Providers Face Growing Pressure to Show What Children Gain from Play-Based STEAM

After-school providers offering STEAM-based play programs are discovering that interest in these programs raises scrutiny over what children are actually doing during the hours, and what the activities provide besides general creativity.

The families who are gravitating to this type of enrichment want specifics about how activities are structured and what they believe their children are gaining from regular attendance. This places pressure on those marketing these programs to be able to go beyond promotional language and actually give examples that demonstrate how children are involved and how activities evolve and support them.

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This is an increasing issue given that the term STEAM covers such a range of options, and the same acronym may suggest very different types of experiences.

Families who are considering which programs to join often need specifics on how children get involved in projects, how they are guided to expand their abilities based on what they do, and how play is used as a tool.

Providers are also being asked to identify what outcomes they are targeting, if any, since many of these programs are not focused on advancing the child in any particular direction. They may want to foster confidence in trying new things, or the willingness to ask more questions, or the ability to stay engaged in the process. Parents should understand that play-based activities do not typically focus on developing skills to prepare the child academically for higher grades. Setting these expectations helps families have realistic conversations with providers about what the after-school program can offer.

They may also find that providing periodic updates in general, sharing photos of what the children have done, or simply describing what has happened in a given week, are useful tools for letting families know what is happening. The children may talk generally about what is happening, but without specifics from those running the programs, families cannot help but wonder what their children do with their time while they are out of school.

The ability to provide specific information also puts providers in a good position to demonstrate what makes their program different, particularly if the programs were vying for the same pool of students. Families considering these options will often review one provider's offerings against another in terms of general education and affordability, as well as differences in the daily schedule. This means that providers who can describe the options most specifically and realistically are likely to benefit the most.

New entrants to this field should also be aware that the expectations of what families are looking for can vary based on the area. In some cases, residents are more likely to value one kind of enrichment over another. Those entering the field, therefore, should understand the preferences of the community they are targeting, as those parents likely have a good sense of what they are looking for, and are less likely to be wooed by general terms or promises.

The conversations around these programs are growing increasingly complicated, as families who are interested in this sort of enrichment want to ensure that they are getting what they want for their children, and that the time their children spend out of school is genuinely involving. They want the reassurance that even though they may not be spending hours practising a specific subject, the activities still give the children a chance to be engaged, learn, and challenge themselves during the hours they are away from school.

Providers who can describe these benefits most specifically and most realistically are going to find themselves having the easiest conversations with families searching for after-school programs. This is particularly important as those families consider their options, and are likely to find providers' marketing materials up against each other in trying to convince them that their option is best. This competition may be limited in some instances, particularly within larger community organisations, where both programs and providers may struggle to differentiate themselves. But overall, the pressure is likely to grow on after-school providers in this field to describe the benefits of STEAM-based play in ways that meet families' growing needs.

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