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Are There Beneficial Effects of After-School Programs" provides valuable research to support the need for quality after-school programs for low-income children. Low-income children need after-school programs like UCLinks because "poverty affects children directly because it limits the material resources available to them and indirectly because of the psychological distress it engenders in parents, which in turn negatively influences parental behavior.
The quality and type of after-school care a child receives directly correlates to their performance in school and growth in academic abilities. The UCLinks program was created to offer low-income children a quality, academic after-school program.
In the UCLinks program, they have children develop their academic skills in language arts, reading comprehension, off-computer activities, and mathematics.
The UCLinks after-school program works on bringing the children up to grade level or furthering their development. It does not serve as a homework center for children.
Instead, the UCLinks program concentrates on fostering their academic talent in an organized environment. If children do not learn to read at grade level, they have a greater risk of falling behind in class work and eventually dropping out.
The UCLinks program uses a combined approach to reading instruction with whole language and specific skills development. In each mentoring session of the UCLinks program, the mentors practice whole language instruction.
Children have the opportunity to read one on one with their mentor. Mentors ask their students relevant questions about the book that pertain to the plot, main points and theme of the story. The UCLinks program also practices the specific skills development with their students.
Specific skills development focuses on phonemic awareness, phonics, print awareness, word structure, and word-attack and self-monitoring skills. Honig recommends specific skills development, "Students should be taught these skills in an active, problem-solving manner that offers plenty of opportunities to practice the skills in actual reading and writing situations.
The children of the UCLinks program can also spend off-computer time writing stories and poems which immerses them in print awareness and word structure. In "Children, Mathematics, and Computers" by D. H Clements, he writes "It appears the dominant focus of school mathematics instruction in the last decade has been on computational skills which students are learning fairly wellbut that the development of problem-solving skills and conceptual understanding has been inadequate.
As math becomes more abstract, they do not have the required mind state to solve problems with higher level concepts.
The UCLinks program supports the teaching of relational mathematics, according to Skewer, knowing what to do and why, over rote learning with their students. The solid mental foundation relational mathematics builds will increase the mathematical abilities of the children and help them problem-solve as math becomes more complex and abstract.
The teaching of relational mathematics in the UCLinks program can be observed with the use of pencil and paper, manipulatives, and computers to help children understand mathematical concepts and problem-solving. These practices are further supported in Clements article, "National Council of Teachers in Mathematics recommends that students be actively involved in learning, experimenting with, exploring, and communicating about mathematics.
The interaction children have with pencil and paper and manipulatives stimulates their thought process and helps them understand why.
Computers also present an interesting new way to learn mathematics with software like Math Blaster and Mighty Math Heroes. Children need to learn mathematics solutions that actively engage them.
If they are strictly prohibited to computation, children will lose their interest in mathematics as they grow older.Interest in after-school programs, especially for low- and moderate-income children, has been building throughout the s.
Elected officials, police chiefs, school superintendents, and community leaders have all called for expanded after-school . 4 types of after-school care (formal after-school programs, mother care, informal adult supervision, and self-care) were examined for low-income children (M age = years).
After-school care was associated with maternal education, race, and family income but not with child gender, family marital status, neighborhood safety, or parenting style.
4 types of after-school care (formal after-school programs, mother care, informal adult supervision, and self-care) were examined for low-income children (M age = years).
After-school care was associated with maternal education, race, and family income but not with child gender, family marital status', neighborhood safety, or parenting style. In this article, after-school programs are situated in resilience theory as protective factors, which encourage resilience among young Black males and other urban youth.
Resilience in childrens adaptation to negative daily life events and stressed environments. Pediatrics, Low-income children’s after-school care: Are there beneficial. Next Steps for Federal Child Care Policy. Mark Greenberg Deborah Lowe Vandell and Barbara Wolfe, Child Care Quality: since the principal purpose of Head Start is to promote the school readiness of low-income children without regard to their parents’ work status or need for child care.
Experiences in after-school programs and children's adjustment at school and at home. Paper presented at the biennial meeting of the Society for Research in Child Development, Washington, DC. Google Scholar: Portes, P.