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School-age children and youth spend 80 percent of their waking hours outside of school, while 1 in 5 young people in the U.S. are alone after the school day ends.1 High-quality afterschool programs promote positive youth development and offer a safe space where youth can explore their potential.

• Effective afterschool programs provide learning settings that bring a wide range of benefits to youth, families, and communities.
• Afterschool programs can support social, emotional, cognitive, and academic development, reduce risky behaviors, promote physical health, and provide a safe and supportive environment for children and youth.

Afterschool programs also provide a significant return-on-investment, with every $1 invested saving at least $3 through increasing youth’s earning potential, improving their performance at school, and reducing crime and juvenile delinquency.2 Other benefits include:

Social and Emotional Learning (SEL). Attending high-quality afterschool programs and regular participation can lead to improved social and emotional competencies, including prosocial behavior, intrinsic motivation, better concentration efforts, and higher sense of self-worth. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. SEL is an integral part of education and human development that advances educational equity and excellence through authentic school- family -community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.3 Poverty reduction, economic mobility, and reduced reliance on public assistance have also been found to be benefits of social and emotional learning.4, 5 These “soft skills” are essential for work force development and lead to more youth being hired and successful in their jobs.6 Development of personal and social skills in afterschool settings that implement SAFE (sequences, active, focused, and explicit) features also lead to higher academic achievement, positive feelings and attitude toward school, etc.7 Academic Support. Attending afterschool programs can improve students’ academic performance. A national evaluation found that more than 40 percent of students attending 21st Century Community Learning Center programs improved their reading and math grades, and that those who attended more regularly were more likely to make gains.8 School Participation. Attending afterschool programs leads to improvement in class participation, better adjustment as young people move to the next phase of schooling, increased school day attendance and participation, and reduced school dropout rates.9 Safety. Participating in afterschool programs leads to increased adult supervision which makes youth feel safer and reduces instances of being left unsupervised with peers out of school. It also means that younger children are supervised by older siblings less often.10 Adult supervision that is based on developmental relationships 11 promotes positive youth development as it not only promotes personal safety and decreases risky behaviors such as smoking or drug abuse, but also creates an environment where young people learn better and are able to thrive. Supporting Working Families. Working families and businesses also benefit from afterschool programs that ensure that youth have a safe place to go while parents or guardians are at work. Parents and guardians who do not have access to childcare miss an average of eight days of work per year, and this decreased worker productivity costs businesses up to $300 billion annually.12, 13 Nutrition and Physical Activity. Afterschool programs can also improve young people’s dietary snack consumption, particularly at sites with on-site foodservice using Out of School Time Nutrition and Physical Activity (OSNAP) intervention 14, Even though the OSNAP Initiative did not allot significantly more time for physical activity, it successfully made existing time more vigorously active for children receiving the intervention.15 Work-Based Learning. Afterschool programs can also provide opportunities to develop early exposure to the labor market. Work-based learning programs with a focus on apprenticeships, internships, and mentorship with older youth between 16-19 leads to higher quality employment at age 29.16

It is important to note that access to high-quality programs is not always equitable. There can be significant disparities based on income and education, 17 transportation, cultural and developmental appropriateness of programming, and neighborhood safety, among other factors.
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What is the most popular after school activity?

Sports – Sports are the most common extracurricular activity for kids in the United States. Swimming lessons, ice skating lessons, gymnastics, and soccer clinics are typically offered to children as early as the toddler and preschool years. Many town recreation departments offer baseball, softball, basketball, lacrosse, hockey, tennis, ultimate frisbee, running, and volleyball to elementary-school-age kids.

1. As they age out of youth leagues, many kids can join middle school or high school sports teams or try out for a competitive travel sports team,
2. Rest assured, if your child doesn’t seem to enjoy or thrive in mainstream sports like these, there are a growing number of alternative physical activity programs to keep them active.

Ask your child’s P.E. teacher or local recreation department for ideas. Additionally, look for martial arts, golf, skiing, BMX biking, skateboarding, dance, or rock climbing clinics or clubs in your area. Youth sports participation is linked to a greater sense of belonging in the school and community and closer social ties among students as well as their parents.
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What are the disadvantages of before and after school care?

Find the Right Solution for Your Family by Simon Family JCC Staff When school lets out at 2 or 3 PM, but mom or dad can’t be home from work until 5 or 6, after school care is the answer. There are a lot of options out there, each with its own pros, cons, and price tag.

