Out-of-School Learning

As children grow older and explore their environments outside of their home and school settings, time spent with peers is increased. While most peer interactions are investigated within the school classroom setting, there is a growing interest in how peer relationships in out-of-school settings contribute to children’s social competencies (Vandell et al., 2005). Children’s interactions with peers are unique because they may be viewed as the child’s relative equal. With peers there are more opportunities for children to develop and improve social emotional competencies such as the ability to communicate effectively, problem solve, and exhibit prosocial behavior. Factors that have led to the increased interest in this area of research include poor academic achievement especially for disadvantaged, low-income children of color and concerns about children’s health and safety risks when left unsupervised during after school hours. Programs and activities in out-of-school settings also allow children freedom to interact and socialize with their peers compared to a traditional school setting which promotes positive growth of social competencies. 

It is important to investigate children’s relationships with peers in out-of-school settings and its contributions to developing social competence. While current literature primarily investigates peer relationships within the classroom setting, there is growing evidence and recognition of the critical contributions of children’s relationships with peers outside of the classroom. Vandell et al. (2005) discusses how out-of-school settings serve as a significant developmental context for children. Two particular settings highlighted in Vandell et al.’s research are after-school programs and structured activities. Additionally, in early childhood, children may attend child care facilities, community programs, or other arrangements designated by the family. These programs and activities in the out-of-school setting such as Head Start and after-school programs provide children with freedom to interact and socialize with their peers and can  promote positive social growth and development.

There is an increased interest in researching the effects of peer relationships in after-school programs. After-school programs are beneficial for school aged children as they may 

provide children with academic support, positive youth development, arts, sports, or music enrichment activities. Research shows that high quality programs promote healthy and positive peer interactions and are positively associated with emotional and behavioral adjustment and social skills (Kennedy, 2013; Pierce et al., 1999; & Reisner et al., 2007). Several studies discuss the positive benefits and implications of after-school programs for children, especially children at risk.

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