Learning and personal development are integral to being a person, and learning and teaching are integral to life as a social being. "Understanding Children's Informal Learning" presents children's informal learning out-of-school and explores how this knowledge can enhance teaching and learning practice in the classroom. The authors focus…

Background: Locomotor and object control skills are considered essential skills for children to learn due to their potential impact in aiding in future healthenhancing physical activity. Evidence indicates that out-of-school time programs (OST) can provide meaningful movement opportunities for children. It has been found that leaders of OST…

In this paper, we analyse a group of 6 and 7 year olds' interactions during a literacy event. We explore the complexities of their meaning-making following a read aloud of Where the Wild Things Are (Sendak 1963). Our focus is on discourses of gender/sex/uality, a term that acknowledges the complex relationship between gender, sex and sexuality,…

When playwork settings re-opened in July 2020 after the first lockdown in March 2020, playwork as a profession demonstrated its adaptable and flexible nature for children to access the provision. This included open access provision becoming closed access and bookable, a reduction in the number of children, resources, and space to play, and…

Background: Schools in impoverished communities on the Cape Flats experience challenges related to high levels of poverty, crime and gang violence that can adversely affect learners' psycho-social and academic development. After-school programmes (ASPs) represent one form of intervention to address these issues. Aim: This study explored the…

Background: Situated in urban Philadelphia, Autores Fuertes was part of a network of nonprofit community writing centers that provided a free afterschool writing academy for children ages 7 to 17. With a full-time lead educator and assistant educator, alongside several volunteer community educators, this center promoted itself as a…

Purpose: This article reflects on the adaption of Sarah Pink's video re-enactment methodology for exploring children's out-of-school lifeworlds. Design/methodology/approach: Video re-enactments originate in the work of Sarah Pink who developed the methodology to study everyday routines, including activities associated with people's energy…

School-age children need safe, supervised places to learn and grow during non-school hours while their parents and caregivers work. Beyond providing safety and supervision, participation in high-quality school-age child care programs offered before or after school, or during the summer, is associated with positive developmental outcomes for young…

Community-based youth-serving organizations are often seen by participants and their families as safe and supportive environments with no stigma attached to participation. Many children attend community-based afterschool programs five days a week. In such an environment, trusted adults can consistently monitor the moods and behaviors of…

Although school engagement is crucial to child development, research on children with intellectual disabilities in mainstream schools is scant. This sequential, explanatory mixed-methods study examined the ways in and extent to which children with intellectual disabilities participate in mainstream school activities, as well the personal and…

Objective: Although treatment research has relied upon group-based methods to understand treatment response, these methods often are unable to detect intraindividual changes in behavior. Single case designs using time series analyses, in contrast, may be ideal for examining intraindividual variability in treatment response over time. The current…

Youth purpose was investigated using a two-phase embedded design with youth participating in Scouts BSA (N = 3,943), ages 9-20 (M = 14.0, SD = 1.9). Participating Scouts were mostly White (91%) and male (98%). In Phase 1, we conducted a two-step cluster analysis on Scouts' survey responses to three purpose dimensions (personal meaning,…

Youth fields professionals create the conditions in which young people can thrive: They activate the vision for high-quality programs; develop tools, systems, and approaches for designing and sustaining such programs; and form relationships with and among participating youth. However while investments in afterschool programming have continued to…

In this article, inspired by the idea of using data to think "with" theory [Jackson, A., and L. Mazzei. 2012. "Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives." London: Routledge], we explore how our ethnographic visual data will be 'thought', 'theorised' and verbalised using concepts…

In response to growing recognition for the mental health impacts of climate change, understanding the full range of children's psychological experiences in climate change education (CCE) contexts is critical to developing approaches that support children's constructive engagement and overall well-being. Through surveys and focus groups conducted…