The key is to find the right balance for your family. Here’s a breakdown of the most frequently chosen solutions. For all of the following options, we recommend parents check several references for any potential caregiver who is not a family member or close family friend. Option 1: A parent or family member: Obviously this is the least expensive option for after school care.

If a family member is available, it can be a great option. Its pros include strong bonding between your child and the caregiver—a parent, grandparent, aunt or uncle. It also allows for flexibility. Unlike a formal center, Grandma is unlikely to enforce a “closing time” by which you need to pick up your little one.

1. Cons are the lack of a curriculum and extended peer-to-peer socialization and the need for a plan B in case your child’s caregiver is sick or goes on vacation.
2. Option 2: A babysitter or nanny: Depending on the amount of time needed and the experience of the caregiver selected, the price can vary greatly for an individual caregiver.

The pros and cons are the same as a family member caregiver, including pros: a strong relationship, and greater flexibility for timing, and cons: lack of curriculum, and the need for a back-up plan. One additional pro with a paid babysitter is the possibility of negotiating some light housecleaning into the after school care duties, which can be a major pro for working moms and dads. Option 3: In-home care: There are many families who turn their homes into daycares, and will take after school charges. Especially here in Hampton Roads, you can find military spouses or other stay-at-home moms or dads who open their homes to other peoples’ kids—for a fee.

The cost of in-home care varies. You’ll have to do your homework to find the right fit. The pros of in-home daycare are the family-feel of your child’s care and the addition of other children into the situation (unlike options 1 and 2). The cons are the wide spectrum of quality you can find at in-home situations.

Some come with engaging learning activities and homework help; others are little more than supervised television viewing. Additionally, getting your child from school to the in-home center can be a challenge. Option 4: A formal after school center or program, like Kids Connection Formal before- and after-school programs will likely be more expensive than an in-home center, but less than some nannies.

• However, many also have scholarships or financial aid options that in-home centers simply cannot offer.
• A formal center will have a firm closing time (and opening time for before school care), which can be a con, depending on your work schedule.
• Pros of a formal program include: a defined curriculum that, when done right, will improve school performance opportunities for socialization and friendships physical activities to promote fitness and health very little, if any, screen time at some programs, transportation from school (and to, for before school programs) is included At the Simon Family JCC, there’s a reason we call Kids Connection, our before and after school program, an enrichment program.

Kids Connection is not a babysitting service. We aim to provide experiences that support the whole child: socially, emotionally, physically, and academically. Hands-on, self-directed experiences and activities and study in science, math, history, reading, writing, classifying, and reasoning culminate in exciting, non-traditional means to demonstrate mastery, such as science fairs and mock trials— students learn while having fun! We create a safe, caring, and fun place to work on school homework, burn off energy, and help children to form friendships through group games and sports activities in a diverse environment.

Transportation is provided to and from most Virginia Beach public schools. See the full list here, We’re putting the final touches on a brand new space for Kids Connection. Come see for yourself at our Welcome Back Party, Sunday August 30 from 2 – 4 PM. For more information about Kids Connection, please fill out our inquiry form, or call 321-2342.

Already ready? Our 2015-2016 registration form is now available.
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Is it afterschool or after school?

What does afterschool mean? – Afterschool describes something for students that takes place after their schooling is done for the day. Afterschool can describe just about anything that takes place after a school day ends. At school, students might attend afterschool care when they’re too young to be home alone.

They might belong to afterschool clubs, which have meetings at the end of the school day, such as a robotics club or a drama club. Students could play afterschool sports, being part of a team that practices and has games outside of school hours. Students might also do things away from school that happen immediately after the end of school or only take place outside of school hours, such as an afterschool job or an afterschool program not held at the school.

Afterschool is most often used in reference to students who are teens or younger and attend nursery school, primary school, or secondary school, Afterschool can also be spelled after-school, After school is used to indicate a time later than school hours, as in Tanya walked home with her friends after school and then promptly did her homework.
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What are the advantages and disadvantages of daycare?

There are many advantages to day care, including structure, an educated staff and social opportunities for the children and the parents. However, there are many disadvantages, too, including the fact that children in day care get sick more often, it’s expensive and it’s not always convenient.
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What is the negative effects of day care on children?

Source: Wikimedia Commons The U.S. family has undergone fundamental changes over the past two generations. In the mid-twentieth century, the male breadwinner/female homemaker family was both normative and aspirational. Since then, both norms and aspirations have shifted.

Currently, in most two-parent families with children under six years old, both parents are gainfully employed outside the home. Two thirds of young children receive some nonparental care (daycare), compared with one fifth of children in the mid seventies. Consequently, daycare has grown to become an essential social institution.

