Out-of-school time use during middle childhood in a low-income sample: Do combinations of activities affect achievement and behavior?

Pamela Morris, Ariel Kalil

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The middle childhood years are characterized by numerous biological, psychological, and social changes (Eccles, 1999). During this period, children master fundamental academic skills such as reading and arithmetic and they also become more self-aware, reflective, and planful. Erikson (1968) characterized this phase of life as a time of “industry,” with attention directed at gaining competencies in a variety of tasks and learning how to cooperate with peers and adults. In contrast to children's very early years, when the influence of proximal family contexts is paramount, the middle childhood years represent a time of increasing influences of out-of-home environments. Although the family remains important for children's well-being, children at this age increasingly participate in organized programs and interact with peers in their community or neighborhood; they are also more influenced by teachers, school environments, and peer groups. Low-income children face several challenges to successful development during this stage of life, and some of these challenges stem from the limitations or outright dangers inherent in their out-of-home environments (Leventhal & Brooks-Gunn, 2000). Physically dangerous neighborhoods (i.e., those in which children experience high levels of victimization) may force children to be isolated in their homes, restricting opportunities for interactions with peers and adults. Less-advantaged neighborhoods also provide fewer enriching opportunities such as parks, libraries, and children's programs. Just as high quality child care opportunities can boost the development of young children in poverty, researchers have suggested that high quality out-of-school programs can augment the development of children during middle childhood.

Original languageEnglish (US)
Title of host publicationDevelopmental Contexts in Middle Childhood
Subtitle of host publicationBridges to Adolescence and Adulthood
PublisherCambridge University Press
Pages237-259
Number of pages23
ISBN (Electronic)9780511499760
ISBN (Print)0521845572, 9780521845571
DOIs
StatePublished - Jan 1 2006

ASJC Scopus subject areas

  • Psychology(all)

Fingerprint Dive into the research topics of 'Out-of-school time use during middle childhood in a low-income sample: Do combinations of activities affect achievement and behavior?'. Together they form a unique fingerprint.

  • Cite this

    Morris, P., & Kalil, A. (2006). Out-of-school time use during middle childhood in a low-income sample: Do combinations of activities affect achievement and behavior? In Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood (pp. 237-259). Cambridge University Press. https://doi.org/10.1017/CBO9780511499760.013