Specific Features of After‐School Program Quality: Associations with Children’s Functioning in Middle Childhood

Abstract

This longitudinal study examined associations between three after-school program quality features (positive staff–child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children’s prior functioning on the developmental outcomes, positive staff–child relations in the programs were positively associated with children’s reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff–child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children’s math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes.

Developing and Improving After‐School Programs to Enhance Youth’s Personal Growth and Adjustment: A Special Issue of AJCP

“…It is not always possible to study all four domains simultaneously, but many studies in this special issue consider multiple outcomes that can help us understand the specificity or breadth of program effects. For example, using diverse methodologies, both the studies by Pierce et al (2010) and Shernoff (2010) found that program quality features were associated with both improved social and academic outcomes. Similarly, Riggs et al (2010) report that after-school programming may positively affect the academic and personal development of Latino youth.…”

The Value of Out-of-School Time Programs

“…40 When examining individual elements of programs, a key dimension related to youth development (including academic achievement and social skills) is instructor-child relations. 41 These relations are defined by staff reacting positively to youth, speaking in warm and respectful tones, engaging with them, and being enthusiastic. Evidence suggests that program quality also matters for youth experiences.…”

Horarios laborales de los progenitores y su incidencia en el rendimiento académico de alumnos de primaria. Efectos diferenciales del género

“…Como hemos dicho, la implicación de los padres en el bienestar y los resultados de los niños de primaria en la educación formal ha sido analizada con frecuencia (Lauer et al, 2006;Pierce, Bolt, & Vandell, 2010). El estudio de dicha implicación puede abordarse desde dos aspectos (Vincent & Neis, 2011).…”

“…A la influencia genérica de los horarios laborales del padre y de la madre sobre el aprovechamiento escolar de los alumnos de primaria, hay que añadir, tal y como señalan Hsueh y Yoshikawa (2007), otros aspectos también de tipo familiar, como son las actitudes y creencias de los padres hacia la escuela, las condiciones laborales de los progenitores, el contacto de los niños con otros familiares y/o cuidadores, y las actividades extraescolares en que los niños participan. En un trabajo previo (Cladellas, Clariana, Badia, & Gotzens, 2013) En segundo lugar, el efecto de una supervisión directa de las actividades escolares realizadas en casa -los deberes -de manera que simplemente se acumularía una mayor cantidad de tiempo dedicado al aprendizaje académico, cuya relación con el rendimiento ha sido ampliamente demostrada (Pierce et al, 2010;Vincent & Neis, 2011). Esta relación se hace especialmente notoria en el caso de las asignaturas de mayor demanda cognitiva, en la que la automatización de procesos es muy importante, pero habitualmente tediosa.…”