Journal articles: 'After School Care'

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Vandell, Deborah Lowe, and Lee Shumow. "After-School Child Care Programs." Future of Children 9, no. 2 (1999): 64. http://dx.doi.org/10.2307/1602707.

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Haarbauer-Krupa, Julie. "Taking Care of Children After Traumatic Brain Injury." Perspectives on School-Based Issues 13, no. 3 (November 2012): 79–86. http://dx.doi.org/10.1044/sbi13.3.79.

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AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

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Karlsudd, Peter. "SCHOOL-AGE CARE, AN IDEOLOGICAL CONTRADICTION." Problems of Education in the 21st Century 48, no. 1 (November 20, 2012): 45–51. http://dx.doi.org/10.33225/pec/12.48.45.

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In the doctoral dissertation "Children with intellectual disability in the integrated school-age care system" the extent and goal fulfilment of after-school recreation centre activities in 19 Swedish municipalities were studied. The study gave high marks to these centres for integrating intellectually disabled children into their activities. The empirics of the dissertation revealed, however, a number of warning signals, which indicated an increase in offering “special solutions” to these children. This article will contain a comparison between the study from 1999 and the one carried out in the spring of 2011. The two studies have followed the same question construction in order to achieve a comparison over time. The aim of study, focusing on children received into schools for the intellectually disabled was to evaluate to what extent integrated activities occurred and to look for factors with a positive impact on the quality of those after-school activities which gathered children from these and compulsory schools in the same groups. On the basis of the comparison made between the 12 years that have passed from the earlier to the later study, it must be regretfully concluded that segregated activities have gained a firm hold on the activities of after-school recreation care centres. Key words: after-school activities, inclusion, integrated, intellectual disability, school-age care system.

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Felfe, Christina, Michael Lechner, and Petra Thiemann. "After-school care and parents' labor supply." Labour Economics 42 (October 2016): 64–75. http://dx.doi.org/10.1016/j.labeco.2016.06.009.

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Karlsson, Marie, Satu Perälä-Littunen, Marja Leena Böök, and Annica Löfdahl Hultman. "Making Sense of After-School Care Dilemmas in Mothers' Stories of After-School Care in Finland and Sweden." Children & Society 30, no. 2 (February 1, 2015): 146–58. http://dx.doi.org/10.1111/chso.12110.

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Posner, Jill K., and Deborah Lowe Vandell. "Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs?" Child Development 65, no. 2 (April 1994): 440. http://dx.doi.org/10.2307/1131395.

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Simoncini, Kym, Nerina Caltabiano, and Michelle Lasen. "Young School-Aged Children's Behaviour and their Care Arrangements after School." Australasian Journal of Early Childhood 37, no. 1 (March 2012): 108–18. http://dx.doi.org/10.1177/183693911203700113.

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Lissau, I., and J. Poùlsen. "Nutrition policy, food and drinks at school and after school care." International Journal of Obesity 29, S2 (September 2005): S58—S61. http://dx.doi.org/10.1038/sj.ijo.0803101.

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Das, Lala Tanmoy. "After School Anatomy Lesson." Chest 153, no. 4 (April 2018): 1068. http://dx.doi.org/10.1016/j.chest.2017.10.028.

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Felfe, Christina, and Larissa Zierow. "After-School Center-Based Care and Children’s Development." B.E. Journal of Economic Analysis & Policy 14, no. 4 (October 1, 2014): 1299–336. http://dx.doi.org/10.1515/bejeap-2013-0131.

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Abstract What is the impact of after-school center-based care on the development of primary school-aged children? Answering this question is challenging due to non-random selection of children into after-school center-based care. We tackle this challenge using detailed data of the German Child Panel and employing a value-added method. While we do not find significant effects on average, our analysis provides evidence for beneficial returns to after-school center-based care attendance for more disadvantaged children. To be more precise, children of less educated mothers and low-income families benefit from attending after-school care centers in terms of their socio-behavioral development.

