Low-income children's after-school care: are there beneficial effects of after-school programs?
Low-income children's after-school care: are there beneficial effects of after-school programs?
复制标题
低收入儿童的课后托管：课后计划是否有有益效果？
DOI：
10.1111/j.1467-8624.1994.tb00762.x
复制
发表时间：
1994
影响因子：
4.6
通讯作者：
D. Vandell
中科院分区：
文献类型：
--
作者：
J. Posner;D. Vandell
对 216 名低收入儿童（M 年龄 = 9.1 岁）的 4 种课后托管（正式课后计划、母亲托管、非正式成人监督和自我托管）进行了检查。课后托管与母亲教育、种族和家庭收入相关，但与儿童性别、家庭婚姻状况、邻里安全或养育方式无关。当母亲教育、种族和家庭收入受到控制时，与其他类型的课外护理相比，参加正式的课外活动与更好的学业成绩和社会适应相关。孩子们的活动和经历在不同的课后环境中也有所不同。与其他孩子相比，参加正式课程的孩子花在学术活动和强化课程上的时间更多，而看电视和在无人监管的户外玩耍的时间更少。与其他孩子相比，他们与同龄人和成年人一起活动的时间也更多，与兄弟姐妹相处的时间更少。孩子们花在这些活动上的时间与他们的学业和行为成绩、同伴关系和情绪调整有关。
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 an 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.