Along the way, it has stirred both hope and apprehension in almost equal measures. The hope: Daycare would help accelerate children’s development, help level the playing field for children from disadvantaged home environments, and free all parents—and in particular women—to participate fully and productively in the economy, thus elevating their families’ fortunes. Source: Pixabay Since the 1970s, childcare research in the US (and elsewhere) has undertaken the difficult task of testing these contrasting predictions, with studies producing an equivocal mix of contradictory, conditional, and inconclusive answers of the kind that that tend to frustrate policy makers and parents alike, as well as the researchers themselves.

And yet, difficulties and ongoing controversies notwithstanding, the field has managed in the past several decades to settle with reasonable confidence on several insights and working conclusions. What follows is a brief summary of the pros, cons, and unknowns of daycare in the U.S., as suggested by the best available evidence.

Daycare Effects are Smaller than Home Effects An over-arching finding in the literature is that daycare influences are less important than home influences, even for children who spend much time in daycare. In other words, home and family variables account for more of the variance in children’s developmental outcomes than daycare variables.

1. For example, results from the large, longitudinal NICHD Study Of Early Child Care have shown that, for cognitive outcomes, the typical effect sizes for nonparental childcare were approximately a half to a third as large as home environment effects.
2. Daycare Does Not Damage Children, But May Contribute to Developmental Risks Under Certain Conditions Nonparental care arrangements—and by proxy, maternal employment— are not inherently risky for children.

In fact, daycare children are not systematically different than those raised exclusively at home in terms of their overall developmental trajectories. In other words, within-group differences are generally larger than between-group differences in these groups.

Research has, however, found that some infants—particularly those who began daycare in the first year of life, who spent more than 10 hours a week in daycare, and whose mothers provided less sensitive care—had an increased risk of developing insecure infant-mother attachments. Daycare is Linked to Externalizing Behaviors in Children, But Mostly in Low Quality Care Research has converged on the conclusion that children’s time in daycare is associated with increased noncompliance.

In particular, children who experience formal daycare center care for long periods of time in early childhood are more likely to manifest behavior problems later on, although these increases do not rise to the level of clinical diagnosis. These effects are stronger in low quality care arrangements and when group size is larger.

• These externalizing effects do not show up consistently, and are sometimes contradicted, in studies of high quality daycare.
• Daycare is Linked to Increased Rates of Infections and Stress, Yet the Developmental Implications are Unclear Research has shown that, compared to children raised at home, by and large young children in daycare (particularly those under 18-months-old) experience more common illnesses, such as respiratory and ear infections.

At the same time, exposure to germs in day care may serve to improve the children’s immune system in the long run. Another line of research has found elevated stress levels in daycare children, as measured by blood cortisol. These effects tend to appear mostly during transition to daycare, and in young children under three years old.

The effects are generally small in size and are moderated by a host of contextual factors. The cortisol rise in daycare is more pronounced in lower quality environments, and in children who are insecurely attached to teachers and who spend more time in daycare. At the same time, daycare exposure may provide a protective factor in some instances.

For example, research has shown that for children with more distressed home life, daycare attendance is associated with reductions in cortisol levels. Daycare is Linked to Improved Cognitive, Language, and Academic Development, Yet Mostly in High Quality Center Care Perhaps the most consistent and robust positive finding in the daycare research literature has been that nonparental childcare—particularly high quality daycare center care rich with stimulation and structured educational content—benefits children’s cognitive development and school readiness.

• This appears to be particularly true for children from disadvantaged home environments.
• In addition to predicting cognitive and linguistic advantages, the high quality daycare experience may provide a buffer for at-risk children against some of the negative effects of adverse home environments.
• Research has shown that high quality daycare is linked to cognitive development for disadvantaged children and may buffer against delayed language development when the quality of verbal interactions at home is low.

In some cases, daycare may help narrow the achievement gap between privileged and under-privileged children. High quality nonparental childcare experience may also buffer children against home adversity such as maternal depression, Some Early Daycare Effects may Last into Adolescence and Beyond Research has provided evidence that early intervention, particularly high quality and intensive programs, can have demonstrable long-term effects.

• Such results, however, are not easy to achieve, and many efforts at changing children’s long-term trajectories through early intervention have proven ineffective.
• For short-term gains to be maintained requires sustained support and guidance beyond the original early childhood intervention period.
• For example, children who graduate from high quality daycare into low quality schools are less likely to maintain their gains than those who graduate into high quality schools.