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MATSUMOTO, Ayuko, Saori YAMANE, and Chihiro SEKIKAWA. "THE FUTURE ROLE OF AFTER-SCHOOL CARE CENTERS." Journal of Architecture and Planning (Transactions of AIJ) 73, no. 630 (2008): 1683–90. http://dx.doi.org/10.3130/aija.73.1683.

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Powers, David A., and Patricia J. Anderson. "An examination of after school care programs in North Carolina Public Schools." Early Child Development and Care 30, no. 1-4 (January 1988): 43–58. http://dx.doi.org/10.1080/0300443880300104.

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Minney, Dana, Jaime Garcia, Joan Altobelli, Norma Perez-Brena, and Elizabeth Blunk. "Social-Emotional Learning and Evaluation in After-School Care: A Working Model." Journal of Youth Development 14, no. 3 (September 12, 2019): 130–45. http://dx.doi.org/10.5195/jyd.2019.660.

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Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.

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Ng, SY, SK Dinesh, SKH Tay, and EH Lee. "Decreased Access to Health Care and Social Isolation among Young Adults with Cerebral Palsy after Leaving School." Journal of Orthopaedic Surgery 11, no. 1 (June 2003): 80–89. http://dx.doi.org/10.1177/230949900301100116.

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Objective. T o examine if leaving special schools has a negative impact on the health care and social isolation of young adults with cerebral palsy. Methods. Young adults with cerebral palsy, aged between 15 and 22 years, were divided into 2 cohorts: current students, who were still receiving services from special schools, and school-leavers, who had since been discharged from care. A questionnaire and physical examination were administered to assess the extent of disability, health care received by, and social isolation of these young adults. Results. School-leavers had a greater degree of dissability than did students, although the results were not statistically significant. Health care exposure to specialists, general practitioners, therapists (physiotherapists, occupational therapists, and/or speech therapists), and medical social workers decreased after leaving school; with the exception of contact with general practitioners, these results were significant (p<0.05). The entire cohort was more socially isolated than a control cohort. School-leavers participated in fewer activities outside their homes, but showed less concern about their disability than did current students. Conclusions. Young adults with cerebral palsy continue to have health care and lifestyle needs after leaving school, which are currently not being adequately met.

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Cartmel, Jennifer, and Amy Hayes. "Before and After School: Literature Review about Australian School Age Child Care." Children Australia 41, no. 3 (August 17, 2016): 201–7. http://dx.doi.org/10.1017/cha.2016.17.

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One in three Australian children attend school-age childcare. School Age Care (SAC) services have increased to meet the growing demand for children to have somewhere safe to go before and after school while their parents work. SAC services have continued to grow in size, but are still considered a “care” rather than “education” service. This literature review highlights some current features of Australian SAC childcare sector. Key features detailed include the growth in service usage and the particular organisation types that characterise the sector. Other themes identified relate to parent expectations, venues, workforce needs and children's wellbeing. This literature review advocates for more research about the SAC sector.

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Nash, James K., and Mark W. Fraser. "After-School Care for Children: A Resilience-Based Approach." Families in Society: The Journal of Contemporary Social Services 79, no. 4 (August 1998): 370–83. http://dx.doi.org/10.1606/1044-3894.699.

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This paper utilizes a resilience perspective and a review of research to identify societal, community, family, and individual factors related to the after-school period that place many children at increased risk for poor developmental and behavioral outcomes. We define and discuss the importance of four key dimensions of children's after-school experiences: safety, developmental appropriateness, cultural relevance, and stability. We recommend that families and practitioners collaborate and include children in the decision making to create after-school care that is individualized. Whenever possible, after-school settings should include opportunities for both enhancing academic achievement and having fun. While emphasizing that all children need appropriate after-school environments, we discuss the importance of assessment and of plan development and monitoring when working with youths at risk for aggressive behavior, impaired relationships with peers and adults, and poor performance in school.

