Year-round schools, children's needs - organized camping

It is in the interests of the camp community to stress the educational value of camp as a complement to the traditional-calendar school.

The potential impact of year-round schools on organized camping

In a study examining the impact of year-round school calendars on family vacation patterns, telephone interviews were conducted with 60 parents who had children enrolled in either year-round or traditional elementary schools or both. Interview questions related to reasons for school choice, vacation timing and duration, and decision influences.

Parents primarily chose year-round schools over traditional schools because of perceived educational benefits.

Additionally, families who had children in traditional-calendar schools took vacations in the summer (for an average of just over 3 days), while those with children in year-round schools split family vacations between the spring and fall (for an average of just under 8 days).

Implications for camp

If parents are choosing year-round schools for perceived educational benefits, then it is in the interests of the camp community to stress the educational value of camp as a complement to the traditional-calendar school. It may even be worthwhile to incorporate specific educational programs and stress these to concerned parents. Clearly, six- to eight-week camping programs suffer when summer vacations are adjusted to meet the needs of year-round school schedules. Knowing that a common form of year-round school is a nine weeks on and three weeks off calendar, would seem to indicate that a year-round camp calendar which mirrors the school calendar is appropriate.

As with all school-related issues, it is necessary to remain aware of developments in the primary regions from which a camp's clientele is drawn. Year-round calendars, especially where classroom crowding is an issue, are becoming increasingly popular; therefore, increased summer flexibility and introduction of fall and spring camp experiences may be of interest.

Sheppard, A. (1994). Year-round school and family vacations: School choice, children, and decisionmaking. Unpublished thesis, Graduate School to the Pennsylvania State University.

Child development

In 1993 Howe sent questionnaires to and conducted follow-up interviews with teachers, parents, and children asking about observations of youth in their charge. Questions revealed detailed information about the developmental stages of kindergartners through sixth graders and addressed the developmental elements of physical, mental or cognitive, psycho-social, fears and worries, and morality. The entire journal issue is devoted to these topics; only a sample of the research results is provided here. Readers are strongly encouraged to read the journal in its entirety.

Between the ages of 8 and 11 years many physical changes take place. Howe found that as children move into middle childhood, coordination and gross and fine motor skills improve. High energy levels are still apparent, although there is a reduced need for rest. While children at this age are able to be still for longer periods of time, active participation is needed for learning to occur; children learn best through experiencing and doing rather than simply listening. It is quite common for early signs of preadolescence to occur in girls, but not boys.

Mentally or cognitively, logic and reasoning begin to appear as does the ability to deal with abstractions. One of the characteristics of 8- to 11-year-olds is that they ask a lot of "why" questions; this helps them to understand issues of cause and effect. This is the age at which self-concept begins to form and becomes pronounced. These young people are better able to work within rules of activities than when they were younger. And, they tend to be easily motivated.

Children are now able to consider more than one aspect of a situation at once, and they understand general concepts better. Problem solving skills are improving and, at this age, youth are able to work independently from adults. At the same time, youth revel in trying to outwit adults. In middle childhood youth are able to persevere in the face of frustration (rather than quitting abruptly).

In the psycho-social realm, children are moving out of an egoistic phase and becoming interested in their peer group. Some may begin girl/boyfriend relationships. Because children are beginning to form attachments to groups, they become very concerned about issues of fairness and equality. They share better, yet the sexes (for the most part) remain separate (girls and boys get "cooties"). Youth at this age develop some tact, but are not always sensitive to others. Adults are important figures in their lives.

These children still do not take criticism very well (they tend to be sensitive and defensive), and still want immediate attention and instant gratification. In a desire for independence from adults, children of this age test limits with adults. As awareness of peers' and others' expectations increase, girls are seen beginning to "primp" and boys strive to look "cool." Embarrassment comes easily and self-esteem (particularly with girls) fluctuates.

Values are formulated and begin to be articulated. Youth at this age begin to consider the consequences of their actions before acting. At the same time, youth are striving to gain social approval and often base decisions of morality on peer approval.

Implications for camp

Understanding as much as possible about child development is necessary to be effective in working with young people. As youth are left in the hands of camp professionals for continuous and extended periods of time, it becomes imperative to educate staff in issues of child development. Recognizing that youth between the ages of 8 and 11 are beginning to understand abstract thinking and that learning occurs best if there is activity involved, camp staff can design appropriate activities. Lessons should include plenty of hands-on experience and opportunities to practice. A verbal description of how to accomplish a task is frequently not sufficient for this group of children.

Dealing with behavior management issues, communicating with campers, developing appropriate styles of leadership, working with groups, and knowing what activities are most appropriate, are additional implications for camp staff.

Howe, F. (1993). The Child in Elementary School. Child Study Journal, 23, 229-338.

Deb Jordan, Re.D., is an associate professor of leisure services at the University of Northern Iowa. Send your letters and one-page summaries of research related to camp to: Research Notes, c/o Dr. Deb Jordan, Leisure Services Division, 203 East Gym, University of Northern Iowa, Cedar Falls, IA 50614-0161. Note: Only research completed within the past two years will be considered for review.

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