High Quality of Care is Important, Yet Far from Normative Research has shown that care quality is a robust predictor of any gains associated with nonparental care. Quality of care is generally assessed along two dimensions: structure and process. Structural elements are the more regulatable classroom conditions, such as group size, adult-child ratio, and caregiver education,

• Process elements are those pertaining to caregiver-child interactions, their emotional tone and instructional value.
• The research to date has shown that the quality of care—in particular, the process quality of the caregiver-child interaction—is a consistent predictor of children’s developmental trajectory and outcome.

More specifically, responsive, sensitive, warm, and engaged caregivers constitute the most important positive factor in the child’s emerging developmental narrative. Given the strong empirical case for the importance of care quality (not to mention the self-evident moral case), one would assume that high quality care is the norm in the US.

Yet the available data contradict this assumption. For example, the NICHD Study of Early Child Care, which conducted observations of over 600 nonmaternal child care settings of all kinds (grandparents, in-home care, child care homes, and centers) in nine states, found child care to be most often merely fair in quality, with only 11 percent of the settings rated ‘excellent.’ Multiple Daycare Arrangements and High Caregiver Turnover Undermine Quality of Care Another finding emerging from the care quality literature concerns the importance of care stability.

Instability of care manifests in two main ways. First is the experience of multiple care arrangements by the child. Nationally, 15% of children younger than five years old regularly attend more than one child-care arrangement. Multiple arrangements predict increased behavior problems and decreased prosocial behavior.

• Moving from one arrangement to multiple arrangements may be particularly disruptive for children.
• In addition, instability in daycare also manifests in caregiver turnover, which is generally high, due mainly to high job stress, low social status, and low pay.
• Child care workers are among the lowest-paid professionals in the US, and qualified workers are thus difficult to recruit and retain.

Daycare is in High Demand, Yet Often in Short Supply Compounding the problem of low quality care is the problem of childcare availability. Currently in the U.S. multiple communities experience supply shortages of high quality, licensed childcare. These areas are sometimes referred to as, ‘child care deserts,’ a metaphor borrowed from research on food insecurity.

1. Childcare deserts are found mostly in low-income rural communities, where the absence of childcare options is one more obstacle parents must negotiate along with myriad others, such as poor public transportation and irregular work hours and incomes.
2. The Cost of Daycare is High, Yet Caregiver Pay is Low Currently in the U.S., daycare is expensive, and out of reach for many families.

Daycare costs have increased at double the rate of inflation since the recession of 2008. A recent report found that in 33 states and the District of Columbia, infant care costs exceed the average cost of in-state college tuition at public 4-year institutions.

• Moreover, while the cost of daycare has increased, workers’ salaries have not.
• Child care workers earn a median hourly wage of $10.31, which is almost forty percent below the $17.00 median hourly wage of workers in other occupations.
• Many childcare workers do not receive health benefits or pensions.
• Consequently, nearly half of daycare workers receive some form of public assistance, compared to about one quarter of US workforce as a whole, and many daycare workers cannot afford daycare for their own children.

Summary Daycare is by now a normative part of family life in the US, as it is in most developed countries. For good or ill, the effects of daycare on children’s development are on the whole smaller than family influences. Daycare is not inherently harmful to children, and may in fact help accelerate their development, as well as provide a buffer against, and compensation for, the ill-effects of disadvantaged home environments.

1. The positive and protective effects of daycare are associated mainly with educationally stimulating, high quality care of the kind that is most often provided in licensed, regulated daycare centers.
2. At the end of the day, home and daycare are not competitors but collaborators, and should not be conceptualized as being at odds or in conflict with each other.

What U.S. parents and children need their childcare system to provide is high quality, affordable, and accessible care. As with healthcare, the childcare system in the U.S. has struggled mightily, and thus far unsuccessfully, to provide consumers with services that combine these three essential qualities.

In the U.S. today, affordable and accessible care is often of low quality; high quality and affordable care is inaccessible to most, and care that is accessible and high quality is often prohibitively expensive. This state of affairs is not satisfactory, and should be unacceptable in a nation that aspires to prize and protect its children, families, and future.

*An earlier, full version of this article has appeared in The Encyclopedia of Child and Adolescent Development. https://doi.org/10.1002/9781119171492.wecad254 References Selected References Barnett, W.S. (2008). Preschool education and its lasting effects: Research and policy implications.

New Brunswick, NJ: National Institute for Early Education Research, Rutgers University. Belsky, J. (2009). Early day care and infant-mother attachment security. Encyclopedia on Early Childhood Development, 1-6. Montreal: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development, http://www.child-encyclopedia.com/pages/ PDF/child_care.pdf Berry, D., Blair, C., Ursache, A., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., Bratsch-Hines, M., Mills-Koonce, W.R., & Granger, D.A.