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Flynn, Clifton P., and Hyman Rodman. "LATCHKEY CHILDREN AND AFTER-SCHOOL CARE: A FEMINIST DILEMMA?" Review of Policy Research 8, no. 3 (March 1989): 663–73. http://dx.doi.org/10.1111/j.1541-1338.1989.tb00987.x.

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Haney, Michelle R. "After School Care for Children on the Autism Spectrum." Journal of Child and Family Studies 21, no. 3 (May 6, 2011): 466–73. http://dx.doi.org/10.1007/s10826-011-9500-1.

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Cartmel, Jennifer, Kylie Brannelly, Andrea Phillips, and Bruce Hurst. "Professional standards for after school hours care in Australia." Children and Youth Services Review 119 (December 2020): 105610. http://dx.doi.org/10.1016/j.childyouth.2020.105610.

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Demircan, H. Özlen, and Ayhan Demir. "Children's Sense of Loneliness and Social Dissatisfaction, After-School Care." Psychological Reports 114, no. 1 (February 2014): 169–75. http://dx.doi.org/10.2466/10.17.pr0.114k10w4.

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The study examined the loneliness and social dissatisfaction of elementary school students in relation to type of after-school care. 358 students completed the Loneliness and Social Dissatisfaction Scale and an information form that included age and the students' after-school care arrangements. Results indicated that children who were in self or sibling care had greater loneliness and social dissatisfaction compared to their peers under formal center care.

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Rho, Sung Hyan. "Elementary School Students’ After-School Status and Factors Affecting Self-Care of Children." Korea Association Of Child-centered Practice 16, no. 1 (June 30, 2021): 1–18. http://dx.doi.org/10.53526/kacp.2021.16.1.1.

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Khalidah Jamil Abdallah Algaraleh, Khalidah Jamil Abdallah Algaraleh. "Level of skills of the school principal as a supervisor resident in schools of directorates of education in Karak governorate: مستوى مهارات مدير المدرسة كمشرف مقيم في مدارس مديريات التربية والتعليم في محافظة الكرك." مجلة العلوم التربوية و النفسية 5, no. 37 (October 28, 2021): 81–64. http://dx.doi.org/10.26389/ajsrp.k180521.

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This study aimed to identify the level of skills of the school principal as a supervisor residing in the schools of directorates of education in Karak governorate. The study sample consisted of 142 managers and managers. Followed by (the school curriculum) in the first place and at a high level, came after (administrative and financial) in second place and at an average level and then came after (professional growth of teachers) in the third place and the average level, and then came after (evaluation of school work) Fourth, at an average level, while "student affairs" came last and at an average level. The results of the study showed that there are statistically significant differences in the perceptions of the members of the study sample towards the level of skills of the school principal as a resident supervisor in the schools of the governorates of Karak governorate due to the gender variable and the females benefit, and differences in experience for the benefit of the longest experience. The study recommended that school principals should take care of developing themselves and follow up on educational developments, developments related to their role as resident supervisors, increasing attention to training courses for school principals and introducing them to new developments in education, especially in the field of school administration.

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Brown, Jess. "Children in care champions want greater powers over school places." Children and Young People Now 2016, no. 17 (August 16, 2016): 12–13. http://dx.doi.org/10.12968/cypn.2016.17.12.

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Schools can be reluctant to take looked-after children as new pupils during term-time due to a shortage of places or concerns about attainment targets. Virtual school heads want greater powers to ensure they get the places they need

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Rudiyanto, Rudiyanto. "AFTER SCHOOL CARE: ALTERNATIF LAYANAN PENDIDIKAN DAN PENGASUHAN BAGI ANAK USIA 6-8 TAHUN." EARLY CHILDHOOD : JURNAL PENDIDIKAN 2, no. 2a (November 30, 2018): 46–56. http://dx.doi.org/10.35568/earlychildhood.v2i2a.266.

