Specific Features of After-School Program Quality: Associations with Children’s Functioning in Middle Childhood
Wednesday, March 31st, 2010
Abstract
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.
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.
- Content Type Journal Article
- Category Original Paper
- DOI 10.1007/s10464-010-9304-2
- Authors
- Kim M. Pierce, University of California, Irvine Department of Education 3200 Education Irvine CA 92697 USA
- Daniel M. Bolt, University of Wisconsin-Madison Department of Educational Psychology Madison WI USA
- Deborah Lowe Vandell, University of California, Irvine Department of Education 3200 Education Irvine CA 92697 USA
- Journal American Journal of Community Psychology
- Online ISSN 1573-2770
- Print ISSN 0091-0562