Afterschool Programs and Adolescents Term Paper by Nicky

Afterschool Programs and Adolescents
A look at the impact of afterschool programs on adolescents in the United States.
# 144948 | 1,086 words | 9 sources | APA | 2010 | US
Published on Oct 20, 2010 in Child, Youth Issues (Teen, Adult Issues) , Education (General)


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Description:

The paper explores how adolescents benefit from afterschool programs, and explains the improvements in academic achievement and the social, emotional and physical benefits. The paper discusses two reasons that afterschool activities are positive experiences for adolescents, while outlining five main features that make such programs effective.

Outline:
Introduction
Literature Review
Solutions to the Problem
Conclusion

From the Paper:

"In the United States, 69 percent of two-parent families and 71 percent of single-parent families with children report that parents' work schedule leaves children in need of supervision around the school hours (U.S. Bureau of Labor Statistics, 2000). There are a variety of care options available to employed parents of school-age children, ranging from no supervision to one-on-one babysitting to afterschool programs.
"Many parents rely on afterschool programs to take care of their children when school is over. These programs allow parents to work regular hours without worrying about their children being home alone. In recent years, the number of after-school programs has increased in the United States. In 2001, four out of ten children in kindergarten through eighth grade participated in afterschool activities at least once a week (Benavente, 1996). While this number is high, there are still between eight and fourteen million children and adolescents who are left alone and unsupervised after school."

Sample of Sources Used:

  • Benavente, Jean. (September, 2006). After school activities can change a child's life. Colorado State University. Retrieved from the Internet at: http://www.ext.colostate.edu/PUBS/columncc/cc060905.html.
  • Birmingham, Jennifer. (November, 2005). Shared Features of High-Performing After-school Programs. The After-School Corporation and Southwest Educational Development Laboratory.
  • Hall, Georgia. Gruber, Diane. (Fall, 2007). Making the Case: Quality Afterschool Programs Matter: What Makes a Quality Program? The Massachusetts Special Commission on After School and Out of School Time. Retrieved from the Internet at: http://209.85.173.132/search?q=cache:NOiN67VzCiIJ:www.niost.org/pdf/MSC_brief_Hall_Gruber.pdf+%22afterschool%22+adolescents+impact&hl=en&ct=clnk&cd=25&gl=us.
  • Lochner, Ann. (May 1, 2008). Afterschool Learning Opportunities Matter . Applied Research & Evaluation. Retrieved from the Internet at: http://209.85.173.132/search?q=cache:x4TJHrH6CHIJ:www.extension.umn.edu/youth/00019.pdf+%22afterschool%22+adolescents+impact&hl=en&ct=clnk&cd=12&gl=us
  • Markowsky, G. Jeannie; Pence, Alan R. (August, 1997). Looking Back: Early Adolescents' Recollections of Their Preschool Day Care Experiences. Early Child Development and Care, v135 p123-47.

Cite this Term Paper:

APA Format

Afterschool Programs and Adolescents (2010, October 20) Retrieved April 19, 2021, from https://www.academon.com/term-paper/afterschool-programs-and-adolescents-144948/

MLA Format

"Afterschool Programs and Adolescents" 20 October 2010. Web. 19 April. 2021. <https://www.academon.com/term-paper/afterschool-programs-and-adolescents-144948/>

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