Color paddles 1 set
Living things to take care of –
plants, small animals, garden
1 or more
Microscope and magniers 1
Collection of natural objects 1
Magnets 2
ermometer (alcohol only) 1
Aquarium and/or terrarium 1
Ant farm 1
Balancing scale 1
Buttery catcher 2
Sink and oat items 6
Outdoor thermometer 1
Classroom safe science
specimens
1 set (4)
Greenhouse kit 1
Prisms 3
SCIENCE/DISCOVERY AMOUNT NEEDED
Gardening tools 2 sets
Rain gauge 1
Eye droppers, tweezers, siers,
funnels
2 or more of each
Weather chart 1
Maps and globe 1 or more of each
Books, magazines, eld guides
about nature/science
Variety
25
• Cognitive: Children sole problems while engaged in music and
make a sound like thunder. ey create patterns with the words they
with musical instruments. Children learn about number concepts
as they clap their hands and stomp their feet four times or as they
sing number songs. ey think symbolically when they pretend to
walk like an elephant or hop like a bunny.
• Language:
as they notice changes in tempo or pitch of music and adapt their
ey develop phonological awareness as they play with the sounds
Boo”) and learn concepts about print as they look at the words of
their favorite song on a chart or in a book.”
Good Start Grow Smart Guidelines being met in the Music &
Movement Center are: APPROACHES TO LEARNING
1–5, SOCIAL AND EMOTIONAL DEVELOPMENT 1–4,
MATHEMATICS 1–6, LANGUAGE & LITERACY 1–6,
PHYSICAL DEVELOPMENT & HEALTH 1–3.
MUSIC AND MOVEMENT CENTER
Development and Learning in the Music and
Movement Center
“Music and movement experiences help develop both sides of the
brain – an important nding in recent brain research – and contribute
to children’s development:
• Social/Emotional: Music and moement activities can be shared
of music evoke dierent feelings and actions in children. Lively
music can life children’s spirits and make them want to get up and
Children use their bodies to express dierent kinds of emotions –
home helps children to feel good about themseles and their culture.
ey develop social skills playing musical games requiring simple
• Physical:
to the music and participating in other moement activities) and
ways to get to the other side of a line without stepping on it).
musical instruments.
26
Considerations for the Music and
Movement Center
Music should be an integral part of everyone’s life, and therefore
should be experienced every day in your classroom. Music experiences
should provide for children’s active participation in singing, dancing,
and/or playing instruments. When selecting music the teacher
should consider including a variety of music types (e.g. classical,
folk, children’s rock and rap, world music, etc.) Before their use in
the classroom, make sure CDs are appropriate for use with children,
containing no violent or sexually explicit lyrics.
A tape recorder or digital recording device will allow you to tape the
children’s singing or playing, or your rendition of one of their favorite
books, which will allow the children to listen to their recordings.
MUSIC AND MOVEMENT AMOUNT NEEDED
Storage shelf As needed
Open storage containers 1 for each set of materials
CD Player (equipped with head
phones)
1
CD’s (assorted styles of music:
classical, multicultural, folk, as
well as children’s music
6 or more
Headphones w/adapter plug to
use both at the same time
2
Digital voice recorder 1
Movement & activity CD’s for
children
3
Dance items such as scarves,
ribbons, streamers
At least 1 for each child
Rhythm instruments (sticks,
bells, shakers, drums)
At least 1 for each child
Xylophone 1
COMPUTER CENTER
Development & Learning in the
Computer Center
“Computers are pervasive in our society, and young children “use
computers to investigate questions, solve problems and explore and
manipulate objects on a screen. is work supports development in
all areas:
• Social/Emotional: Computers are a way for children to
they oer children opportunities to work with other children to sole
with a valued leadership role in the classroom they might not have
otherwise.
• Physical:
• Cognitive: Computers contribute to children’s intellectual
development and bridge the gap between concrete and abstract
they already have mastered through hands-on learning. Creativity
and experiment with graphics.
27
• Language: As children learn to identify and use computer-related
alphabet on the keyboard and in programs. As they use soware
between speech and print.”
