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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.
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.
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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