After School Programs Essay -- Education, Constructivism

This chapter provides a review of the literature related to after take aim computer programmes. The literature review is organized into the following categories History of After take aim Programs, Need for After School Programs, Effectiveness of After School Programs, relative frequency and Duration, and Middle School After School Programs. This section also reviews the abstractive frame pull in for this research.Theoretical FrameworkConstructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own fuckledge of the cosmos we live in (Au & Carrol, 1996). Learning is simply the process of adjusting what we already know to accommodate new experiences. Constructivism shadower be traced to the eighteenth century and the work of Giambattista (Bhattacharya & Han, 2001). Bhattacharya and Han maintained that humans are able to understand only what they themselves necessitate constructed. Many philosophers and educators hav e worked with these ideas, but the first to develop a cod idea of what constructivism consists of were Jean Piaget and John Dewey.Von Glaserfield (1990) acknowledged that constructivism means knowledge is not passively received. Piaget (1973) stated that students are not just empty heads that can be filled with facts from packaged curriculum that is given out my teachers. Constructivism does not depend on a standardized curriculum. Instead, it promotes using curriculum customized to the students front knowledge. Also, it emphasizes real world problem solving, experiments, reasoning and communication (Au & Carrol , 1997). Constructivism gives students the power to brand connections, reformulate ideas, and reach conclusions (Brewer & Daane, 2002). After school programs often focus on teac... ...ved in 21st Century Community Learning Centers. The evaluation revealed that programs had difficultness recruiting and retaining young teens, and those that did participate attended incon sistently. The middle school students were less credibly to participate in academic classes and more likely to be entangled in recreation activities. Beth Miller (2003) stated that after school programs divine service middle school children, must keep students engaged in the program by a variety of popular and engaging activities. She further notable that after-school programs are successful when participants have motivation to achieve academically. In summary, middle school learners benefit from frequent participation in character after school programs that increase engagement in learning, provide a variety of recreational activities, and build key skills necessary for academic success.