The after school activity is an organized program that youth can participate outside of traditional school days. Some programs are run by primary or secondary schools, while others are run by non-profit or commercial organizations that are funded by the external. School teenage programs can take place inside school buildings or elsewhere in the community, such as at community centers, churches, libraries, or parks. After school activities are the foundation of mutual cultivation, which is a nurturing style that emphasizes children gaining leadership experience and social skills through participation in organized activities. Such children are believed by supporters to be more successful in the future, while others consider too much activity to indicate extra. While some studies show that after-school programs are structured to produce better test scores, better homework completion, and higher grades, further research has questioned the effectiveness of after-school programs in improving youth outcomes such as externalization behavior and attendance at school. In addition, certain activities or programs have made strides in closing performance gaps, or gaps in academic performance between white students and color students as measured by standardized tests. Although the existence of post-school activities is relatively universal, different countries perform activities after school differently, leading to after-school activities varying on a global scale.
Video After-school activity
Structure and organization
General activity
There are many after-school activities that are organized, for children and adolescents. They can focus on various activities or problems, such as:
- Sports, including soccer, baseball, scooter racing, hockey, swimming
- Performing arts, including dance, drama, ballet, choir, and band
- Creative art, including paintings, drawings, crafts
- Academic enrichment, including Cramming schools for literacy, math, etc.
- Preparation tests, including Kaplan, Princeton Review, and Sylvan Learning among others.
- Outdoor education, including Girl Scouts, Girl Guide, Boys Brigade, Fire Camp, 4-H, Midshipman
- Financial literature, including Jump $ tart, Junior Achievement, and more.
- Extracurricular activities in schools, including DECA, America's Future Business Leader, and Fellowship of Christian Athletes
- Community outreach, including After-School All-Stars and Boys and Girls Club of America
Management
Many elementary, middle, and high schools host activities after school. Some after-school activities are provided by the community center and are free of charge, while others are provided by non-profit businesses that charge a membership fee. Organization and management of after-school activities often vary from country to country and depend on cultural background.
Maps After-school activity
Case countries
India
A number of players have begun to provide after-school support services, but the numbers are still very small given India's large population and the importance of education for the Indian and other middle class. More players must enter the market to provide quality support, which is normal schooling with larger class sizes and traditional teaching techniques do not provide. Of the existing set of the most sought after after-school providers are those with individualized learning modules that complement the K-12 school syllabus. Learning System Way2Success is India's first nonprofit provider of an academically-oriented postgraduate school program that complements the school syllabus. They operate in New Delhi, Noida, Gurgaon and Faridabad areas. NutSpace Edtech Pvt. Ltd. uses its Exclusive Inventive Thinking Method to build 21st Century Skills on Children. It helps children develop leadership qualities, improves skills such as: communication, critical thinking, creativity, and collaboration. They currently operate from Kanpur and Lucknow.
Taiwan
Many after-school programs in Taiwan surround the academic enrichment and test preparation. Researchers Chen and Lu studied the impact of post-school academic activities among high school students in Taiwan, and their study in 2009 showed that an after-school academic and private school enrichment program in Taiwan improved student achievement but had negative effects on students. 'psychological well-being.
United Arab Emirates
In the United Arab Emirates, Afterschool.ae is an innovative online market platform that lets parents find, plan and order children's activities, and help children's activity providers be found online.
United Kingdom
After-school activities in the UK are usually commercially arranged and paid for by parents. Many children attend several weeks, and sometimes even more than one per day. Similar activities also occur on weekends.
There is usually little focus on "enrichment" that is managed rather than in the US, beyond the basic options of activities; such as football (football) being physically active and developing teamwork.
United States
The after school program is very common today in the United States. The 40 largest national youth organizations today have a total membership of about 40 million youth. The Boys & amp; Girls Clubs of America focuses primarily on positive teen development. Their staff provides information, guidance, and emotional support on issues faced by youth in high-risk environments. There are national after-school programs as well as national advocates for access to after-school programs, such as the Afterschool Alliance, but many after-school programs in the United States operate at the state level.
