Connecting Afterschool Program Quality to Social, Emotional, and Literacy Skill Development

Autor/inn/en	Naftzger, Neil; Wheeler, Kathryn; Hall, Georgia
Titel	Connecting Afterschool Program Quality to Social, Emotional, and Literacy Skill Development
Quelle	In: Afterschool Matters, (2023) 36, S.37-41 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	After School Programs; 21st Century Skills; Social Development; Emotional Development; Literacy; Self Management; Persistence; Critical Thinking; Student Participation; Leadership; Program Effectiveness; Reading Skills; Student Characteristics; Elementary School Students; Literacy Education; Reading Fluency; Interaction; Interpersonal Competence; Massachusetts; Minnesota; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Soziale Entwicklung; Gefühlsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstmanagement; Ausdauer; Kritisches Denken; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Führung; Führungsposition; Reading skill; Lesefertigkeit; Interaktion; Interpersonale Kompetenz; Master-Studiengang
Abstract	This descriptive study explored the relationship between sustained attendance in high-quality 21st Century Community Learning Centers (CCLC)-- funded programs and key child outcomes. The key hypothesis was that high-quality programming is associated with the development of social and emotional skills, which in turn may be related to academic skills such as literacy. The study found that growth in five social and emotional skills measured by the Survey of Academic and Youth Outcomes the teacher version (SAYO-T)--self-regulation, perseverance, critical thinking, engagement in learning, and leadership--was greater for children who were enrolled in higher-quality programs, attended more regularly, or both. In turn, growth in these skills was significantly related to improvement in the number of words children could read on the Oral Reading Fluency (ORF) test. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01