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Promoting Social and Emotional Development in Childhood and Early Adolescence

  • Maurice J. Elias
  • Jennifer S. Gordon
Chapter
Part of the Issues in Children’s and Families’ Lives book series (IICL, volume 10)

When the end-of-the-day school bell rings, many children across the country return to empty homes, whereas other children congregate with their peers to engage in unsupervised activities. Today, more than 7 million children in the United States are without adult supervision for some period of time after school (Weisman & Gottfredson, 2001). This knowledge has triggered a body of research on the risks and benefits of after-school activities and led to the development of after-school programming for school-age children (ages 5–11 years) and adolescents’ (ages 12–18 years) (Mahoney, Harris, & Eccles, 2006).

The expansion of after-school programs has dramatically increased over the past few years, largely as a response to an increase of local, state, and federal expenditures to support organized activities. One additional factor responsible for prompting after-school programming includes the historic rise in maternal employment, which resulted in a gap between children’s daily school...

Keywords

Emotional Development Index Card School Bonding Achievement Test Score Early Elementary School 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Department of PsychologyRutgers UniversityLivingston CampusUSA

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