Book contents
- Frontmatter
- Contents
- Contributors
- Foreword
- Acknowledgments
- 1 Middle Childhood: Contexts of Development
- 2 The Significance of Middle Childhood Peer Competence for Work and Relationships in Early Adulthood
- 3 Aggression and Insecurity in Late Adolescent Romantic Relationships: Antecedents and Developmental Pathways
- 4 Middle Childhood Family-Contextual and Personal Factors as Predictors of Adult Outcomes
- 5 Genetic and Environmental Influences on Continuity and Change in Reading Achievement in the Colorado Adoption Project
- 6 Reciprocal Effects of Mothers' Depression and Children's Problem Behaviors from Middle Childhood to Early Adolescence
- 7 Middle Childhood Life Course Trajectories: Links Between Family Dysfunction and Children's Behavioral Development
- 8 The Contribution of Middle Childhood Contexts to Adolescent Achievement and Behavior
- 9 Educational Tracking Within and Between Schools: From First Grade Through Middle School and Beyond
- 10 School Environments and the Diverging Pathways of Students Living in Poverty
- 11 The Relations of Classroom Contexts in the Early Elementary Years to Children's Classroom and Social Behavior
- 12 Out-of-School Time Use During Middle Childhood in a Low-Income Sample: Do Combinations of Activities Affect Achievement and Behavior?
- 13 Low-Income Children's Activity Participation as a Predictor of Psychosocial and Academic Outcomes in Middle Childhood and Adolescence
- 14 Healthy Mind, Healthy Habits: The Influence of Activity Involvement in Middle Childhood
- 15 Media Effects in Middle Childhood
- 16 Continuity and Discontinuity in Middle Childhood: Implications for Adult Outcomes in the UK 1970 Birth Cohort
- 17 Mandatory Welfare-to-Work Programs and Preschool-Age Children: Do Impacts Persist into Middle Childhood?
- 18 Effects of Welfare and Employment Policies on Middle-Childhood School Performance: Do They Vary by Race/Ethnicity and, If So, Why?
- 19 Effects of a Family Poverty Intervention Program Last from Middle Childhood to Adolescence
- 20 Experiences in Middle Childhood and Children's Development: A Summary and Integration of Research
- Author Index
- Subject Index
- References
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
- Frontmatter
- Contents
- Contributors
- Foreword
- Acknowledgments
- 1 Middle Childhood: Contexts of Development
- 2 The Significance of Middle Childhood Peer Competence for Work and Relationships in Early Adulthood
- 3 Aggression and Insecurity in Late Adolescent Romantic Relationships: Antecedents and Developmental Pathways
- 4 Middle Childhood Family-Contextual and Personal Factors as Predictors of Adult Outcomes
- 5 Genetic and Environmental Influences on Continuity and Change in Reading Achievement in the Colorado Adoption Project
- 6 Reciprocal Effects of Mothers' Depression and Children's Problem Behaviors from Middle Childhood to Early Adolescence
- 7 Middle Childhood Life Course Trajectories: Links Between Family Dysfunction and Children's Behavioral Development
- 8 The Contribution of Middle Childhood Contexts to Adolescent Achievement and Behavior
- 9 Educational Tracking Within and Between Schools: From First Grade Through Middle School and Beyond
- 10 School Environments and the Diverging Pathways of Students Living in Poverty
- 11 The Relations of Classroom Contexts in the Early Elementary Years to Children's Classroom and Social Behavior
- 12 Out-of-School Time Use During Middle Childhood in a Low-Income Sample: Do Combinations of Activities Affect Achievement and Behavior?
- 13 Low-Income Children's Activity Participation as a Predictor of Psychosocial and Academic Outcomes in Middle Childhood and Adolescence
- 14 Healthy Mind, Healthy Habits: The Influence of Activity Involvement in Middle Childhood
- 15 Media Effects in Middle Childhood
- 16 Continuity and Discontinuity in Middle Childhood: Implications for Adult Outcomes in the UK 1970 Birth Cohort
- 17 Mandatory Welfare-to-Work Programs and Preschool-Age Children: Do Impacts Persist into Middle Childhood?
- 18 Effects of Welfare and Employment Policies on Middle-Childhood School Performance: Do They Vary by Race/Ethnicity and, If So, Why?
- 19 Effects of a Family Poverty Intervention Program Last from Middle Childhood to Adolescence
- 20 Experiences in Middle Childhood and Children's Development: A Summary and Integration of Research
- Author Index
- Subject Index
- References
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 ChildhoodBridges to Adolescence and Adulthood, pp. 260 - 282Publisher: Cambridge University PressPrint publication year: 2006
References
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