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Characteristics of fifth-grade children in relation to the type of after-school care
Insights
The type of after-school care did not impact fifth-graders' self-perception, academics, or attendance. However, substance use patterns varied by care arrangement, suggesting nuanced effects beyond overall risk.
Area of Science:
- Child Development
- Adolescent Psychology
- Sociology of Education
Background:
- After-school care arrangements are common for fifth-grade children.
- Previous research has not conclusively determined the impact of different care types on child outcomes.
- Understanding these effects is crucial for supporting child well-being and academic success.
Purpose of the Study:
- To investigate whether the type of after-school care influences self-perception, substance use, or school performance and attendance in fifth-grade children.
- To compare outcomes among children in self-care, sibling care, and adult-supervised care settings.
Main Methods:
- A sample of fifth-grade children (N=154) was recruited into three after-school care groups: self-care (n=28), sibling care (n=20), and adult care (n=106).
- Data collection involved the Self-Perception Profile, self-report measures of risk-taking behavior (including substance use), and review of school records.
- Demographic data, including ethnicity, were also collected.
Main Results:
- No significant differences were observed across the care groups regarding self-perception, academic performance, or school attendance.
- Substance use was reported by 10-12% of children in each care group.
- The specific types of substances used showed variation across the different after-school care arrangements.
Conclusions:
- The findings suggest that the type of after-school care arrangement is not associated with an increased overall risk for negative outcomes in fifth-graders.
- While overall risk appears similar, the type of after-school care may be linked to differences in the patterns of substance use among children.
- Further research is warranted to explore the specific factors within different care settings that may influence substance use behaviors.
Abstract:
Does the type of after-school care affect a fifth-grade child's self-perception, substance use, or school performance/attendance? Children in three types of care, self (n = 28), sibling (n = 20), and adult (n = 106), were recruited to address this question. Data were obtained via the Self-Perception Profile, self-report of risk-taking behavior, and school records. Self-care was significantly more prevalent in Caucasian (23%) and Hispanic (19%) families. No significant differences were found across care groups in self perception, academic performance, or attendance. Ten to twelve percent of children reported substance use in each care group, though the type of substance use differed across care group. These data suggest that type of after-school care is not related to increased risk but may be related to type of substance use.