The aim of this article is to contribute to the discussion concerning the concepts used in the field of extended education by scrutinising different concepts that can contribute to research and guard the specific educational attitude of extended education as viewed from a Swedish perspective. The discussion will be based on a review of concepts…

The purpose of this article is to give an overview of research on extended education in Switzerland and to point out the gaps in the field. In Switzerland official education statistics and research on extended education are still in their infancy. This is directly associated with the fact that extended education has only been widely discussed…

Considers solutions that families often use to meet their needs for after-school care: self-care and after-school programs. Describes: (1) the incidence of these care arrangements; (2) familial, child, and community factors related to their use; and (3) the conditions under which these arrangements either support or undermine child development.…

Juxtaposes research on school-age programs with studies of self-care and out-of-school activities, discussing what each type of after-care arrangement involves and how prevalent it is. Reviews research on how the arrangements contribute to children's development and examines program features especially related to outcomes for children. (SLD)

In 1979 and 1980 "Child Care Information Exchange" ran a series of five articles about what was then called school-age day care: "Getting It Off the Ground," "Designing an Effective Structure," "Developing a Responsive Curriculum," "Selecting and Motivating Staff," and "Managing the Money." These articles from 25 years ago captured the essence of…

Reviews Click's book, which explains the development of children during middle childhood; discusses the role of the many individuals involved in a child care facility; introduces developmentally appropriate practices and programs for cultural and linguistic diversity; and describes how to implement a variety of activities. Finds that despite…

Studied the extent to which types of after-school care in grades one, three, and five predict behavioral adjustment and academic performance in grade six. Found that higher amounts of self care predicted poorer adjustment, particularly for children displaying behavior problems in kindergarten or not participating in adult-supervised…

This booklet offers guidelines on developing, operating and regulating child care programs for school-age children (ages 6-12) whose parents cannot care for them before and after school. The physical, social, cognitive and personal needs of the school-age child are reviewed. Elements essential to the development of a flexible, child-centered…

Examines children's production and participation in play and games in an Italian preschool and a Swedish after-school program. Considers play as part of a process of interpretive reproduction in children's lives, and demonstrates how children at play use a range of communicative skills, collectively participate in and extend their peer cultures,…

This pamphlet offers guidelines for directors and teachers interested in providing good after-school day care programs for children 6-12 years of age. The typical school-age child served by after-school programs in New York City is described in the introduction, and the importance of creative play is emphasized. Topics include: (1) the role of the…

This manual was designed to assist Texas school districts in their efforts to implement Senate Bill (SB) 913 and to serve as a guide for organizing child care programs in the schools. Chapter 1 provides a summary of SB 913, a bill that requires school districts with more than 5,000 students to hold annual public hearings on out-of-school care for…

The five chapters in this handbook, intended for parents of children entering kindergarten for the first time, offer suggestions about how parents can help their child get ready for school and make starting kindergarten a successful and happy event. Chapter 1 describes when learning begins and offers tips for helping children who are starting…

Studied after-school activities of third graders for two years. Found that children attending after-school programs spent more time on academic and extracurricular activities; children in informal care spent more time watching television and "hanging out." Sex differences were reported in the type of activities. Time spent in activities was…

Due to a lack of initial orientation training for school-age child care staff, the childcare program for 6- to 18-year-olds, located at an Air Force installation, was not fully acquainting new employees with the developmental needs of school-age children. Because of a lack of financial resources to conduct extensive training, high turnover of…

Concerns about the quality of a before- and after-school program on an overseas military installation arose due to low staff morale, caregivers' lack of training and experience, and child behavior problems. This practicum project devised and implemented a 10-week training program to increase staff knowledge of developmentally appropriate practices…