When the bell rings at the end of a school day, millions of children are left to their own devices while they wait for their families to return home at the end of the work day. Findings from a study conducted by the Afterschool Alliance, "America After 3PM," show that 15.1 million children are unsupervised when the school day ends. The…

With most parents now in the workforce, the demand for high-quality out-of-school time (OST) opportunities for children and youth continues to grow across the country. An estimated 14.3 million children and youth return each day to an empty home unsupervised, and with no opportunities to constructively occupy their time. By building strong,…

Working parents must assess their own children's needs and explore the various child care options available. Tips for parent whose children stay home alone and alternatives to leaving children alone are offered. (DF)

The booklet is based on information from a 1984 conference on school-age latchkey children (those who take care of themselves during the out-of-school hours). An introduction notes controversies in terminology and focuses the discussion on what self-care means to the experiences of childhood. The first two chapters discuss the impact that having…

"Kids-on-Campus" provides before and after school child care services in partnership with seven school districts in Sacramento and Yolo Counties (CA). It is the ideal solution to the latchkey children problem with the program taking responsibility for all the development and administration of in-school child care programs. (MD)

In response to the number of young children taking care of themselves after school, the state of California has developed "Safety Pals," a program that teaches children how to take care of themselves when they do not have adult supervision. (MD)

Discusses ways in which call-in hotlines provide assistance to latchkey children. Describes ways in which parents can provide a feeling of safety for latchkey children and cure feelings of loneliness and boredom through structured activities.(RJC)

Describes development of a program at the public library in Seaside, California, that offers afterschool homework assistance. Tips on funding, staffing, publicity, services, future plans, and evaluation are provided, and the benefits of this program for latchkey children are considered. (MES)

Checklist to help parents determine whether self-care is appropriate for their children asks whether the child feels secure alone, completes chores, obeys rules, communicates well, lives in a safe area, has a nearby emergency contact, and can telephone a parent. Recommends that parents and children discuss self-care and alternatives. (SM)

This article addresses the concerns of parents who must arrange after school day care for their school-age children. Various arrangements, such as after school programs and telephone hotlines, are described, as are steps for implementing such plans. (JL)

Working parents of latchkey children should emphasize that the parents remain in charge, teach basic safety rules in a nonthreatening way, and use the latchkey experience to teach responsibility and self-discipline. Above all, parent-child communication is necessary to minimize danger and make the child feel secure. (IAH)

This guide outlines a step-by-step procedure for requesting school board approval for school-based child care programs. Individuals or groups contemplating the creation of such programs need to: (1) gain community support through public meetings; (2) approach school board members and district officials to gauge their level of support; (3) document…

This guide provides information on the benefits of afterschool programs and the qualities of good after school programs. Afterschool programs reduce the risk of juvenile delinquency, substance use, and violent crime victimization. Children involved in quality programs decrease their chances of dropping out, earn higher grades, and develop better…

Recognizing that children watch an average of 25 hours of television per week, this booklet is designed to help parents redirect their children's television viewing to higher quality programs. Ten "tips" are provided to help parents guide their children's television (TV) viewing: (1) set your child's TV schedule; (2) get involved (in the child's…

This guidebook begins with a definition of the term "latchkey," which is followed with guidelines for Alaskans interested in starting a program for latchkey children. Discussion focuses on: (1) surveying parents; (2) determining costs; (3) planning space; (4) developing a culturally sensitive curriculum that is responsive to the special…