Literaturnachweis - Detailanzeige
Autor/in | Alexander, David |
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Institution | Wellesley Coll., MA. National Inst. on Out-of-School Time. |
Titel | The Learning that Lies between Play and Academics in After-School Programs. |
Quelle | (2000), (6 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Adolescents; Adult Child Relationship; After School Education; After School Programs; Children; Staff Role; Student Projects; Teacher Student Relationship; Teaching Methods Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; After school education; Program; Programs; Programme; Programm; Child; Kind; Kinder; Schulprojekt; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | The increasing emphasis on student achievement and mastery test scores has many after-school programs struggling with the demand to improve academics and offer homework assistance, while also offering a well-balanced program providing opportunities for play and social interaction. This paper asserts that project-based activities can encourage learning while not creating an overly academic climate. Project-based activities are described as open-ended, challenging, and experimental in nature, thereby building on and furthering children's learning in a stimulating and creative way and maintaining the positives associated with play. The paper delineates the qualities of project-based activities, with accompanying illustrative examples. Key components of adult involvement in successful project-based activities are highlighted, including encouraging children to talk about what they are planning, helping to break the project task down into manageable activities, suggesting routes to accomplish a task, and supporting and applauding children's efforts. The paper points out that after-school programs that offer project-based experiences provide an enriching, supportive atmosphere that complements and furthers the learning that occurs during the regular school day and links appropriately with childrens play. A tip sheet on project-based activity concludes the paper, summarizing the qualities of good projects, adult involvement with learners in project-based learning, and reasons to use project-based activities in after-school programs. (KB) |
Anmerkungen | National Institute on Out-of-School Time, Wellesley College, 106 Central Street, Wellesley, MA 92481-8203. Tel: 781-283-2547; Fax: 781-283-3657; Web site: http://www.niost.org. For full text: http://www.niost.org/publications/learning_article.pdf. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |