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After-School Time and Children's Behavioral Adjustment.
Peer reviewed Peer reviewed
Marshall, Nancy L.; Coll, Cynthia Garcia; Marx, Fern; McCartney, Kathleen; Keifc, Nancy; Ruh, Jennifer – Merrill-Palmer Quarterly, 1997
After-school settings and activities for 206 urban children, grades one through four were examined, and associations with behavioral adjustment noted. Found that effects of activities on externalizing and internalizing behaviors were more pronounced in lower income children than in those from middle and upper income backgrounds. Peer interaction…
Descriptors: After School Programs, Behavior Development, Child Caregivers, Day Care Effects
Patterns of After-School Care in Middle Childhood: Risk Factors and Developmental Outcomes.
Peer reviewed Peer reviewed
Pettit, Gregory; Laird, Robert D.; Dodge, Kenneth A.; Bates, John E. – Merrill-Palmer Quarterly, 1997
Studied the extent to which types of after-school care in grades one, three, and five predict behavioral adjustment and academic performance in grade six. Found that higher amounts of self care predicted poorer adjustment, particularly for children displaying behavior problems in kindergarten or not participating in adult-supervised…
Descriptors: Academic Achievement, After School Programs, Behavior Problems, Child Development
Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs?
Peer reviewed Peer reviewed
Posner, Jill K.; Vandell, Deborah Lowe – Child Development, 1994
Examined the effects of 4 different types of after-school care arrangements (formal after-school programs, mother care, informal adult supervision, and self-care) on 216 children from low-income families. Children who participated in formal after-school programs had higher academic and conduct grades in school and spent less time watching…
Descriptors: Academic Achievement, Adult Child Relationship, After School Programs, Elementary Education