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ABSTRAK Artikel ini merupakan kajian literatur terkait layanan pendidikan dan pengasuhan bagi anak usia 6-8 tahun pada kelas awal sekolah dasar. Pengasuhan pada anak memiliki kontribusi yang sangat besar terhadap berbagai perkembangan anak. Kebutuhan pengasuhan untuk anak usia sekolah, termasuk pada rentang usia 6-8 tahun sangatlah besar. Anak usia 6-8 tahun merupakan usia transisi dari jenjang pendidikan anak usia dini pada jenjang sekolah dasar. Salah satu program yang dapat memfasilitasi layanan pendidikan dan pengasuhan bagi anak adalah Program After School Care. Program ini merupakan salah satu upaya yang dilakukan untuk memenuhi kebutuhan dan memberikan layanan pendidikan serta pengasuhan bagi anak setelah pulang sekolah. Program ini bukan hanya dapat diakses oleh anak pada jenjang sekolah dasar, namun juga jenjang sekolah menengah pertama dan menengah atas, dengan layanan dukungan akademik, keminatan anak, pendampingan dan pemenuhan kebutuhan gizi Artikel ini diharapkan dapat memberikan wawasan terkait gambaran layanan pendidikan dan pengasuhan bagi anak usia 6-8 tahun dalam program after school care. Kata Kunci: Pengasuhan, Pendidikan, After School Care ABSTRACT This article is a literature review of education and care services for children aged 6-8 years in the early grades of elementary school. Care for children has a very large contribution to various children's development. Care needs for school-age children, including those in the 6-8 year age range, are very large. Children aged 6-8 years are a transition age from early childhood education at the elementary school level. One program that can facilitate education and care for children is the After School Care Program. This program is one of the efforts made to meet the needs and provide education and care services for children after school. This program is not only accessible for children at the elementary school level, but also for junior and senior high school levels, with academic support services, children's interest, assistance and fulfillment of nutritional needs. This article is expected to provide insight into the description of education and care services for children. 6-8 years of age in an after school care program. Keywords: Parenting, Education, After School Care

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Kukimoto, Mikoto. "After-school Care in Kawasaki City after the Period of High Economic Growth." Japanese Journal of Human Geography 60, no. 4 (2008): 341–58. http://dx.doi.org/10.4200/jjhg.60.4_341.

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Fukkink, Ruben, and Marianne Boogaard. "Pedagogical quality of after-school care: Relaxation and/or enrichment?" Children and Youth Services Review 112 (May 2020): 104903. http://dx.doi.org/10.1016/j.childyouth.2020.104903.

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Bassok, Daphna, Desiree French, Bruce Fuller, and Sharon Lynn Kagan. "do child care centers benefit poor children after school entry?" Journal of Early Childhood Research 6, no. 3 (October 2008): 211–31. http://dx.doi.org/10.1177/1476718x08094446.

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Peake, Anne. "The needs of looked after children: A rapid response when school placement may be in jeopardy." Educational and Child Psychology 28, no. 3 (2011): 73–80. http://dx.doi.org/10.53841/bpsecp.2011.28.3.73.

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This paper describes the factors that make looked after children vulnerable, including early experiences of disadvantage or abuse, the process of coming into care and difficulties in school arising from lack of support, changes of schools and specific difficulties. A description is given of a systemic response by an educational psychology service which seeks to provide a rapid response when school placement may be in jeopardy, resulting in perceived advantages for the schools, for the work of professional agencies and for educational provision.

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Johansson, Inge. "Transition From School to After-school Day-care: Interplay Between Formal and Informal Learning Processes." European Early Childhood Education Research Journal 11, sup1 (February 2003): 109–18. http://dx.doi.org/10.1080/1350293x.2003.12016709.

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Dykstra, Jenni, Julie Duval, Rae Williams Dimilo, and Rene R. Gratz. "It's Hard Going to Two Schools: Helping Children Adjust to Before‐ and After‐School Care." Early Child Development and Care 135, no. 1 (January 1997): 135–87. http://dx.doi.org/10.1080/0300443971350106.

