The study focuses on a sample of 4 to 11-year-old children who are enrolled in three ASP in an urban area in Switzerland. In this paper we describe a method to capture the perception of children who are participating in such programs. Additionally, such after-school programs (ASP) can be designed to be enriching, foster children’s cognitive activation and offer diverse opportu-nities for play and exploration (Huang & Deitel, 2011).
Most importantly, they offer reliable social and time structures for children before and after their school day. Professor, Institute for Research, Development and Evaluation, Research Program Governance in Education, Bern University of Teacher Education Switzerland AbstractĪfter-school settings have diverse functions and benefits. Michelle Jutzi, PhD, lecturer and postdoc, Institute for Research, Development and Evaluation Research Program Governance in Education, Bern University of Teacher Education, Switzerland Thomas Wicki, MSc, research assistant, Institute for Research, Development and Evaluation, Research Program Governance in Education, Bern University of Teacher Education, Switzerland and Ueli Hostettler, Prof.
Children’s Perspective on After-School Programs
