ERIC Number: ED462507
Record Type: RIE
Publication Date: 2001-Dec
Reference Count: N/A
The Developmental Opportunities Provided by After School.
This paper discusses recent trends in the field of after-school education and addresses how today's climate of after-school education promotes a pro-learning/anti-development stance, albeit unintentionally. It uses research from one urban after-school program to illustrate this point, framing staff and children's understanding of the developmental opportunities provided by the program within the micro-context of the program structure and the macro-context of the field of after-school education. The data that emerged over the course of 1 year include the perspectives of the administrative staff, the program staff, and the children and incorporates both qualitative and quantitative indicators of developmental opportunities. The paper argues that an understanding of development is often more visceral than cognitive and that work that articulates the relationship between learning and development needs to occur if after-school education is to remain a developmental presence in urban communities. (Contains 19 references.) (Author/SM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Professional Staff Congress of the City Univ. of New York, NY.
Authoring Institution: N/A
Note: Paper presented to the Robert Bowne Foundation Participatory Evaluation Group (New York, NY December 2001).