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Erden-Basaran, Ozlem. "Protecting Refugee Students’ Wellbeing After Research." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110258. http://dx.doi.org/10.1177/16094069211025892.

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This study examines how Syrian refugee children’s participation in an ethnographic study affected their well-being, using the premises of attachment theory and listening as care. Three Syrian children, aged 10–12 in Turkish public schools, participated in this study. The data of this study were generated by combining these children’s interviews and observations in 2016 and new interviews in 2018. This study argues that the researcher may be the closest option for these children to develop a long and secure relationship because their teachers and the school community provided misguided messages about the researcher’s role in the school and these children’s expectations from the researcher. Given this situation, the findings of this study suggest that researchers should allocate time after research to understand how their presence affects refugee children and prepare culturally relevant and individualized exit strategies to avoid harming them.

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Kimel, Linda S. "Lack of Follow-up Exams After Failed School Vision Screenings: An Investigation of Contributing Factors." Journal of School Nursing 22, no. 3 (June 2006): 156–62. http://dx.doi.org/10.1177/10598405060220030601.

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Programs to facilitate professional eye exams after failed school vision screenings often are based on the assumption that funding and access to services are major obstacles to care. Despite such programs, many children do not receive professional exams. The purpose of this study was to identify additional barriers to follow-up eye care. School nurses in an urban, mid-western public school district identified elementary school students who had not received follow-up eye exams after failed school vision screenings. Parents of these students were interviewed during the summer to determine financial, logistical, social/family, and perceptual barriers to care. Family issues, parental perceptions of vision problems, and difficulty planning ahead were found to be significant factors. Strategies to increase follow-up compliance and recommendations for overcoming barriers to care were also identified.

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Haerudin, Yulistina Nur DS, and Urwatil Wusko. "Analysis of Students' Environmental Care Attitudes at SDIT AL-IRSYADIYYAH." Jurnal Sekolah Dasar 5, no. 2 (September 11, 2020): 92–97. http://dx.doi.org/10.36805/jurnalsekolahdasar.v5i2.1147.

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This study aims to determine how much environmental care students in elementary schools are and the researchers hope to foster a sense and love of caring for the school environment. This research uses a descriptive qualitative approach. This type of research uses observation, interviews and documentation. The place for the implementation of this research is SDIT Al-Irsyadiyyah, Telukjambe Timur District, Karawang Regency. The subjects of this research are the principal, teachers and students. The results of this study indicate that students of SDIT Al-irsyadiyyah, Telukjambe District show that environmental care at school is carried out through routine school activities, spontaneous activities, modeling and conditioning. Environmental care activities require that every morning and after school clean the environment at school besides that there are routine activities, namely Jumsih (clean Friday) which all involve school members including school principals, teachers and students who always play an active role in this activity. In this case there is a sanction for students and teachers who do not carry out the morning picket.

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Osterman, Michael, Tina Claiborne, and Victor Liberi. "Radius of Care in Secondary Schools in the Midwest: Are Automated External Defibrillators Sufficiently Accessible to Enable Optimal Patient Care?" Journal of Athletic Training 53, no. 4 (April 1, 2018): 410–15. http://dx.doi.org/10.4085/1062-6050-536-16.

