Child Care and Early Education Research Connections

Skip to main content

The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social-emotional development

Experiences of 298 children with their caregivers in after-school programs (ASPs) were examined as predictors of social-emotional functioning across the first through fifth grade. Moderating effects of previous social-emotional problems, child gender, family income, quantity of care, and program regulatable features were also estimated. On average, ASP experiences negatively predicted externalizing problems and positively predicted social self-control and assertion. Interestingly, positive ASP experiences did not predict decreased externalizing behaviors, but instead children with negative experiences had higher levels of externalizing behavior problems. Changes in ASP experiences positively predicted changes in self-control scores, but only for boys. Finally, staff experience, staff wages, and changes in child-to-caregiver ratios predicted children's ASP experiences and levels of social-emotional development. (author abstract)
Resource Type:
Reports & Papers
United States
Arkansas; California; Kansas; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Quality, scale and effectiveness in after-school programs

Fact Sheets & Briefs

Specific features of after-school program quality: Associations with children's functioning in middle childhood

Reports & Papers

Shared features of high-performing after-school programs: A follow-up to the TASC evaluation

Reports & Papers
Release: 'v1.55.0' | Built: 2024-02-23 07:59:10 EST