Specific Features of After-School Program Quality: Associations with Children's Functioning in Middle Childhood
Specific Features of After-School Program Quality: Associations with Children's Functioning in Middle Childhood
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DOI：
10.1007/s10464-010-9304-2
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发表时间：
2010-06-01
影响因子：
3.1
通讯作者：
Vandell, Deborah Lowe
中科院分区：
文献类型：
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作者：
Pierce, Kim M.;Bolt, Daniel M.;Vandell, Deborah Lowe
这项纵向研究探讨了三个课后计划的质量特征（积极的工作人员与儿童的关系，可用的活动，编程的灵活性）和儿童的发展成果（阅读和数学成绩，工作习惯，并与同龄人的社交技能）在2年级，然后3年级之间的关联。参与者（二年级n = 120，三年级n = 91）平均每周参加4天以上的课后活动。控制儿童和家庭背景因素和儿童的发展成果，积极的工作人员与儿童的关系，在节目中与儿童的阅读成绩在2年级和3年级，数学成绩在2年级。积极的工作人员与儿童的关系也与社会技能在2年级，只有男孩。在三年级，各种适合年龄的活动与儿童的数学成绩和课堂作业习惯呈正相关。编程的灵活性（儿童选择的活动）与儿童的结果无关。
This longitudinal study examined associations between three after-school program quality features (positive staff-child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children's prior functioning on the developmental outcomes, positive staff-child relations in the programs were positively associated with children's reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff-child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children's math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes.