Skip to main content Accessibility help
×
Home
Hostname: page-component-66d7dfc8f5-tfp9r Total loading time: 0.605 Render date: 2023-02-09T04:13:39.107Z Has data issue: true Feature Flags: { "useRatesEcommerce": false } hasContentIssue true

Book contents

13 - Low-Income Children's Activity Participation as a Predictor of Psychosocial and Academic Outcomes in Middle Childhood and Adolescence

Published online by Cambridge University Press:  16 September 2009

Marika N. Ripke
Affiliation:
Director of Hawaii Kids Count and Affiliate Faculty for the Center on the Family, University of Hawaii at Manoa
Aletha C. Huston
Affiliation:
Priscilla Pond Flawn Regents Professor of Child Development for the Human Development and Family Sciences, University of Texas at Austin
David M. Casey
Affiliation:
Community and Policy Research Partnerships Coordinator in the International Collaborative Centre for the Study of Social and Physical Environments and Health, Faculty of Medicine, University of Calgary
Aletha C. Huston
Affiliation:
University of Texas, Austin
Marika N. Ripke
Affiliation:
University of Hawaii, Manoa
Get access

Summary

Middle childhood is a time when children become increasingly involved in activities and relationships outside of the home. In middle childhood, children enter formal schooling and, by third to fifth grade, they move out of child care. Parents face new issues of providing adequate supervision, educational experiences, developmental opportunities, and recreation for their children outside of school. These issues are particularly salient for single, employed parents with low incomes.

How children spend their time outside of school can play an important role in their psychosocial and academic development. Researchers studying children's out-of-school time use make distinctions between relaxed leisure (i.e., unstructured) activities and constructive or organized leisure (i.e., structured) activities. Engaging in structured activities is a way to acquire and master skills in both social and academic domains. Structured activities provide children with the opportunity to learn, explore their interests, and interact with their peers in organized settings supervised by adults; children who engage in them are socially skilled and tend to do well in school. Conversely, extended time in unstructured environments with little or no adult supervision (e.g., hanging out with friends in the neighborhood) may put children at risk of physical, emotional, and psychological harm (Agnew & Peterson, 1989; Mahoney & Stattin, 2000; McHale, Crouter, & Tucker, 2001).

A large body of research shows that structured out-of-school activities can serve protective, as well as developmentally enhancing, functions during adolescence, but children in the middle childhood years have received less research attention.

Type
Chapter
Information
Developmental Contexts in Middle Childhood
Bridges to Adolescence and Adulthood
, pp. 260 - 282
Publisher: Cambridge University Press
Print publication year: 2006

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aber, J. L., & Jones, S. M. (1997). Indicators of positive development in early childhood: Improving concepts and measures. In Hauser, R., Brown, B., Prosser, W., & Stagner, M. (Eds.), Indicators of children's well-being (pp. 295–427). New York: Russell Sage.Google Scholar
Agnew, R., & Peterson, D. M. (1989). Leisure and delinquency. Social Problems, 36(4), 332–250.CrossRefGoogle Scholar
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation & Policy Analysis, 23, 171–191.CrossRefGoogle Scholar
Barber, B. L., Eccles, J. S., & Stone, M. R. (2001). Whatever happened to the jock, the brain, and the princess? Young adult pathways linked to adolescent activity involvement and social identity. Journal of Adolescent Research, 16, 429–455.CrossRefGoogle Scholar
Brock, T., Doolittle, F., Fellerath, V., & Wiseman, M. (1997). Creating New Hope: Implementation of a program to reduce poverty and reform welfare. New York: Manpower Demonstration Research Corporation.Google Scholar
Bukowski, W. M., & Hoza, B. (1989). Popularity and friendship: Issues in theory, measurement, and outcome. In Berndt, T. J. & Ladd, G. W. (Eds.), Peer relationships in child development: Wiley series on personality processes (pp. 15–45). Oxford, England: John Wiley & Sons.Google Scholar
Canadian Council on Social Development. (2001). The progress of Canada's children 2001. Ottawa, ON: Canadian Council on Social Development.
Carnegie Corporation. (1992). A matter of time: Risk and opportunity in the out-of-school hours. New York: Carnegie Corporation.
Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63, 350–365.CrossRefGoogle ScholarPubMed
Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (1999). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Report to the U.S. Department of Health and Human Services, Office of the Assistant, Secretary for Planning and Evaluation and National Institute for Child Health and Human Development. Seattle, WA: Social Development Research Group, University of Washington School of Social Work.
Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C. (1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal of Consulting & Clinical Psychology, 60, 783–792.CrossRefGoogle ScholarPubMed
Cole, M. (1991). On putting Humpty Dumpty together again: A discussion of the papers on the socialization of children's cognition and emotion. Merrill-Palmer Quarterly, 37, 199–208.Google Scholar
Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters?Journal of Adolescent Research, 14, 10–43.CrossRefGoogle Scholar
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225.CrossRefGoogle Scholar
Erikson, E. H. (1968). Identity, youth, and crisis. New York: Norton.Google Scholar
Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system manual. Circle Pines, MN: American Guidance Service, Inc.Google Scholar
Halpern, R. (1999). After-school programs for low-income children: Promise and challenges. The Future of Children, 9(2), 81–95.CrossRefGoogle ScholarPubMed
Hartup, W. W., & Stevens, N. (1999). Friendships and adaptation across the life span. Current Directions in Psychological Science, 8(3), 76–79.CrossRefGoogle Scholar
Hastad, D. N., Segrave, J. O., Pangrazi, R., & Petersen, G. (1984). Youth sport participation and deviant behavior. Sociology of Sport Journal, 1, 366–373.CrossRefGoogle Scholar
Hofferth, S. L., Brayfield, A., Ciech, S., & Holcomb, P. (1991). National child care survey, 1990. Washington, DC: Urban Institute Press.Google Scholar
Huston, A. C., Miller, C., Richburg-Hayes, L., Duncan, G. J., Eldred, C. A., Weisner, T. S.. (2003). Five-year results of a program to reduce poverty and reform welfare. New York: Manpower Demonstration Research Corporation.Google Scholar
Huston, A. C., Epps, S. R., Shim, M., Duncan, G. J., McLoyd, V. C., Weisner, T. S., et al. (2006). Effects of a family poverty intervention program last from middle childhood to adolescence. In Huston, A. C. and Ripke, M. N. (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 385–408). New York: Cambridge University Press.CrossRefGoogle Scholar
Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: Longitudinal prediction of internalizing and externalizing problems from middle to late childhood. Child Development, 61, 2004–2021.Google Scholar
Larson, R. W., & Verma, S. (1999). How children and adolescent spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125, 701–736.CrossRefGoogle ScholarPubMed
Leblanc, M., & Tremblay, R. (1988). A study of factors associated with the stability of hidden delinquency. International Journal of Adolescence and Youth, 1, 269–291.CrossRefGoogle Scholar
Leffert, N., Benson, P. L., & Roehlkepartain, J. L. (1997). Starting out right: Developmental assets for children. Minneapolis, MN: Search Institute.Google Scholar
Mahoney, J. L., Larson, R. W., & Eccles, J. S. (Eds.). (2005). Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Erlbaum.Google Scholar