In Virginia, the Beans and Rice Organization is a community economic development organization that builds assets and develops capacity in low- and middle-income families through economic and educational programs. Peanuts and Rice offer post-school programs in Pulaski and Radford, Virginia. Volunteers function as mentors, tutors, and teachers. All volunteers receive strict training and supervision from Beans and Rice's staff and experienced volunteers. Elementary school students participating in Beans and Rice after School programs are provided with snacks, lessons, active play opportunities, and positive role models.
In Texas, programs around the country exist to create after-school programs: Texas Afterschool Centers on Education, or Texas ACE. Texas ACE is part of the Texas Education Agency, funded by the US Department of Education's 21st Century Learning Program, which sponsors a program to increase enrichment of schools in resource-poor schools in the United States.
In California, post-secondary schooling programs are funded primarily with the 21st Century High School ASSETS grant program (After School Safety and Enrichment for Teens). These grants establish programs to include academic, enrichment, and health and nutrition components. The after-school program in California primary schools is primarily funded by ASES (After-School Education & Safety) Grant program is mandated when voters across the state approve California's Proposition 49 (2002). This grant provides much of what ASET provides provide at the intermediate level, although there are additional family literacy components. Across Southern California, nonprofit providers work in partnership with school districts to provide after-school programs for k-12 students. Usually the school district applying for funds to fund the program after the local school. The district then elects to manage the program internally or resource management to CBOs, Non-Governmental Organizations (NGOs) or other local non-profit providers. Beyond the Bell is a district-managed program and managed after school offered to students in the Los Angeles Unified School District (LAUSD). THINK Together, California's largest nonprofit provider, contracts with approximately 20 Southern California district school partners to run and manage an academic-oriented post-school program at about 200 school sites located in Los Angeles, Orange, Riverside and San Bernardino County.
Benefits of after school activities
Positive time usage
Some working parents expect their children to be more supervised during the after-school hours, where Mahoney, Larson, and Eccles studies in 2005 found a major reason for enrollment in post-structured school programs. Likewise, in a 2010 article, scholars Wu and Van Egeren found that some parents enrolled their students in after school programs to give them a watched and safe place to spend time. Many activities after school take place during the school day, on weekends, or during the summer, thereby helping parents who work with child care. While some after school programs function as childcare facilities for children, other programs specifically target juveniles in high school and high school - providing opportunities for children of all ages.
Some supporters of these programs argue that if left unchecked, children and adolescents may fall into undesirable activities such as sexual intercourse, substance abuse, or gang affiliated activities. Because adolescents are old enough to be unattended, they have a higher risk of engaging in criminal behavior than young children, which can increase the perceived need for constructive after-school programs, such as Cook, Godfredson, and Na argue in their 2010 article. in the journal Crime and Justice . In the United States, interest in using post-school programs for delinquency prevention increased dramatically after research found that teenage arrest rates peaked between 2pm. and at 6 pm on school day. By allowing students to engage in school-related activities, it reduces the opportunity for them to engage in criminal activity or drug and alcohol abuse.
Academic growth
Studies show that the afterschool program is beneficial for children and adolescents. A long-term 1994 study by Posner and Vandell found that children in a structured academic and academic program have improved their academic performance when compared to their peers. The researchers selected a group of children who had taken part in some sort of after-school program and a group of other children who did not take part in the after-school program as a control group. They provide assessment to their children, parents, and teachers to determine the level of academic achievement of children, and the results show that students who have taken part in a structured after-school program are more likely to have better grades and perform math tests and reading higher than those who did not take part in the program after school. Similarly, a 2010 study by Durlak, Weissberg, and Pachan shows that both children and adolescents experience significant academic benefits by taking part in post-school programs.
Behavioral growth
There is evidence of whether post-school programs have a positive impact on adolescent behavior outcomes. The Posner and Vandell studies show that students who have taken part in the after school program also show more emotional stability and social adjustment signs than their peers. In particular, students in post-school activities behave better and adjust more fluently when transitioning to new grades or new schools, especially in transition from high school to high school. Other studies provide quantitative data to support these behavioral benefits by showing that students who participate in the after-school program on average have less discipline, less suspension, and are spent less than their peers who do not participate in any activity. On the other hand, a study of after-school programs in Maryland found participants to engage in more rebellious behavior than non-participants.