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Context: Sudden cardiac arrest is the leading cause of death among young athletes. According to the American Heart Association, an automated external defibrillator (AED) should be available within a 1- to 1.5-minute brisk walk from the patient for the highest chance of survival. Secondary school personnel have reported a lack of understanding about the proper number and placement of AEDs for optimal patient care. Objective: To determine whether fixed AEDs were located within a 1- to 1.5-minute timeframe from any location on secondary school property (ie, radius of care). Design: Cross-sectional study. Setting: Public and private secondary schools in northwest Ohio and southeast Michigan. Patients or Other Participants: Thirty schools (24 public, 6 private) volunteered. Main Outcome Measure(s): Global positioning system coordinates were used to survey the entire school properties and determine AED locations. From each AED location, the radius of care was calculated for 3 retrieval speeds: walking, jogging, and driving a utility vehicle. Data were analyzed to expose any property area that fell outside the radius of care. Results: Public schools (37.1% ± 11.0%) possessed more property outside the radius of care than did private schools (23.8% ± 8.0%; F1,28 = 8.35, P = .01). After accounting for retrieval speed, we still observed differences between school types when personnel would need to walk or jog to retrieve an AED (F1.48,41.35 = 4.99, P = .02). The percentages of school property outside the radius of care for public and private schools were 72.6% and 56.3%, respectively, when walking and 34.4% and 12.2%, respectively, when jogging. Only 4.2% of the public and none of the private schools had property outside the radius of care when driving a utility vehicle. Conclusion: Schools should strategically place AEDs to decrease the percentage of property area outside the radius of care. In some cases, placement in a centralized location that is publicly accessible may be more important than the overall number of AEDs on site.

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SHIMIZU, Hajime, and Hiroko ONO. "STATE OF LIVING SPACE COMPOSITION OF AFTER SCHOOL CHILD CARE CENTER." Journal of Architecture and Planning (Transactions of AIJ) 76, no. 668 (2011): 1799–806. http://dx.doi.org/10.3130/aija.76.1799.

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Kim, Jikyung, and Gyunhee Kim. "Determinants on the Absence of After-school Care among Elementary Students." Korean Journal of Community Living Science 24, no. 1 (March 30, 2013): 51–70. http://dx.doi.org/10.7856/kjcls.2013.24.1.51.

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Sarampote, Nicole C., Hideko H. Bassett, and Adam Winsler. "After-School Care: Child Outcomes and Recommendations for Research and Policy." Child and Youth Care Forum 33, no. 5 (October 2004): 329–48. http://dx.doi.org/10.1023/b:ccar.0000043039.79476.e9.

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조윤경. "Reconstruction of Paternal Care in a Cooperative Child Care Center/ a Cooperative After School Club." Family and Culture 23, no. 1 (March 2011): 169–205. http://dx.doi.org/10.21478/family.23.1.201103.006.

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Suzuki, Masaki, and Hiroki Toyoda. "Prevalence of Dental Care to Junior High School Students." World Journal of Dentistry 6, no. 2 (2015): 61–64. http://dx.doi.org/10.5005/jp-journals-10015-1315.

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ABSTRACT Background For most of the junior and senior high school students, ‘dental care’ is likely to be difficult to understand. It has been reported that only half of students received treatments among the high school students who were advised to visit dental office for treatment of dental caries and gingivitis. Thus, the oral health education is critical for high school students in order to enhance the understanding of the dental caries and gingivitis. Materials and methods We conducted dental education classes to four junior high schools (62 students) in the Shizuoka prefecture, Japan. After the classes, we asked the students to submit the descriptions of impressions and evaluated those descriptions. Results We found that most of students have had the feeling that the classes were interesting and useful. The junior high school students have begun to become interested in the dental care and that their motivation for study was increased. Conclusion We will continue these classes to junior high school students in the future and would like to contribute to prevalence and enlightenment of dental care. How to cite this article Suzuki M, Toyoda H. Prevalence of Dental Care to Junior High School Students. World J Dent 2015;6(2):61-64.

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Nanney, Marilyn S., and Carissa Glatt. "Exploring implementation of the 2010 Institute of Medicine's Child and Adult Food Care Program recommendations for after-school snacks." Public Health Nutrition 16, no. 6 (November 4, 2011): 1140–46. http://dx.doi.org/10.1017/s1368980011002722.

