After-school youth development programs: a developmental-ecological model of current research.
Although there has been a rapid increase in funding and attention to after-school programs, there is little understanding of how after-school programs impact children's developmental trajectories. The heterogeneity of American children makes it very unlikely that all children need after-school programming or that there is but one brand of after-school programming suitable for all youth. We discuss the numerous developmental and contextual factors that may influence which children benefit most from after-school programs as well as the nature of the after-school programs most beneficial to children's needs. The value of utilizing an ecological and developmental perspective to after-school program evaluation are presented, including the need for improved research designs and more detailed analyses of program type and services as well as a more complete determination of which children benefit the most from after-school participation.
Riggs
Nathaniel R
NR
The Pennsylvania State University, University Park, Pennsylvania 16802, USA.
Greenberg
Mark T
MT
D001741:Black or African American; D002648:Child; D004777:Environment; D005260:Female; D006801:Humans; D008297:Male; D016730:Program Development; D015397:Program Evaluation; D012572:School Health Services / Q000458:organization & administration*; D012944:Social Support; D013997:Time Factors; D014481:United States