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A Blueprint for Promoting Academic and Social Competence in After-School ProgramsPromoting Social and Emotional Development in Childhood and Early Adolescence

A Blueprint for Promoting Academic and Social Competence in After-School Programs: Promoting... Chapter 4 Promoting Social and Emotional Development in Childhood and Early Adolescence Maurice J. Elias and Jennifer S. Gordon When the end-of-the-day school bell rings, many children across the country return to empty homes, whereas other children congregate with their peers to engage in unsupervised activities. Today, more than 7 million children in the United States are without adult supervision for some period of time after school (Weisman & Gottfredson, 2001). This knowledge has triggered a body of research on the risks and benefits of after-school activities and led to the develop- ment of after-school programming for school-age children (ages 5–11 years) and adolescents’ (ages 12–18 years) (Mahoney, Harris, & Eccles, 2006). The expansion of after-school programs has dramatically increased over the past few years, largely as a response to an increase of local, state, and federal expenditures to support organized activities. One additional factor responsible for prompting after-school programming includes the historic rise in maternal employment, which resulted in a gap between children’s daily school schedule and their parents’ employment hours. This reality, coupled with research indi- cative of the dangers for children who are unsupervised during the after-school hours, has raised red flags in many American communities http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Blueprint for Promoting Academic and Social Competence in After-School ProgramsPromoting Social and Emotional Development in Childhood and Early Adolescence

Part of the Issues in Children’s and Families’ Lives Book Series (volume 10)
Editors: Gullotta, Thomas P.; Bloom, Martin; Gullotta, Christianne F.; Messina, Jennifer C.
Elias, Maurice J.; Gordon, Jennifer S.
Springer Journals — Sep 20, 2008
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14 pages

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Publisher
Springer US
Copyright
© Springer-Verlag US 2009
ISBN
978-0-387-79919-3
Pages
63 –77
DOI
10.1007/978-0-387-79920-9_4
Publisher site
See Chapter on Publisher Site

Abstract

Chapter 4 Promoting Social and Emotional Development in Childhood and Early Adolescence Maurice J. Elias and Jennifer S. Gordon When the end-of-the-day school bell rings, many children across the country return to empty homes, whereas other children congregate with their peers to engage in unsupervised activities. Today, more than 7 million children in the United States are without adult supervision for some period of time after school (Weisman & Gottfredson, 2001). This knowledge has triggered a body of research on the risks and benefits of after-school activities and led to the develop- ment of after-school programming for school-age children (ages 5–11 years) and adolescents’ (ages 12–18 years) (Mahoney, Harris, & Eccles, 2006). The expansion of after-school programs has dramatically increased over the past few years, largely as a response to an increase of local, state, and federal expenditures to support organized activities. One additional factor responsible for prompting after-school programming includes the historic rise in maternal employment, which resulted in a gap between children’s daily school schedule and their parents’ employment hours. This reality, coupled with research indi- cative of the dangers for children who are unsupervised during the after-school hours, has raised red flags in many American communities

Published: Sep 20, 2008

Keywords: Emotional Development; Index Card; School Bonding; Achievement Test Score; Early Elementary School

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