Good Start Grow Smart Guidelines also apply to the computer
center: APPROACHES TO LEARNING 1–5, SOCIAL AND
EMOTIONAL DEVELOPMENT 1–4, MATHEMATICS 1–6,
LANGUAGE & LITERACY 1–6, PHYSICAL DEVELOPMENT
& HEALTH 2.
Considerations for the Computer Center
Computers are expensive, but they can be good learning tools and are
used commonly in schools. Soware must be screened for violence,
cultural sensitivity, and developmental appropriateness. Programs
should encourage children to think and make decisions, solve
problems, and be creative in other ways. Allowing two children to sit
together at the computer station encourages social interaction.
Close supervision is recommended, especially in the early stages of
use. Screen-time for children should be monitored closely to ensure
that children aren’t overexposed to the computer at the expense of
other worthwhile hands-on activities. Timers and lists of “who’s
next” are oen necessary in this high interest center. Classrooms of
ve-year-olds should have higher priority for a computer center than
classrooms of three-year-olds.
COMPUTER CENTER AMOUNT NEEDED
Computer, monitor, keyboard,
mouse, mouse pad
2
Earphones 1 for each set of materials
Computer desk – child sized 2
Chairs – child sized, or bench
seating for two with one
additional chair
At least 1 for each child
Soware programs Variety
Printer 1
28
HOMEWORK AREA
e homework area is an area that is particularly unique for programs
serving children aer their school day. is area of the classroom
should be set-up near the activity tables that are used by the children,
but should be structured so that children have the autonomy to move
to a comfortable and quiet place in the environment to complete
their homework assignments. It is suggested that the children have
access to clipboards and comfortable seating to provide the resources
necessary for children to nd a quiet place, free from distractions to
complete their work. During the time of the day that children are
engaged in completing their homework it is absolutely essential for
the childcare provider to be available to provide assistance to children
when necessary and appropriate.
HOMEWORK AREA AMOUNT NEEDED
Storage shelf 1
Paper & pencils Variety
Dictionary 1
esaurus 1
Clip boards 20
Extra textbooks 1 per subject/grade
through a plastic rain gutter.
• Language: Children expand their ocabularies when they
learn the names of insects and plants and use words to describe the
Children at play outdoors can meet the following Good Start
Grow Smart Guidelines: APPROACHES TO LEARNING
1–5, SOCIAL AND EMOTIONAL DEVELOPMENT 1–4,
MATHEMATICS 1–5, LANGUAGE & LITERACY 1–6,
PHYSICAL DEVELOPMENT & HEALTH 1–3.
Considerations for the Outdoor Play Area
Outside is the main site for gross motor development, and equipment
provided in this area is categorized as stationary or portable. is
materials list only applies to portable equipment.
Many learning centers can be extended to the outdoors. Science is
particularly well suited as an outdoor experience with a study of
nature and natural events. Sand and water play are also well suited
for the outdoors and may encourage the children to experiment
29
Development & Learning in Outdoor Play
“e outdoors oers many ways to enrich the curriculum and support
children’s development and learning:
• Social/Emotional: Children experience a sense of accomplishment
and growing competence when they spend time outdoors every day
engaged in purposeful activities. You can see the sense of pride a child
Social skills grow as children share equipment such as tricycles and
safety rules.
• Physical: Many reports suggest that the number of children who
are overweight is increasing steadily. One factor contributing to the
problem is that children do not get the large muscle activity essential
for their healthy development. Part of the problem is that in many
places it is not safe for children to play outdoors and children spend
the most of outdoor time while children are at school. Children
• Cognitive:
OUTDOOR PLAY
with natural objects in the sand and water. Children oen create
dramatic play scenarios outdoors and teachers can support such
play by allowing children to bring dramatic play materials outdoors.
Providing books in the outdoor environment is important to ensure
there are some quiet activities available to children who may want a
break from active play.
Outdoor playtime is primarily an opportunity to engage children in
an exuberant and expansive release of energy. It is also important to
be vigilant regarding safety. erefore, it is not appropriate to sit on a
bench to the side and have conversations with other adults.