Closing the achievement gap
Post-school activities have been shown to have a decrease in gap in academic achievement between white students and color students in the United States. In his 2005 study on efforts to address racial performance gaps in urban areas, psychologist Julie Bryan noted that post-school activities can greatly benefit the socio-emotional health and student academic performance. Students working with identified extracurricular activities, after-school opportunities for academic support, and summer enrichment programs as important contributions to their academic success and personal growth. One aspect of this success is that after school activities give students the opportunity to deepen relationships with adult mentors, such as sports coaches, teachers, and community leaders. Research shows that having a caring and supportive adult presence in a student's life greatly enhances their sense of self-worth, academic achievement, and ability to resilience in the face of adverse situations such as poverty and abuse. A 2000 study by Gutman and Migley linked the benefits of students who have close relationships with adults who are concerned with the decline in achievement gaps.
Loss of summer learning
After school activities can play a role in combating the losses of summer study, which refers to the amount of academic skills that students lose during summer vacations due to lack of academic material exposure. According to a series of 39 meta-analyzes collected by Harris Cooper in a study of primary and early childhood education, the student test scores drop significantly from the last day of school in the spring to the first day of the fall; On average, summer vacations keep students coming back for more than a month. For elementary and secondary school students, reading comprehension, in particular, is strongly influenced by the loss of summer learning. If students can participate in academic activities during the summer months, they tend to risk losing their summer study. Currently, students from higher socioeconomic backgrounds are more likely to have access and participate in academic activities during the summer months, which gives them an advantage in academic achievement during the school year when compared to their peers with socioeconomic status lower.
Criticism of after school activities
Rigid structure
One criticism of after-school activities is that they give too much stiffness in a child's life. Slowly supportive supporters believe that children should be allowed to develop their own ideas. Bored is a move to have an idea of ​​doing something else, and having little or no adult interference allows the child to express their own creativity. Proponents of this theory argue that after-school structured programs have the potential to pave the way for such creativity and self-expression among children. Similarly, the concept of Tao wu wei, literally translated as "non-action," supports spontaneity in everyday life. So while there may be some children who benefit from being watched and pushed toward the didactic goals through organized after school activities, others may get more from themselves, or with minimal supervision.
Indicative addition
Another criticism of after-school activities is that participating in it has the potential to cause increased stress and anxiety among students. Children who participate in many activities after school are one of the common symptoms of supplemental giving. In additional provision, which is more common among middle or upper class families, parents tend to closely monitor their child's schedule to protect their children or improve their social skills, academic development, and/or future prospects. It has the potential to cause persistent psychological problems among children, such as independence and poorly developed coping skills, low self-esteem, and stress-related disorders and anxiety. In his study of The Price of Privilege, psychologist Madeline Levine examined the psychological effects of supplemental giving on special socioeconomic children, including the impact of participating in post-school activities. She found that children from wealthy families were more likely to suffer from psychological disorders such as anxiety and depression. By spending so much time in after-school activities arranged by their parents, children working with Levine fail to develop adequate self-management, which is a strong predecessor to psychological inner strength and academic achievement.
See also
- Extracurricular activities
- Gap achievement
- Loss of summer learning
- Mother Football
- Cultivation held
- Parenting style
- Foster parenting
- AYSO
- YMCA
- YWCA
- After-School All-Stars
- Boys & amp; Girls Clubs of America
- buildon
References
Further reading
Lindsey, Jennifer, "Quality After School Time: An Evaluative Study of the Eastside Story After School Program in Austin, TX" (2010). Applied Research Project. Texas State University Paper 322. http://ecommons.txstate.edu/arp/322
External links
- AfterSchool.gov - The US Government website for after-school programs
- Learning System Way2Success Program Fortunately After School in India
- Afterschool.ae - web and mobile platform in the United Arab Emirates dedicated to ordering and after-school exploration.
- Afterschool Alliance
- Willamette After School
- Afterschool Education Center
- National Institute on Out-of-School Time at Wellesley Center for Women
- Out of School Time at Harvard Family Research Project
- The After-School Company
- Hot Topics: Character Education - Course-related post-school information in Services Learn and Serve the National Service-Learning Institute of America
- Ways to Make Your Child Interested to Study After School
Source of the article : Wikipedia
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