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AbstractObjectiveThe aim of the present study was to explore the implementation of nutrition recommendations made in the 2010 Institute of Medicine (IOM) report,Child and Adult Care Food Program: Aligning Dietary Guidance for All, in school-based after-school snack programmes.DesignA descriptive study.SettingOne large suburban school district in Minneapolis, Minnesota, USA.SubjectsNone.ResultsMajor challenges to implementation included limited access to product labelling and specifications inconsistent with the IOM's Child and Adult Care Food Program (CACFP) recommendations, limited access to healthier foods due to current school district buying consortium agreement, and increased costs of wholegrain and lower-sodium foods and pre-packaged fruits and vegetables.ConclusionsOpportunities for government and industry policy development and partnerships to support schools in their efforts to promote healthy after-school food environments remain. Several federal, state and industry leadership opportunities are proposed: provide product labelling that makes identifying snacks which comply with the 2010 IOM CACFP recommended standards easy; encourage compliance with recommendations by providing incentives to programmes; prioritize the implementation of paperwork and technology that simplifies enrolment and accountability systems; and provide support for food safety training and/or certification for non-food service personnel.

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Sunsuk Kim, 임세희, and Min Kim. "The Effects of After-school Child Care Program on Child’s School life Satisfaction and Academic Achievement." Korean Journal of Social Welfare 70, no. 3 (August 2018): 159–79. http://dx.doi.org/10.20970/kasw.2018.70.3.007.

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Howes, Carollee, Michael Olenick, and Tagoush Der-Kiureghian. "After-School Child Care in an Elementary School: Social Development and Continuity and Complementarity of Programs." Elementary School Journal 88, no. 1 (September 1987): 93–103. http://dx.doi.org/10.1086/461526.

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Park, Hyejoon, Min Zhan, and Shinwoo Choi. "After-school childcare arrangements and maternal labor supply in low-income American households: Comparisons between race and ethnicity." Social Work and Social Welfare 2, no. 1 (2020): 74–85. http://dx.doi.org/10.25082/swsw.2020.01.004.

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Even though after-school childcare arrangements are a significant matter for working mothers in the United States, only formal childcare has been recognized as relevant by researchers. Therefore, this study aims to find the association between different types of after-school childcare arrangements (after-school programs, relative, parental, self-care, and combination of care) and low-income working mothers’ labor supply, including their working hours and months, as well as their availability for regular job shifts and training/school, with special attention to their race/ethnicity. The study employed the Ordinary Least Square regression analysis and utilized the National Household Education Survey Programs: After-School Programs and Activities (2005). The results showed that White and Hispanic mothers using relative care reported longer working hours than mothers of the same ethnic group who used other types of care. Hispanic mothers using parental (spousal) care also reported fewer working months than Hispanic mothers using relative care. Implications for policy, social work practice, and research are discussed along with limitations, including the cross-sectional design of the study.

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Scherrer, S. L., C. Wiltshir e, and D. D'Agosti n. "I Care about Eye Care: Don't Say Goodbye to Your Eyes." Australian Journal of Primary Health 6, no. 4 (2000): 190. http://dx.doi.org/10.1071/py00052.

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Eye injury can occur at home, on the farm, or at school, either in the playground or classroom. Eye injuries might cause visual disability, blindness and even loss of the eye, thus having major implications for future schooling and quality of life. The video target group chosen were children over eight years of age, as they are increasingly able to take more responsibility for their play. The paper discusses the process from the initial idea, a request from Year 5 students, to the end product, the video for sale and distribution. The Video, I care about eye care, don't say goodbye to your eyes, is an excellent resource for anyone involved in educating children on the importance of looking after their eyes, including school health nurses and school teachers.

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Neufeld, Jerry, Marilyn G. Smith, Harvey Estes, and George C. Hill. "Rural After-School Child Care: A Demonstration Project in a Remote Mining Community." Rural Special Education Quarterly 14, no. 3 (September 1995): 12–16. http://dx.doi.org/10.1177/875687059501400304.

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Residents of rural northeast Nevada lack many of the social services available in the urban parts of Nevada and the nation. One of the services lacking in Battle Mountain, Nevada is quality after-school child care. The University of Nevada Cooperative Extension and the Lander County School District collaborated to develop and administer an after-school program for at-risk elementary students, which addressed this need. The program was designed to provide an educational experience while at the same time providing students with some of the protective factors needed to help them lead more productive lifes. This paper details how the program was carried out and shows the results of the program's evaluation. In lean economic times, a collaborative effort such as this may be one way to address youth needs in rural areas. The result was increased community support for quality after-school child care.