30
OUTDOOR AREA AMOUNT NEEDED
Storage As needed
Wa g on 1
Tricycles, or riding toys without
pedals
2
Balls 4 – 6
Plastic hand shovels 2 – 3
Parachute 1
Jump ropes 2 – 3
Hoops 2 – 3
Riding toys (additional
tricycles, scooters, wagon)
1 – 2
Large trac signs, trac cones 1 set
Balance beam 1
Water table 1
Gigantic building materials 1 set
Rocking boat 1
Air pump 1
31
Notes
References
Dodge, Diane Trister. Creative curriculum for preschool, 4th edition. Washington, DC: Teaching Strategies, 2002.
Epstein, Ann S. e intentional teacher: choosing the best strategies for young children’s learning. Washington, DC: NAEYC,
2007.
Good start grow smart: South Carolina early learning standards for 3, 4, & 5 year-old children. SC: SDE & DSS, 2007
Harms, elma, Cliord, Richard M., & Cryer, Debby. Early childhood environment rating scale, revised edition. New York:
Teachers College Press, 2005.
Owocki, Gretchen. Literacy through play. Portsmouth, NH: Heinemann, 1999.
32
AFTERSCHOOL MATERIALS GUIDE
Appendix I
CLASSROOM INVENTORY
All items purchased for use in your classroom should be age appropriate and used as the manufacturer recommends. Use your professional
judgment when determining the quantity of materials you will need based on the number of children enrolled in your class.
Check One: Center-Based Family Child Care Group Home Care
Program Name: _______________________________________________________
Program Phone #: _____________________________________________________
FEIN #: _____________________________________________________________
Center-Based Only
Classroom Name (centers-based): _________________________________________
Age Group: __________________________________________________________
Family Child Care/Group Home Care Only
Number of children enrolled in your program who are school-age:
___________________________________________________
1
Please indicate the quantity of each item you have in each condition (Like New, Good, In Need of Repair). If you don’t have a particular
item enter a zero. Next, enter the number of each item you need under the column titled, Amount Needed.
CLASSROOM ESENTIALS
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Child sized tables
(so that seated children’s elbows reach the tabletop)
At least 2
Child sized chairs
(so that seated children’s feet rest on the oor)
1 per child
Cubbies 1 per child
Mats or cots 1 per child
Dry-erase board 1
Adult chair 1
Lockable storage
(for hazardous/toxic cleaning supplies as well as
materials not in current use, and teachers’ possessions)
First-aid kit 1
2
BLOCKS/BUILDING
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Storage shelves As needed
Containers for storage As needed
Blocks (large hollow wooden) 1 set (18 -20 pieces per set)
Blocks (unit building blocks) intermediate set
1 set
(118 -200 pieces per set)
Carpet square/rug 1
Cars 1 set (at least 10 pieces)
Trucks 1 set (at least 10 pieces)
Trac signs 1 set (at least 10 pieces)
Lincoln logs 1 set
Large sheets or canvas for creating caves or tents
Specialized blocks (tabletop blocks, door and window
blocks, colored blocks, etc.)
2 sets
Family gures (multi-ethnic) 1 set
Community workers or career people (multi-ethnic) 1 set
People with physical impairments 1 set
Community vehicles 1 set
Animals (jungle, forest, domesticated, farm, or wild):
large &/or small
3-4 sets
Dinosaurs 1 set
Wooden train and track 1 set
Specialized blocks (large hollow blocks, see through
blocks)
1 set
Pulleys, "S" hooks and clamps 2 sets
3
DRAMATIC PLAY
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Containers to keep materials in As needed
Costumes/dress up clothes 6
Mirror 1
Prop boxes such as beauty parlor, restaurant, doctor,
grocery store, oce, hospital, pet store/veterinarian,
reghter, post oce/mail carrier, etc.
