After-School Activities and Leisure Education

Trilla, Jaume; Ayuste, Ana; Agud, Ingrid

doi:10.1007/978-90-481-9063-8_28

Cited by 8 publications

(5 citation statements)

References 4 publications

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“…The doing of the activity itself determines the skills and knowledge acquired. This contrasts with more formal pedagogic practices, where learning outcomes are predetermined and learning processes and activities designed to achieve these predetermined outcomes (Trilla et al, 2014).…”

Section: Competencementioning

confidence: 99%

Children’s multidimensional agency: Insights into the structuration of choice

Stoecklin

Fattore

2017

Childhood

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The structuration of agency that lies behind children’s accounts of their well-being in Australia is highlighted. The three forms of agency that are evidenced from the data – agency as competence, agency as self-determination and agency as practical action in everyday contexts – provide insights regarding the characteristics of social structure. The multidimensionality of agency appears in practical achievements, individual choices and everyday action that are all constituted intersubjectively. Theories dealing with the complex links between choice and reflexive monitoring allow better understanding of agency.

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Section: Competencementioning

confidence: 99%

Children’s multidimensional agency: Insights into the structuration of choice

Stoecklin

Fattore

2017

Childhood

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“…Therefore, developing and implementing leisure education requires a "[…] careful consideration of cultural factors and contexts." as suggested by Trilla;Ayuste and Agud (2014, p. 871), which might had been enabled through prepared deliverers. The preference for a recreational specialist was evident (DESROSIERS et al, 2007, MUNSON, 1988SEARLE, 1994, ZOERINK;LAUENER, 1991) however, only Lovell;Datillo;Jekubovich (2008) mentioned if the specialist had a certification or not.…”

Section: Discussionmentioning

confidence: 88%

Design, Evaluation and Outcomes of Leisure Education Programs

Fukushima

Schwartz

2021

Licere

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This study aimed to detail and analyse the design, evaluation and outcomes of leisure education programs. Each program was designed for a particular population with specific set of components, principles and goals. Some techniques were identified as useful to assist deliverers in effectively providing these services (e.g. contents, deliverers, delivery methods, settings and duration), which are essential aspects to consider when preparing and planning leisure education. In general, these programs may have a positive influence on diverse audiences, highlighting the potential of leisure-related activities engagement. Additionally, an evaluation of the used instruments was performed given that selecting an adequate instrument may determine the quality of reporting and whether a program may effectively broaden leisure-related experiences. We hope to contribute to the processes of developing such programs.

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“…Our findings further broaden the idea that settings outside of school and family contexts, such as community-based and after-school activities, are also vital to the fulfillment of children's LS. 52 Several studies have shown that participation in these settings during middle childhood would anticipate positive academic achievements and emotional adjustment, and promote competence in several key developmental tasks, including school engagement, and social behaviors and relationships. 53,54 It has been demonstrated that children involved in formal activities report significantly greater enjoyment than those who participated in unorganized and spontaneous activities.…”

Section: Discussionmentioning

confidence: 99%

When are children satisfied with life? An initiative qualitative study from vietnamese children sample

Linh

Giang

2021

Science Progress

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In the context of research on children's life satisfaction, considering children as active participants are very scarce, the main purpose of the present study was to examine children's perspectives on their life satisfaction. The study used a convenient sample of 228 students from primary and secondary schools, living in urban and suburban areas in Vietnam. The subjects’ average age is 9.51 (SD = 1.56). Data were collected using a single open-ended question. The data analysis was performed by thematic analysis then processed with SPSS 22.0 for quantitative assessment. The results of data analysis indicate the following criteria to consider a child as being satisfied with life: (1) Quality of social relationship; (2) Quality of family relationship; (3) Being engaged in interesting and fun leisure and activities; (4) Achieving desired goals; (5) Living environment; and (6) Some other external factors. Among these qualities, the most important relationships in their lives (including social and family relations) were chosen with the highest frequency, followed by their engagement in meaningful and fun activities, and pursuit of their desired goals. This study provided a better insight into understanding how children perceive life satisfaction and what meanings they attach to it. The research results might be explained from a socio-cultural perspective and provide a scientific basis for large-scale studies on this topic in Vietnam.

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After-School Activities and Leisure Education

Cited by 8 publications

References 4 publications

Children’s multidimensional agency: Insights into the structuration of choice

Children’s multidimensional agency: Insights into the structuration of choice

Design, Evaluation and Outcomes of Leisure Education Programs

When are children satisfied with life? An initiative qualitative study from vietnamese children sample

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