Premium
Low‐Income Children's After‐School Care: Are There Beneficial Effects of After‐School Programs?
Author(s) -
Posner Jill K.,
Vandell Deborah Lowe
Publication year - 1994
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1994.tb00762.x
Subject(s) - psychology , developmental psychology , academic achievement , family income , race (biology) , child care , marital status , parenting styles , low income , nursing , medicine , population , botany , environmental health , socioeconomics , sociology , economics , biology , economic growth
4 types of after‐school care (formal after‐school programs, mother care, informal adult supervision, and self‐care) were examined for 216 low‐income children ( M age = 9.1 years). After‐school care was associated with maternal education, race, and family income but not with child gender, family marital status', neighborhood safety, or parenting style. When maternal education, race, and family income were controlled, attending a formal after‐school program was associated with better academic achievement and social adjustment in comparison to other types of after‐school care. Children's activities and experiences also varied in different after‐school settings. Children in formal programs spent more time in academic activities and enrichment lessons and less time watching TV and playing outside unsupervised than other children. They also spent more time doing activities with peers and adults and less time with siblings than did other children. The time that children spent in these activities was correlated with their academic and conduct grades, peer relations, and emotional adjustment.