4 or more
Table and chairs Seating for 4
Dishes and atware
1 place setting for each
child allowed in the center
Pots and Pans 1 set
Pretend Food 1 set
Cooking Utensils 1 set of 4-5 pieces
Kitchen set 4 separate pieces
Phones 1 - 3
Multi-ethnic dolls (w/removable clothing or diapers,
bibs, and bottles as appropriate)
2 ea. gender
Doll bed and bedding At least 1
Doll high chair 1
Wooden rocking chair (child-size) 1
Pretend iron and ironing board (child-size) 1
Child-size sofa and/or chair(s) 1
House cleaning tools (e.g., broom, dust pan, brush,
vacuum, mop, duster)
1 set
Newspapers and magazines
4
ARTS AND CRAFTS/CREATIVE CONSTRUCTION
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Storage shelves As needed
Containers for storage As needed
Table (counts towards room essentials) 1
Chairs (count towards room essentials) 6
Double easel w/clips to hold paper 1
12” paint brushes (six 1” wide bristles, six ½” wide
bristles, six ¼” wide bristles)
1-1/2 doz.
Paint cups 1 doz.
Paint cover-ups (can be old shirts provided by donation) 6
Paint drying rack 1
Blunt point scissors (Fiskars or the like – sharp scissors
are crucial)
1 doz.
Large scissors (adult use) 1
Lap chalkboards or whiteboards w/erasers 4
Stamps (assorted) 1 set (approx. 20)
Playdough tools (i.e. rolling pins and cookie cutters) (at least 1 tool per child)
Scissors (crinkle-cut Cra) 12
White Paper for painting 3 pks.
Construction paper (assorted colors) 3 pks.
Paint (assorted colors) 6 (dierent colors)
Markers 3 boxes
Crayons 3 boxes
Stamper Pad 1 set (approx 9)
Glue 6
Tape and dispenser 2
5
ARTS AND CRAFTS/CREATIVE CONSTRUCTION
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Stapler and staples 2
Hole puncher 2
Magazines Variety
Playdough Assorted colors
Cra Items (such as pom poms, textured collage shapes,
fun foam sheets, pipe stems, etc.)
Variety ( 6 items)
Trays for nger painting (1 per child) 1 set
Paper punches 4 to 6
Alternative painting utensils 1 doz.
Modeling clay
Paper cutter 1
Glitter 6 assorted colors
Camera and lm 1
6
MATH/MANIPULATIVES/PUZZLES/GAMES
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Storage shelves As needed
Table 1
Chairs 4 to 6
Containers for storage 1 for each set of materials
Small Building Toys
Lego or Duplo blocks (larger size for younger children) 1 set
Counting cubes 1 set
Unix cubes 1 set
Tower building set 1
Snap blocks 1 set
Tinkertoys or K’Nex 1 set
Magna-tiles 1 set
istle blocks 1 set
Ring construction set 1
Tall stacker pegs 1 set
Jumbo connecting disks 1 set
Pipes to connect 1 set
Manipulatives
Assorted math counters (bears, dinosaurs, vehicles, etc.) 1 set
Sorting trays 2 or more
Beads and buttons (various shapes/colors) and laces
(larger size for younger children)
1 set
Plastic/wood nuts and bolts 1 set
Gears 1 set
Weaving frame 2
7
MATH/MANIPULATIVES/PUZZLES/GAMES
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
So counters 1 set
Locks and latches 1 set
Triolo workshop 1
Spirograph 2
Puzzles & Games
Shape puzzles (assorted) varying diculty 1 set
Jigsaw puzzles (assorted) varying diculty 6
Number puzzles (assorted) varying diculty 1 set
Games (e.g. Memory, Checkers, Dominos, etc) 1 set ea
Math-related tools: calculators, abacas, protractors,
compasses
2 of each type
Tools for measuring: cups, spoons, containers, scales,
rulers, tape measurers, yardsticks, etc.
A variety of these items
Time-awareness materials: clocks, kitchen timers, sand
timers, timelines, etc.
