Children today have to deal with many issues ranging from absent parents, bullying, obesity, and a lack of social skills on a daily basis. From the help of after-school programs, many of these children are able to relax in a positive environment and obtain necessary needs to help them to cope with the troubles in their lives. They’re also able to achieve personal and academic goals that they have set for themselves and have positive models to help them reach those goals. When after-school programs are done in an appropriate manner, it can have tremendous effects on a child’s life and help them to want to improve their life even further. After-school programs help children in many ways including keeping children off the streets, improving their social skills in an appropriate setting, helping children to achieve academic goals, promote overall well being and helping children obtain tips on staying healthy, and all the while being able to have fun in their lives without worry.
The history of after-school programs is that during the later part of the nineteenth century, the need for children in the industrial labor force greatly declined and the want for higher education became a large importance set on American society. Many educators believed that a time was needed during the day where children could have what’s known as “discretionary time”. Children would go to what was known at the time as “boys clubs” to fill in the short period of time after school and prior to returning home for the night. Later on, ideas of academic achievement as well as social skills were put into place in the after-school setting in order to promote a more diverse education for the America’s youth. Additional ideas included providing developmental supp...
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...grams. Journal Of Community & Applied Social Psychology, 20(6), 480-496. doi:10.1002/casp.1057
David, J. L. (2011). After-School Programs Can Pay Off. Educational Leadership, 68(8), 84.
Pedicone, J. (2010). Setting priorities for after-school programs to do more than occupy kids' time. Inside Tucson Business, 19(44), 21.
Wezyk, A. (2011). Relationships between Competitive Anxiety, Social Support and Self-Handicapping in Youth Sport. Biomedical Human Kinetics, 372-77.
Kruczek, T., Alexander, C. M., & Harris, K. (2005). An After-School Counseling Program for High-Risk Middle School Students. Professional School Counseling, 9(2), 160-163.
Yohalem, N., Granger, R. C., & Pittman, K. J. (2009). The quest for quality: Recent developments and future directions for the out-of-school-time field. New Directions For Youth Development, 2009(121), 129-140. doi:10.1002/yd.300
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Middle school marks a very exciting, yet challenging time for many students, parents, and teachers. During this time period students are exploring their interests, moving deeply into their studies, taking on more responsibilities, and trying to find their personal identities. Most importantly, this is a time where students turn from their parents and seek advice and approval from their peers. Because many adolescents are emotionally sensitive and vulnerable during this stage of development, their heavy reliance on peers for acceptance and approval makes them more susceptible to emotional damage. For that reason, school counselors plays an essential role in the lives of their students. Gonkawon Strother and Sheree Leonard, middle school counselors at Thurgood Marshall Middle School in Temple Hills, Maryland understands the importance of their role. Gonkawon Strother, the primary counselor for sixth and seventh grade students, has been a counselor for five years. His colleague, Sheree Leonard, has been a professional school counselor for three years. Leonard primarily
Sindelar, R. (2004). Recess: Is it needed in the 21st Century? Clearinghouse on Early Education and Parenting, Vol. 18, Issue 1, 1-6.
This proposal is meeting mixed reviews across the state from students, parents and educators; and they all have the same concerns, budge, free time, an...
The After School Program provided an opportunity for students to work on homework, play games, and interact with friends and positive role models. The program was an alternative for students who might partake in risky behavior such as experimenting with drugs and alcohol, committing illegal or violent acts, and having unprotected sex. Parents benefited from the After School Program because they could trust their children were in a supervised place from 3:00 p.m. until they left work. Students benefited from the program because they were able to interact with their friends in a safe space without being trapped in an overbearing or structured program until their parents
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
(_ _.) Dept. of Education. What Works: Components of Exemplary After-School Programs. Washington: GPO, 2000. 13 Feb 2005 <http://www.ed.gov/pubs/afterschool/3whatworks.html>.
In the “The Crucial Role of Recess in School” (2012) article it explains, many schools are beginning to replace physical activity, like recess, with more attention to academic subjects. What these schools are forgetting is that well-supervised recess also has benefits that surpass academics. They help make a well rounded student because recess offers cognitive, social, emotional, and physical benefits to the student when they are young that they carry with them into adulthood.
Thus, Traub argues, schools are not the final arbiter of student achievement. He contends that a child's home life and social culture, which can fail to nurture mental and intellectual stimulation, should be taken into consideration when drafting reform programs. He suggests the inclusion of programs such as Impact, a multi-purpose, social service program that offers year-round day care, adult literacy programs, and health care programs. At the least, the calls for the need for after-school activities that provides an alternative environment for inner-city youth.
Gutierrez, Kris D., Carolina Izquierdo, and Tamar Kremer-Sadlik. "Middle Class Working Families' Beliefs and Engagement in Children's Extra-Curricular Activities: The Social Organization of Children's Futures." The International Journal of Learning 17.3 (2010): 633-56. Web. 21 May 2014.
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
Children who participate in sports are developing rapidly in sports skills, sportsmanship, and psychologically, but does this come from organized sports are just nature’s process. Children develop emotional and social benefits from participating in sports. Children experience character and leadership development through peer relations leading to an increase in self-esteem and a decrease in anxiety levels. Children will get opportunities to experience positive and negative emotions throughout their practice and games trials. It is important for the coach to understand the “psychology of youth sports and physical activity participation” (Weinberg & Gould, 2011 p.516).
There are many benefits to quality early childhood learning one being socialization, which is teaching children to form friendship outside of family by meeting new people in school (Votruba-Drzal & Dearing, 2015). Socialization helps children overcome shyness and gain self-confidence which are essential tools to carry into adulthood. Secondly, children learn cooperation and to work with others. In a learning environment with other children a child learns the concept of sharing, taking turns and perseverance, this is especially important for children who are unused to sharing at home. Another benefit is children gain enthusiasm for learning and value for education at this stage. Learning in early childhood involves play and ensuring the learning process is fun. Having fun while learning fosters a love of learning, reading, and discovery and gives them a new perspective on why education is
For hundreds of years it has been recognized that not all learning takes place in the classroom. Students mental and social development also occurs outside the classroom in athletics, music, and clubs. No matter what club the student is involved in, he/she fosters organizational, interpersonal, communication, planning, critical thinking, financing, and evaluation skills. A club gives students the opportunity to combine components of their mental and social development into personal action. These students have opportunities to test their skills and talents in different situations. Students will always work together to set goals, develop action plans for achieving those goals and implement those plans. Doing so, students could develop and maintain working relationships and friendships. The soul of a club is the students, but it also consists of many things that happen behind the scenes.
Rizzolo, Allison. "PUBLICAGENDA.ORG - Survey: Sports, Arts, Clubs, Volunteering -- Out-of-School Activities Play Crucial, Positive Role for Kids." Survey: Sports, Arts, Clubs, Volunteering -- Out-of-School Activities Play Crucial, Positive Role for Kids. Public Agenda, 16 Nov. 2004. Web. 5 Mar. 2014