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School-aged children in the U.S. and other Western nations spend
almost half of their waking hours in leisure activities. For some,
out-of-school time is perceived as inconsequential or even
counterproductive to the health and well-being of young persons.
Recently, however, there has been a growing recognition that--along
with family, peers, and school--the organized activities in which
some youth participate during these hours are important contexts of
emotional, social, and civic development. They provide
opportunities for young persons to learn and develop competencies
that are largely neglected by schools. At the same time,
communities and national governments are now channeling
considerable resources into creating organized activities for young
people's out-of-school time. This volume brings together a
multidisciplinary, international group of experts to provide
conceptual, empirical, and policy-relevant advances in research on
children's and adolescents' participation in the developmental
contexts represented by extracurricular activities, and
after-school and community programs.
"Organized Activities as Contexts of Development" provides a
handbook-like coverage of research in this new emerging field. It
considers a broad developmental time-span from middle childhood
through early adulthood, providing information on how motivation,
participation, and developmental experiences change as youth get
older. The contents cover one of the most salient topics in child
and adolescent research, education, and social policy, placing
consistent emphasis on developmental aspects and implications of
organized activity participation for young persons. Representing
contributors from several fields of study--psychology, criminal
justice, leisure science, sociology, human development, education,
prevention, and public policy--the book is designed to appeal to
students and scholars in all these areas. Additionally, the volume
is written to be of interest to professionals who administer
programs and develop policy on youth.
School-aged children in the U.S. and other Western nations spend
almost half of their waking hours in leisure activities. For some,
out-of-school time is perceived as inconsequential or even
counterproductive to the health and well-being of young persons.
Recently, however, there has been a growing recognition that--along
with family, peers, and school--the organized activities in which
some youth participate during these hours are important contexts of
emotional, social, and civic development. They provide
opportunities for young persons to learn and develop competencies
that are largely neglected by schools. At the same time,
communities and national governments are now channeling
considerable resources into creating organized activities for young
people's out-of-school time. This volume brings together a
multidisciplinary, international group of experts to provide
conceptual, empirical, and policy-relevant advances in research on
children's and adolescents' participation in the developmental
contexts represented by extracurricular activities, and
after-school and community programs.
"Organized Activities as Contexts of Development" provides a
handbook-like coverage of research in this new emerging field. It
considers a broad developmental time-span from middle childhood
through early adulthood, providing information on how motivation,
participation, and developmental experiences change as youth get
older. The contents cover one of the most salient topics in child
and adolescent research, education, and social policy, placing
consistent emphasis on developmental aspects and implications of
organized activity participation for young persons. Representing
contributors from several fields of study--psychology, criminal
justice, leisure science, sociology, human development, education,
prevention, and public policy--the book is designed to appeal to
students and scholars in all these areas. Additionally, the volume
is written to be of interest to professionals who administer
programs and develop policy on youth.
From childhood to adolescence, young people are enrolled in various
public or private forms of educational arrangements outside regular
school lessons. These activities can be summarized by the term
extended education. The volume provides an overview of extended
education in multiple nations around the world. Different models,
policies, methods, and research findings are discussed from an
international point of view. Children participate in school- or
community-based programs, forms of private tutoring or after-school
activities such as art courses or academic clubs, or they attend
extracurricular activities at all-day schools or leisure time
centres. In as far as these activities and programmes focus on the
social, emotional and academic development of children and young
people and are pedagogically structured to make it easier for the
participants to learn specific contents they can be summarized by
the term extended education. The volume aims at three main aspects:
Firstly, it explores major characteristics of extended education as
an emerging research field, defines what this research field is
(and is not), and points to areas/nations/regions where we know
very little about extended education. Secondly, the volume provides
a potential framework for future cross-national research
(collaborative and comparative research) on extended education we
are lacking so far. And thirdly, the volume sheds light on the
national and international features of extended education and
suggests future developments in this field of education. The volume
focuses on childhood and adolescence (through secondary education,
including college students), though some lifelong implications are
discussed as well. It encompasses 18 articles which cover extended
education in 12 different countries around the globe.
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