A variety of these items
Floor puzzles (assorted) varying diculty 2 or more
Play money 2 sets
Cash register 1
Patterning materials: pattern blocks w/picture cards,
pegs and pegboards, cut-out shapes, geoboards)
A variety of these items
Board games of varying levels of diculty such as:
Candy Land, Chutes and Ladders, Sorry, Connect Four,
Monopoly, Scrabble, Jenga, Checkers, Pick Up Sticks,
Jacks, Marbles
8
Playing cards (standard deck and specialized games such
as Uno, Concentration, Guess Who, Old Maid, Go
Fish, Crazy Eights)
3 or more
8
SCIENCE/DISCOVERY
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Storage/display shelf As needed
Table (may count towards room essentials) 1
Chairs (may count towards room essentials) 2 to 4
Open storage containers 1 for each set of materials
Trays to hold collections for examination 2 to 3
Mirror trays 1 set
Kaleidoscopes 2
Color paddles 1 set
Living things to take care of – plants, small animals,
garden
1 or more
Microscope and magniers 1
Collection of natural objects 1
Magnets 2
ermometer (alcohol only) 1
Aquarium and/or terrarium 1
Ant farm 1
Balancing scale 1
Buttery catcher 2
Sink and oat items 6
Outdoor thermometer 1
Classroom safe science specimens 1 set (4)
Greenhouse kit 1
Prisms 3
Gardening tools 2 sets
Rain gauge 1
9
SCIENCE/DISCOVERY
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Eye droppers, tweezers, siers, funnels 2 or more of each
Weather chart 1
Maps and globe 1 or more of each
Books, magazines, eld guides about nature/science Variety
10
LIBRARY/QUIET AREA
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Book display shelf 1
Storage shelves As needed
So items such as bean bags, big cushions 2
Carpet square/rug 1
CD player (equipped with head phones) 1
Assorted books (for ages 5 and up) in the following
categories: fantasy, factual, stories about people, animals
and nature/science, diering cultures and abilities
At least 1 book for every
child; and at least 1 book
from each category
Puppets 4
Magnetic write & wipe board with markers 1
Word magnets 1
Magazines (age appropriate for CHILDREN such as
Stone Soup: e Magazine for Children, Highlights
for Children,National Geographic, Children’s Digest,
Kreative Kids.Age appropriate for TEENS such as:
Young Miss, Boys Life,Girls Life, Teen)
3 or more
Flannel board 1
Flannel board story sets 2 to3
Book and CD 2-3 sets
Big books 2 to3
Assorted puppets (family, animals, community helpers,
etc.)
4 to 6
Couch, loveseat or rocking chairs 1 to 2
11
MUSIC AND MOVEMENT
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Storage shelf As needed
Open storage containers 1 for each set of materials
CD player (equipped with head phones) 1
CD’s (assorted styles of music: classical, multicultural,
folk, as well as children’s music
6 or more
Headphones w/adapter plug to use both at the same
time
2
Digital voice recorder 1
Movement and activity CD’s for children 3
Dance items such as scarves, ribbons, streamers At least 1 for each child
Rhythm instruments (sticks, bells, shakers, drums) At least 1 for each child
Xylophone 1
12
HOMEWORK AREA
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Storage shelf 1
Paper and pencils Variety
Dictionary 1
esaurus 1
Clip boards 20
Extra textbooks 1 per subject/grade
COMPUTER AREA
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Computer, monitor, keyboard, mouse, mouse pad 2
Earphones 1 for each set of materials
Computer desk – child sized 2
Chairs – child sized, or bench seating for two with one
additional chair
At least 1 for each child
Soware programs variety
Printer 1
13
14
OUTDOOR AREA
AMOUNT
RECOMMENDED
LIKE
NEW
GOOD
IN NEED
OF REPAIR
AMOUNT
NEEDED
Storage As needed
Wa g on 1
Tricycles, or riding toys without pedals 2
Balls 4 to 6
Plastic hand shovels 2 to3
Parachute 1
Jump ropes 2 – 3
Hoops 2 – 3
Riding toys (additional tricycles, scooters, wagon) 1 – 2
Large trac signs, trac cones 1 set
Balance beam 1
Water table 1
Gigantic building materials 1 set
Rocking boat 1
Air pump 1
AFTERSCHOOL MATERIALS GUIDE
Yvonne & Schuyler Moore
Child Development Research Center
University of South Carolina
1530 Wheat Street
Columbia, SC 29201
www.ED.SC.edu/CDRC
Phone: (803) 777-2136
Fax: (803) 777-0549
