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Classroom Vision Paper
A drawn layout of an after-school classroom as well as a justification for it’s need in learning and the community. FAM1244
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1Vision Paper
Rosalee Otaki
FAM1244
July 14, 2021
, 2
Introduction
After-school programs create an easy solution for parents working longer hours and
wanting to ensure their children have continued help with schoolwork or developmental
progression. Having an after-school program with strong values is very important in ensuring
children are still learning through play while being given the option to get extra help in subject-
related work that might be assigned after classes. Having a strong after-school program benefits
not only the students but the parents in knowing the children enrolled are getting the best care
possible to aid in developmental progression.
Described and Justified Key Values
A key value that should guide the development of kindergarten and school-age after-
school programs is, “celebrating diversity and building self-esteem”. This value aligns with
HDLH foundations of, “Belonging” (Ministry of Education, 2014, Pp. 7) and encourages the
practice of ELECT skills such as, “2.1 Self-concept”, “2.2 Identity Formation” and “2.3 Self-
Esteem” (Ministry of Education, 2014, Pp. 56). This value encourages the differences each child
has including intelligences which closely aligns to Gardner’s theory of multiple intelligences in
that the program will celebrate and encourage the different ways children learn while creating an
environment every child is confident to learn in (Bisback et al. 2010, Pp. 41). The second value
that should guide the development of kindergarten and school-age after-school programs is,
“encouraging collaboration and inclusivity”. This value encourages the use of ELECT skills such
as, “1.2 Conflict Resolution and Social Problem Solving Skills”, “1.3 Co-operation” and “1.5
Empathy” (Ministry of Education, 2014, Pp. 55). This value also strengthens Lev Vygotsky’s
sociocultural theory’s foundational belief that “Learning is not done in isolation but is dependant,
to a large extent, on interactions with others” (Bisback et al. 2010, Pp. 48). This value fosters the
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