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Children's views on school-age care: Child's play or childcare?

Author

Listed:
  • Horgan, Deirdre
  • O'Riordan, Jacqui
  • Martin, Shirley
  • O'Sullivan, Jane

Abstract

School age care (SAC)11SAC is an abbreviation for school age care. is a much neglected policy and research area, with particularly limited literature on children's views and experiences of school aged care. This article examines the findings from government consultations with 177 five to twelve-year-old Irish children on their likes, dislikes and opinions on the afterschool care experience using a variety of creative and age-appropriate methodologies. The findings from the consultations indicate that children want to be able to relax and feel comfortable after school. Play was identified as the most popular after-school activity by children of all ages; relationships with family, extended family, friends, childminders and other carers were noted as being very important; and eating and cooking were also identified as central activities for children in the after-school period of their day. Children expressed a dislike of being in structured environments with rules, not being treated appropriately for their age and lack of food choice. The results are reflective of international research in this area which highlights the value placed by children on opportunities to engage in activities, free play and to develop and extend friendships in afterschool care contexts. Policy development must address these priorities, in the context of the reality of the different sites of care for children and personnel available to carry out school age care.

Suggested Citation

  • Horgan, Deirdre & O'Riordan, Jacqui & Martin, Shirley & O'Sullivan, Jane, 2018. "Children's views on school-age care: Child's play or childcare?," Children and Youth Services Review, Elsevier, vol. 91(C), pages 338-346.
    • Handle: RePEc:eee:cysrev:v:91:y:2018:i:c:p:338-346
    DOI: 10.1016/j.childyouth.2018.05.035
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    References listed on IDEAS

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    1. Delma Byrne, 2016. "Determinants and Effects of School Age Childcare on Children’s Cognitive and Socio-Emotional Outcomes at Age 13," The Economic and Social Review, Economic and Social Studies, vol. 47(4), pages 543-575.
    2. Deirdre Horgan, 2017. "Consultations with Children and Young People and Their Impact on Policy in Ireland," Social Inclusion, Cogitatio Press, vol. 5(3), pages 104-112.
    3. Smyth, Emer, 2016. "Arts and Cultural Participation among Children and Young People: Insights from the Growing Up in Ireland Study," Research Series, Economic and Social Research Institute (ESRI), number BKMNEXT323, June.
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    Cited by:

    1. Cooke, Emma & Thorpe, Karen & Clarke, Andrew & Houen, Sandy & Oakes, Candice & Staton, Sally, 2020. "“Lie in the grass, the soft grass”: Relaxation accounts of young children attending childcare," Children and Youth Services Review, Elsevier, vol. 109(C).
    2. Fukkink, Ruben & Boogaard, Marianne, 2020. "Pedagogical quality of after-school care: Relaxation and/or enrichment?," Children and Youth Services Review, Elsevier, vol. 112(C).
    3. Fang Dong & Jiyao Yin & Jirubin Xiang & Zhangyu Chang & Tiantian Gu & Feihu Han, 2023. "EWM-FCE-ODM-Based Evaluation of Smart Community Construction: From the Perspective of Residents’ Sense of Gain," Sustainability, MDPI, vol. 15(8), pages 1-21, April.

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