Mahoney, J. L., & Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social context. Journal of Adolescence, 23, 113–127.CrossRefGoogle ScholarPubMed
Marshall, N. L., Coll, C. G., Marx, F., McCartney, K., Keefe, N., & Ruh, J. (1997). After-school time and children's behavioral adjustment. Merrill-Palmer Quarterly, 43, 497–514.Google Scholar
McHale, S. M., Crouter, A. C., & Tucker, C. J. (2001). Free-time activities in middle childhood: Links with adjustment in early adolescence. Child Development, 72, 1764–1778.CrossRefGoogle ScholarPubMed
Medrich, E. A., Roizen, J. A., Rubin, V., & Buckley, S. (1982). The serious business of growing up: A study of children's lives outside school. Berkeley, CA: University of California Press.Google Scholar
Melnick, M. J., Vanfossen, B. E., & Sabo, D. F. (1988). Developmental effects of athletic participation among high school girls. Sociology of Sport Journal, 5, 22–36.CrossRefGoogle Scholar
Miller, B. M., O'Connor, S., & Wolfson Sirignano, S. (1995). Out-of-school time: A study of children in three low-income neighborhoods. Child Welfare, 74, 1249–1280.Google Scholar
Morris, P. A., Huston, A. C., Duncan, G. J., Crosby, D., & Bos, J. M. (2001). How welfare and work policies affect children: A synthesis of research. New York: Manpower Demonstration Research Corporation.Google Scholar
Parker, J. G., & Gottman, J. M. (1989). Social and emotional development in a relational context: Friendship interaction from early childhood to adolescence. In Berndt, T. J. & Ladd, G. W. (Eds.), Peer relationships in child development: Wiley series on personality processes (pp. 95–131). Oxford, England: John Wiley & Sons.Google Scholar
Parkhurst, J. T., & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns. Developmental Psychology, 28, 231–241.CrossRefGoogle Scholar
Pettit, G. S., Bates, J. E., & Dodge, K. A. (1997). Supportive parenting, ecological context, and children's adjustment: A seven-year longitudinal study. Child Development, 68, 908–923.Google Scholar
Pettit, G. S., Laird, R. D., Bates, J. E., & Dodge, K. A. (1997). Patterns of after-school care in middle childhood: Risk factors and developmental outcomes. Merrill-Palmer Quarterly, 43, 515–538.Google Scholar
Piaget, J. (1965). The moral judgment of the child. New York: The Free Press.Google Scholar
Posner, J. K., & Vandell, D. L. (1994). Low-income children's after-school care: Are there beneficial effects of after-school programs?Child Development, 65, 440–456.CrossRefGoogle ScholarPubMed
Posner, J. K., & Vandell, D. L. (1999). After-school activities and the development of low-income urban children: A longitudinal study. Developmental Psychology, 35, 868–879.CrossRefGoogle ScholarPubMed
Quint, J. C., Bos, J. M., & Polit, D. F. (1997). New chance: Final report on a comprehensive program for young mothers in poverty and their children. New York: Manpower Demonstration Research Corporation.Google Scholar
Rehberg, R. A. (1969). Behavioral and attitudinal consequences of high school interscholastic sports: a speculative consideration. Adolescence, 4(13), 69–88.Google Scholar
Rehberg, R. A., & Schafer, W. E. (1968). Participation in interscholastic athletics and college expectations. American Journal of Sociology, 73, 732–740.CrossRefGoogle Scholar
Simpkins, S. D., Fredericks, J. A., Davis-Keane, P. E., & Eccles, J. S. (2006). Healthy mind, healthy habits: The influence of activity involvement in middle childhood. In Huston, A. C. and Ripke, M. N. (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 283–302). New York: Cambridge University Press.CrossRefGoogle Scholar
Smith, K. (2002). Who's minding the kids? Child care arrangements: Spring 1997. Current Population Reports, P 70–86. Washington, DC: U.S. Census Bureau.Google Scholar
Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. F., Babyak, M. A., & Higgins, R. L. (1996). Development and validation of the state Hope scale. Journal of Personality and Social Psychology, 70, 321–335.CrossRefGoogle ScholarPubMed
Tierney, J. P., Grossman, J. B., & Resch, N. L. (1995). Making a difference: An impact of Big Brothers-Big Sisters. Philadelphia, PA: Public-Private Ventures.Google Scholar
Timmer, S. G., Eccles, J., & O'Brien, K. (1985). How children use time. In Juster, F. T. & Stafford, F. P. (Eds.), Time, goods, and well-being (pp. 353–382). Lansing, MI: Survey Research Center Institute for Social Research: The University of Michigan.Google Scholar
Vandell, D. L., & Ramanan, J. (1991). Children of the National Longitudinal Survey of Youth: Choices in after-school care and child development. Development Psychology, 27, 637–643.CrossRefGoogle Scholar
Woodcock, R. W., & Johnson, M. B. (1990). Woodcock-Johnson Psycho-Educational Battery-Revised. Allen, TX: DLM Teaching Resources.Google Scholar
7
Cited by

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×