represented by extracurricular activities and after-school and community programs.
after-school programs, community-based organization, sports teams) represent important contexts for youth developm ent (Mahoney, Larson, & Eccles, 2005).
Organized Activities As . .has been added to your Cart. this collection is a welcome and up-to-date addition to the library of anyone interested in youth programming outside of school hours and/or positive youth development.
Home Browse Books Book details, Organized Activities as.By Joseph L. Mahoney, Reed W. Larson, Jacquelynne S. Eccles.
Home Browse Books Book details, Organized Activities as Contexts of Development:. Organized Activities as Contexts of Development: Extracurricular Activities, 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.
The after-school activity context has grow. The after-school activity context has grown in importance over the past 30yrs as major demographic change (. dual-career families & latchkey children) has swept the country. This bk looks at the influences of after-school activities on child & adol. Lists with This Book. This book is not yet featured on Listopia.
School-aged children in the . Joseph L. 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.
Part 1. Social and Cultural Perspectives. Eccles, H. Lord, Organized Activities as Development Contexts for Children and Adolescents.
Mahwah, NJ : Lawrence Erlbaum, 2005. Part 1. Powell, Historical Change in Leisure Activities During After-School Hours. Shaffer, Unstructured Leisure in the After-School Hours. Huston, Activity Participation and the Well-Being of Children and Adolescents in the Context of Welfare Reform.
Youth Programs into the Void. Organized Activities as Contexts of Development: Extracurricular Activities, AfterSchool and Community Programs. Keywords: adolescents; adultyouth relationships; After School Matters; afterschool programs; authenticity; Boys and Girls Club of Chicago; community organizations; community service; develomental intentionality; development, adolescent; development, child; Erikson, Erik; identity develoment; juvenile deliquency; mentor; schoolage children; selfdetermination; Smart Girl; youth ownership; youth problem, the; youth programs; youth work.
Extracurricular activities, after- school and community programs (pp. 65-84). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90-101.
Eccles (Ed., Organized activities as contexts of development: Extracurricular activities, after- school and community programs (pp. Collaborative Communications Group & . Statewide afterschool networks: Policies & practices. Retrieved January 1, 2009 from: es 2005. pdf Committee on Education and Labor. Out-of-school care of young adolescents and self- reported behavior.
In J. L. Mahoney, R. W. Larson, & J. Eccles (Ed., Organized activities as contexts of development: Extracurricular . Extracurricular and other after-school activities for youth. Eder, . & Parker, S. (1987)., Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum. Csikszentmihalyi, M. (1991). The cultural production and reproduction of gender: The effect of extracurricular activities on peer-group culture. Sociology of Education, 60(3), 200–213. CrossRefGoogle Scholar.