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Berridge, David, Judy Sebba, and Nikki Luke. "Study reveals key to education success for looked-after children." Children and Young People Now 2015, no. 25 (December 8, 2015): 12–13. http://dx.doi.org/10.12968/cypn.2015.25.12.

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Research into the factors that influence the school attainment of children in care has dispelled the myth that being in the care system leads automatically to poor education outcomes, with family experiences having a clear impact

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Saleem, Ghazala T., Beth S. Slomine, and Stacy J. Suskauer. "Sleep Symptoms Predict School Attendance After Pediatric Concussion." Clinical Pediatrics 59, no. 6 (April 16, 2020): 580–87. http://dx.doi.org/10.1177/0009922820913960.

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This study examined the relationship between postconcussive symptom domain and school attendance. Retrospective chart review was completed for 88 children aged 6 to 18 years who were evaluated within 30 days postinjury. Hierarchical multiple regression was used to assess the association of physical, cognitive, emotional, and sleep symptoms with extent of school attendance. A subgroup multiple regression analysis was conducted to evaluate whether age affected the relationship of symptoms to school attendance. After controlling for demographic variables and total number of symptoms, a higher number of postconcussive sleep symptoms strongly predicted less school attendance. Specifically, older children (≥14 years old) with more sleep symptoms demonstrated less school attendance. For children presenting for specialty care after concussion, sleep symptoms are unfavorably associated with return to school. Future work aimed at optimizing sleep regulation following concussion may assist with early reengagement in school as recommended by current concussion management guidelines.

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Jang, Soo Jung, Dayoung Song, and Kyungheun Baek. "A Critical Analysis of Elementary Care Policy : Focused on the Experiences of Co-care After School." Journal of Critical Social Welfare 62 (February 28, 2019): 251–87. http://dx.doi.org/10.47042/acsw.2019.02.62.251.

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Ruszkowska, Marzena Urszula, Anna Róg, and Magdalena Zmysłowska. "SCHOOL AND AFTER-SCHOOL INTERESTS TAKEN UP BY THE DEPENDENTS OF FOSTER CARE FACILITIES (ON THE EXAMPLE OF LUBELSKIE VOIVODESHIP)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 392. http://dx.doi.org/10.17770/sie2019vol3.3702.

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The subject of the article are school and after school interests popular among the dependants staying both in institutional care facilities as well as in family custody. A significant problem, which should be taken into consideration, is the fact that the research is not carried out among young people being brought up in their own biological families, but only among the foster care pupils what can also affect the types of activities undertaken in their free time both in the school environment and after classes. The aim of the research was to determine how different school and after school interests are shaped among dependents of various forms of foster care and what they are conditioned by. Among the indicators influencing the type of activities taken up by the pupils participating in the research the following were enumerated: environmental factors, namely: location of the facility or the family-type children's home; personal factors including age and gender of the dependents, or institutional factors such as the type of facility in which the research respondent is staying; obtained support and help from both educators and teachers.The material for the article was created as part of the project "Education, levelling developmental and educational deficiencies of children under the care of family-run children’s houses as well as the educational care centre (on the example of the selected poviats of Lubelskie, Świętokrzyskie, Warminsko-Mazurskie voivodeships)". The project was implemented by the Department of Pedagogy of Higher State School in Biała Podlaska. There were used two methods in the research: diagnostic survey and study of individual cases. The following questionnaires were used: proprietary questionnaires for charges, interview questionnaires with educators of educational care centres and family houses, an observation sheet and interviews with coordinators and directors of the examined institutions.

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Brown, Jess. "Boarding boost for children in care." Children and Young People Now 2016, no. 23 (November 8, 2016): 14. http://dx.doi.org/10.12968/cypn.2016.23.14.

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Journal articles on the topic 'After School Care'

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