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The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social-emotional development

Resource Type: Reports & Papers
Author(s): Wade, Christine E.
Date Issued: January, 2015
Description: 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. (author abstract)
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Journal Title: Children and Youth Services Review
Volume Number: 48
Issue Number:
Page Range: 70-79
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality

Programs, Interventions & Curricula > Programs > Out-Of-School Time
Country: United States
States: ARKANSAS, CALIFORNIA, KANSAS, MASSACHUSETTS, NORTH CAROLINA, PENNSYLVANIA, VIRGINIA, WASHINGTON, WISCONSIN
ISSN: 0190-7409 Paper
1873-7765 Online
Peer Reviewed: yes
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