Bringing Education to Kids
Bringing Education to After-School Programs Quality school age care programs are much more than just baby-sitting services. The need for quality after-school programs has steadily increased over the past few years. The parents of more than 28 million children work outside the home. A recent consensus indicated that nearly seven million youths are left home alone on a regular basis (Ariz. School Age Coalition, 2002). These children would benefit from attending a quality after-school program. Today's families frequently are composed of either a single parent who is employed or two parents who are employed. Because of these changes in the nature of families, children are either staying at home alone or participating in a wide variety of after-school programs. Since after-school programs are becoming a way of life for many families in America, educators and their communities have become more aware than ever that what children do in their out-of-school time contribute to their social development and to their success in school. Children spend only 20% of their waking hours in school. It is estimated that up to 40% of children's t
Although federal government and private foundation funding has increased recently for after-school programs, research indicates that there are not enough programs available to meet demand (Halpern, 1999) This paper is an overview of the valuable educational benefits the after-school programs can provide elementary aged children and, more specifically, what the benefits are for them in the area of reading. : National Research Council and National Academy of Sciences. Positive outcomes include improved school performance and attendance, improved social skills and self-confidence, and a healthier use of time (Posner &Vandell, 1999). This will allow the sharing of the illustrations and the use of different voices, which will help to bring the stories alive . These quality programs with the help of well trained staff, design activities that are fun, exciting and are linked to positive, measurable academic outcomes. It will include research studies by experts in the field, Fashola, Posner & Vandell, and the University of Irvine's School of Education. Those with the greatest success provide learning activities that result in improved student academic performance and meet their social, emotional and physical needs (Miller, 1995). National Association of Elementary School Principals. Studies have shown that some elementary students take three to six times longer than others to learn the same thing (Fashola, 1999). They do this by aligning after school approaches with state standards and objectives and the regular school day curriculum while incorporating both direct and disguised learning methods (Hynes, O'Connor & Chung, 2000).
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Acceptance Essays
