Children who may have to care for themselves need to be taught responsibility at an early age. Daily routines that will accustom young children to after-school routines and develop organizational skills should be established. Safety and security precautions are addressed. These include "what if" games that prepare children for the…

This ERIC Digest provides basic information about school-age day care programs. Discussion focuses briefly on options available to families with school-age children, developmental needs of school-age children, characteristics of high quality school-age programs, supportive services for self-care, and ways of improving school-age child care…

This ERIC Digest provides an overview of school-age child care (SACC) programs and suggests reasons for their growth. Discussion points out that escalating interest in SACC has paralleled the raising numbers of children left on their own, and that educators are only the latest in a parade of civic and professional groups which have gone on record…

"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)

Project Home Safe is an American Home Economics Association program that provides training, technical assistance, materials, and other solutions to the school-age child care problem. (Author)

Discusses the differing study findings regarding the impact of self-care on children. Describes the "Balancing Work and Family Life" project, which tested a self-care preparation curriculum designed to teach children and parents the skills necessary for safety and survival in self-care settings. (SO)

This article briefly describes five programs designed to help eliminate the negative aspects of self-care for latchkey children. Suggestions for other programs and ways to begin setting them up are discussed. (MT)

The long hours that latchkey children are alone make them sexually vulnerable and provide them with increased opportunities to participate in sexual activity. Their sexual development is as likely influenced by peers, older siblings, television, movies, and books as by their parents. (IAH)

Analyzes age and sex differences among children and adolescents who call KIDLINE, a community telephone service that provides information, support, and assistance to latchkey children. Finds that most calls come from younger children, are conversational in nature, and are from females. Recommends hotlines only as supplements to organized child…

Considers solutions that families often use to meet their needs for after-school care: self-care and after-school programs. Describes: (1) the incidence of these care arrangements; (2) familial, child, and community factors related to their use; and (3) the conditions under which these arrangements either support or undermine child development.…

The author documents development of the After-School Care Program in the Dade County School System and assesses the extent to which its clients agreed on the goals, staff, program, supplies, and facilities based on a survey of parents. Recommendations are included. (CH)

Reviews existing research on the characteristics and consequences of after-school child care arrangements. Addresses three questions: (1) what effect does adult-supervised versus unsupervised after-school care situations have on children; (2) what factors are associated with working parents' decisions to use such arrangements; (3) and what…

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)

The sharp increase in double-income families has raised questions about responsibility for before- and after-school care for children of working parents. The role of the school, parental practices, effects of self care, and existing programs and services for latchkey children are reviewed. (MT)

This article discusses the phenomenon of "latchkey kids" with disabilities and the shortage of after-school care options for children with special needs. General factors for consideration in the complexity of child care needs are discussed by way of an introduction to the following four articles. (PB)