The Transformative Potential of the Hours after School: Finding Purpose through Play

Autor/in	Neiva, Betsy MacIver
Titel	The Transformative Potential of the Hours after School: Finding Purpose through Play
Quelle	In: Independent School, 76 (2016) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-9635
Schlagwörter	After School Education; After School Programs; Play; Learning Activities; Interviews; Administrator Surveys; Needs Assessment; Clubs; Staff Role; Parent Participation; School Support; Program Descriptions; Educational Quality; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; After school education; Program; Programs; Programme; Programm; Spiel; Lernaktivität; Interviewing; Interviewtechnik; Bedarfsermittlung; Club; Klub; Elternmitwirkung; Schulförderverein; Quality of education; Bildungsqualität
Abstract	Through play-centered opportunities for discovery and exploration, a child can uncover his or her interests, talents, and authentic self, and the dividend may ultimately prove to be life-defining. If engaging in purposeful play is among the most effective means through which children identify the all-consuming activities that bring them joy, and if one of these activities later becomes the foundation upon which a satisfying career is based, then it makes sense that parents would want to expose their children to as many fun, play-oriented activities as possible. For working parents, however, finding the time to expose their children to numerous flow-focused activities is not quite as simple. What can working parents do to ensure their children will be exposed to an enticing array of enriching opportunities? After interviewing 42 after-school directors at independent schools nationwide and researching more than 100 after-school programs, the author and her former colleague, Diane Pepe, found that the best way for parents to ensure that their children would be exposed to a broad range of engaging, play-focused activities potentially leading to a state of flow was to enroll them in high-quality after-school programming. This article describes what high-quality, flow-focused after-school programming look like. Based on the research conducted by the author and her colleague, it typically is divided into two parts: (1) a theme-based, mission-driven core program running from dismissal to pick-up; and (2) an after-school clubs program featuring a broad spectrum of activities. In addition to the core and clubs programs, the high-quality after-school programs examined also feature three other key components: (1) a dedicated and enthusiastic staff of well-trained individuals who adore children; (2) in-depth and consistent systems for effective communication with all constituencies (parents, children, teachers, etc.); and (3) a supportive school community that understands and reinforces the after-school program's purpose and priorities. [Online Feature] (ERIC).
Anmerkungen	National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site: http://www.nais.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01