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The impact of after-school childcare arrangements on the developmental outcomes of low-income children

Author

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  • Park, Hyejoon
  • Zhan, Min

Abstract

Even though after-school programs (hereafter ASPs) and other types of childcare arrangements have long been implemented, childcare for school-aged children remains a patchwork made up of ASPs, relative care, parental care, and self-care, also with many families opting to use some combination of these types of care. Few studies, however, have examined the impact of various childcare arrangements for school-aged children aside from those focused substantially on ASPs.

Suggested Citation

  • Park, Hyejoon & Zhan, Min, 2017. "The impact of after-school childcare arrangements on the developmental outcomes of low-income children," Children and Youth Services Review, Elsevier, vol. 73(C), pages 230-241.
    • Handle: RePEc:eee:cysrev:v:73:y:2017:i:c:p:230-241
    DOI: 10.1016/j.childyouth.2016.12.023
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    Cited by:

    1. Shih-Hsien Tseng & Huang-Yi Kang & Tien Son Nguyen & Meng-Yun Liu, 2020. "Correlations Between the Attitudes about Learning of After-School Club Students during School and the Teaching Quality of Elementary School Teachers," Social Sciences, MDPI, vol. 9(7), pages 1-17, July.
    2. Hyejoon Park & Siying Guo & Shinwoo Choi & Keeyoon Noh, 2020. "Interrelations between After-School Settings and the Delinquency and Emotional-Behavioral Problems of Elementary School Children: Findings from Fragile Families and Child Wellbeing Study," Social Sciences, MDPI, vol. 9(9), pages 1-20, September.

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