Supporting Education with Afterschool Learning Environments
Out-of-School Learning at After School Hours-Turkey Case
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Prologue
- Acknowledgments
- Table of Contents
- Summary: A brief description of the book
- Part I Fundamental concepts of after-school education and theoretical foundations
- Chapter 1 Understanding after-school education with city implementation of the programs
- Some examples from the interviews
- Young Men’s Christian Association (YMCA)
- Mikva Challenge
- Citywide Youth Councils (CYC)
- Beyond the Bell
- Communities in the schools
- Illinois after-school network
- After-school matters
- Chapter 2 The concepts of after-school education: Why are these concepts important for education?
- What is the relationship between these theories and after-school education?
- Well, how can this success occur?
- How can these children transfer the benefits of these environments to their own lives?
- Chapter 3 Social-emotional learning and after school education
- Why do emotions matter?
- The elements of social and emotional learning
- Social-emotional learning in education
- Why not enable educators to embody all the existent features and use them in their teaching?
- Development of social and emotional skills in after-school education settings
- Part II A look at after-school programs from the school’s view
- Chapter 4 The fields of after-school programs application and the effects on children’s development
- The effect of after-school programs on children’s development
- Chapter 5 After-school education programs and academic achievement
- Chapter 6 After-school education and children’s social-emotional learning environments
- How can we create the learning environments supporting social-emotional learning?
- Creating a learning environment sensitive to social-emotional development
- How can we create this environment?
- Do after-school programs have the potential to create an ideal learning environment?
- Can after-school learning environments be perceived or accepted as a part of ideal learning environments?
- The role of after-school learning environments in the realization of social-emotional learning
- Part III After-school education and the viewpoints of parents
- Chapter 7 How do parents get involved in after-school education?: Parental Involvement
- Well, besides teachers, can parents influence in creating an ideal learning environment?
- Chapter 8 The general structure of after-school education in Turkey: An applied study example
- “Examining after-school education programs and its applications”
- After-school programs through parents’ eyes
- After-school programs through students’ eyes
- After-school programs through teachers’ eyes
- After-school program activities from administrators’ eyes
- What is going on in after-school education?
- The status of preferences of after-school education programs and the practices based on socioeconomic level (SED) in Turkey
- So, what can be suggested by taking into account the ideas obtained from the stakeholders of these programs to obtain more benefits from after-school education programs in practice?
- Part IV Conclusion
- Chapter 9 The case of after-school education in a time when concerns include the internet-mobile phones-social media-natural disasters and the dominance of viruses
- Bibliography
Summary: A brief description of the book
The after-school education program is a broader definition than the implementation of a school curriculum in out-of-school settings and outside school activities. A wide range of activities contribute to the development of children in after-school programs, including art culture activities, individual and team sports, and academic support activities (such as studying and foreign-language courses). Students gain skills, such as communication methods, positive social activities that lead to making life plans and new decisions about professions, or reinforcing existing decisions.
After-school education programs contribute to personal and social well-being while promoting children to be creative with their activities. This book contributes to the education system both theoretically and practically by emphasizing the components of social-emotional learning, skill-based learning, student happiness and the development of real-life skills from the point of view of Turkey’s people. Societal improvement can be achieved by after-school education programs that contribute indirectly to the reduction of crime and the creation of a better society because children who gained positive habits with age-appropriate after-school programs.
Especially in countries where teaching is structured in a limited way, the students are in a struggle to be successful in their school lives because their individual development is not being taken into account.
Children are often expected to do their academic duties or are left to their own devices. They are directed to attend the upper-stage schools (such as universities and graduate schools) in order to be at the top of the life struggle because they believe these schools are the go-to places to find a good job. Children bored by doing homework during after-school hours, show their feelings by an unwillingness to go to school or by missing opportunities to attend the after-school programs that sometimes do take place.
Those countries categorized with low socioeconomic status because of their sluggish social and business structures are mostly unaware of concepts in after-school education. They lack the professional configurations on the subject of systematic application of after-school education because the vast majority of after-school activities require financial support. This book will help with understanding this system through some concrete studies of educating children in after-school hours.
←13 | 14→This book includes theoretical knowledge and practical research results for children in after-school hours based on the theoretical framework of social-emotional development, one of the popular educational approaches of the last decade, when education was clearly felt to need to go out of school for the establishment of right social relationships. When the after-school activities’ effects and parents’ support of children’s development are considered, the reflection of this training collectively is supported by practical research results. The book comprises examples of concrete considerations about after school education by considering the effect of social structure, which includes culture on children’s attendance to after school programs considering Turkey case specifically.
Chapter 1 Understanding after-school education with city implementation of the programs
Educating the mind without educating the heart is no education at all.
Aristotle
Children tend to be always busy with something in their daily lives. Although official school programs promise children they will engage with interesting topics during classroom learning, most programs just convey information and rigid concepts, or repeat solutions to certain problems.
Local after-school programs can provide the missing aspects of formal schooling and are designed as an alternative to the often-rigid structures of in-school programs. The concepts and educational practices within the scope of after-school education should be defined with respect to improving children’s personal development. Providing an all-purpose education for all children by meeting their most important needs is an extraordinarily challenging task that requires the use of all available resources. This approach increases the responsibility of both parents and policy makers (government) and needs their support. Although it is difficult to administer an all-purpose education, any effort toward it has to be supported by providing children with more flexible programs, such as after-school education.
Understanding teachers’ missions in the formal curriculum makes it easier to understand the basic and fundamental concepts of after-school programs. In our world, teachers’ first duty is to give guided, content-determined information. In addition, they try to develop this information and its important aspects, but usually teachers focus on explaining how necessary it is to learn this information, yet they fail to pay attention to the students’ perceptions. In fact, students first need to understand and assimilate this information. In our world where vast quantities of information is ever-present and easily accessible, it is important to distinguish what information is necessary for them and what is correct. Students need to learn to make connections between pieces of information and thereby be better prepared academically than those who cannot make such connections.←17 | 18→
Do teachers give children enough freedom to use their knowledge and create their own worlds? Maybe the important thing is whether the lessons given by teachers open an opportunity for students (children) to discover and create their own stories or pictures about the world they live in.
As Harari (2018) puts it, many pedagogical experts talk about teaching “the four Cs” –critical thinking, communication, collaboration and creativity. The four Cs may be the main criteria for what we should be teaching.
Details
- Pages
- 144
- Year
- 2021
- ISBN (PDF)
- 9783631851692
- ISBN (ePUB)
- 9783631851708
- ISBN (MOBI)
- 9783631851715
- ISBN (Hardcover)
- 9783631851685
- DOI
- 10.3726/b18255
- Language
- English
- Publication date
- 2021 (September)
- Published
- Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2021. 144 pp., 21 fig. b/w.
