Publication year
2015
Citation Title
The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social-emotional development
Journal Name
Children and Youth Services Review
Journal Volume
48
Issue Number
1
Page Numbers
70-79
DOI
10.1016/j.childyouth.2014.12.007
Summary
Experiences of 298 children in after-school programs were examined as predictors of social-emotional functioning from first-fifth grade. Results indicated changes in after-school program experiences positively predicted changes in self-control and changes in child-to-caregiver ratios predicted children's after-school program experiences and levels of social-emotional development.
Key Findings
Changes in after-school program experiences positively predicted changes in self-control, but only for boys.
Children’s relationship with their caregiver predicted an increase in social-emotional functioning.
Fewer externalizing behavior problems existed in children when their relationship was more positive with their after-school program caregiver than when the relationship was more strained.
Implications for Military Professionals
Examine ways to create positive and personalized relationships with the children involved in these programs
Collaborate with organizations connected with military parents to emphasize the importance of after-school programming for all families
Implications for Program Leaders
Implement a small child-to-staff ratio to enable staff to better support children’s social-emotional development and the overall relationship
Create workshops for military parents to learn about what they can do in the home to promote positive self-control and social-emotional functioning
Implications for Policy Makers
Promote and support the use of outside informational sessions and/or materials on best practices for military families and after-school programming
Recommend that professionals who work with military families increase out-of-school programs on installations
Methods
Participants were recruited via random sampling method through the Early Child Care Research Network.
Family income, maternal partner status, and maternal hours of employment were collected when children were in the first, third, fourth, and fifth grades.
Data analyses were conducted on child-caregiver relationship, social skills, after-school caregiver intake, quantity of after-school program care, and child behavior.
Participants
Children (N = 298) who were involved in after-school programs within first-fifth grade were included in the study.
Participants were recruited after birth from local hospitals.
Children sampled were White, Black, or Latino. The study did not provide a percentage breakdown for participants. Percentages for gender breakdown were not given in this study.
Limitations
Due to the correlational study, causal relationships cannot be inferred.
Participants were selected only from hospitals in cities and information on the nature of the cities were not provided, which limits the context within which to interpret and apply the results.
Study did not explain or include a rationale as to why researchers examined solely maternal characteristics in relation to parent-child relationships.
Avenues for Future Research
Provide a sample comparison between rural and urban after-school programs to better understand any differences that exist amongst the two settings
Include analysis and information about a variety of family structures to gain insight on multiple familial influences
Explore impact of out-of-school activity participation on social-emotional outcomes in adulthood
Focus
Civilian
Target Population
Population Focus
Abstract
Experiences of 298 children with their caregivers in after-school programs (ASPs) were examined as predictors of social_emotional functioning across the first through fifth grade. Moderating effects of previous social_emotional problems, child gender, family income, quantity of care, and program regulatable features were also estimated. On average, ASP experiences negatively predicted externalizing problems and positively predicted social self-control and assertion. Interestingly, positive ASP experiences did not predict decreased externalizing behaviors, but instead children with negative experiences had higher levels of externalizing behavior problems. Changes in ASP experiences positively predicted changes in self-control scores, but only for boys. Finally, staff experience, staff wages, and changes in child-to-caregiver ratios predicted children's ASP experiences and levels of social_emotional development
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