Children's After-School Activities as Opportunities To Develop Cognitive Skills.

Autor/inn/en	Perez, Susan; Gauvain, Mary
Titel	Children's After-School Activities as Opportunities To Develop Cognitive Skills.
Quelle	(2001), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Children; Cognitive Development; Comparative Analysis; Cultural Differences; Elementary School Students; Hispanic American Students; Individual Activities; Longitudinal Studies; Parent Child Relationship; Personal Autonomy; Planning; Primary Education; Surveys; White Students + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Child; Kind; Kinder; Kognitive Entwicklung; Kultureller Unterschied; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Individual work; Einzelarbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Individuelle Autonomie; Ablaufplanung; Planungsprozess; Primarbereich; Survey; Umfrage; Befragung
Abstract	Noting that there has been increasing interest in the past 20 years in the contributions of children's everyday experiences to their intellectual growth, this study examined the contribution of everyday experience during middle childhood to the cognitive skill of planning. The major focus of the study was to identify whether children have opportunities to develop and practice planning skills in their everyday experience, describe how parents are involved, and compare practices across European American and Hispanic communities. Participating in the 3-year longitudinal study were 118 mothers (83 European American and 35 English-speaking Latino American) and their children (61 girls, 57 boys), beginning when the children were 7 or 8 years old. The Daily Activities Survey was given to mothers and children separately at all three waves of data collection. Findings indicated that 85 percent of children went home after school, and 12 percent went to day care. Children regularly participated in 2.98 organized activities and 8.48 informal activities. Findings indicated that children's opportunities to decide on their after-school activities changed over middle childhood. Much of children's experience deciding future behaviors occurred for informal activities, and this experience increased over middle childhood. Hispanic parents were more likely than European American parents to decide on their children's informal activities on their own. Girls had more opportunity to decide on informal activities on their own than boys did during these years. Gender-related patterns differed in European American and Hispanic families. Parents of European American boys or Hispanic girls and their children were more likely to share decision making regarding informal activities than the other dyads. Parents and children tended to share in the decision making for organized activities, and there was little change in this pattern over middle childhood. (Eight tables detail findings. Contains 12 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC