In this article, the author reflects on all she received from playing at her grandmother's (Nana) house, where Nana was in essence, a volunteer childcare provider, overseeing neighborhood children during their out-of-school time. This was "de facto" childcare. Parents knew and trusted Nana, and the children loved her. Out-of-school time programs, especially afterschool programs, have become the new "neighborhood" for millions of schoolchildren. Caring neighborhood mothers and grandmothers have been replaced by paid or volunteer staff. In further reflection, the author adds, one element of the past that frequently remains, especially in small programs, is the family grouping concept. In many afterschool programs, children attend with siblings in configurations similar to the multi-age groupings of the author's old neighborhood. Although remembered experiences have been centered in a small, middle-class suburban community, they are no less pertinent in other environments where afterschool or out-of-school time programs operate. Urban, suburban, or rural; low income, at-risk, socially isolated--whatever the label society has chosen for a neighborhood or its residents, children are children, and all need the same supports to help them grow into healthy, fully functioning adults. Whatever the stated goals of a youth program, this should be the underpinning on which the curriculum and structure are based.