(2014). Child care and cortisol across early childhood: Context matters. Developmental Psychology, 50(2), 514-525, http://dx.doi.org/10.1037/a0033379 Broekhuizen M. L, van Aken M.A.G., Dubas J.S., & Leseman P.P.M. (2018). Child care quality and Dutch 2- and 3-year-olds’ socio-emotional outcomes: Does the amount of care matter? Infant and Child Development, 27:e2043, https://doi.org/10.1002/icd.2043 Burchinal, M.

2018), Measuring Early Care and Education Quality. Child Development Perspectives, 12, 3–9, doi:10.1111/cdep.12260 ChildCare Aware., (2017). Parents and the High Cost of Child Care. ChildCare Aware of America: Arlington, VA, https://usa.childcareaware.org/wp-content/uploads/2017/12/2017_CCA_High Johnson, A.D.

(2017) Child Care and Child Development in the United States. In E. Votruba-Drzal and E. Dearing, (Eds.), The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies. John Wiley & Sons, Inc., Hoboken, NJ, USA, doi: 10.1002/9781118937334.ch12 Laughlin L.

2013). Who’s minding the kids? Child care arrangements: Spring 2011 Current Population Reports (pp.70 – 135 ). Washington, DC: U.S. Census Bureau. Lumian, D.S., Dmitrieva, J., Mendoza, M.M., Badanes, L.S., & Watamura, S.E. (2016). The Impact of Program Structure on Cortisol Patterning in Children Attending Out-of-Home Child Care.

Early Childhood Research Quarterly, 34, 92–103, http://doi.org/10.1016/j.ecresq.2015.09.004 Morath, E., (July 1, 2016). Soaring Child-Care Costs Squeeze Families. The Wall Street Journal, https://www.wsj.com/articles/soaring-child-care-costs-squeeze-families- Morrissey, T.W.

1. 2009), Multiple Child-Care Arrangements and Young Children’s Behavioral Outcomes.
2. Child Development, 80, 59–76, doi:10.1111/j.1467-8624.2008.01246.x NICHD Early Child Care Research Network. (2003).
3. Early child care and mother-child interaction from 36 months through first grade.
4. Infant Behavior and Development, 26, 345–370.

NICHD Early Child Care Research Network. (2006). Child care effect sizes for the NICHD study of early child care and youth development. American Psychologist, 61, 99–116. National Institute of Child Health and Human Development Early Child Care Research Network and Duncan, G.J.

(2003). Modeling the Impacts of Child Care Quality on Children’s Preschool Cognitive Development. Child Development, 74, 1454–1475, doi:10.1111/1467-8624.00617 Phillips, D., & Adams, G. (2001). Child Care and Our Youngest Children. The Future of Children, 11, 35-51, doi:10.2307/1602808 Pilarz, A.R., & Hill, H.D.

(2014). Unstable and Multiple Child Care Arrangements and Young Children’s Behavior. Early Childhood Research Quarterly, 29(4), 471–483, http://doi.org/10.1016/j.ecresq.2014.05.007 Ramey, C.T., Campbell, F.A., Burchinal, M., Skinner, M.L., Gardner, D.M., & Ramey, S.L.

1. 2000). Persistent effects of early childhood education on high-risk children and their mothers.
2. Applied Developmental Science, 4, 2-14.
3. Vandell, D.L., Burchinal, M., & Pierce, K.M. (2016).
4. Early Child Care and Adolescent Functioning at the End of High School: Results from the NICHD Study of Early Child Care and Youth Development.

Developmental Psychology, 52(10), 1634–1645, http://doi.org/10.1037/dev0000169 Vandell, D.L., & Wolfe, B. (2000). Child Care Quality: Does It Matter and Does It Need to Be Improved? Institute for Research on Poverty Special Report no.78 Institute for Research on Poverty Department of Educational Psychology University of Wisconsin–Madison.

Vernon-Feagans, L., Bratsch-Hines, M.E., & The Family Life Project Key Investigators. (2013). Caregiver-Child Verbal Interactions in Child Care: A Buffer against Poor Language Outcomes when Maternal Language Input is Less. Early Childhood Research Quarterly, 28(4), 858–873, http://doi.org/10.1016/j.ecresq.2013.08.002 Waggoner-Fountain L A.

(2016). Childcare and communicable diseases. In: Kliegman, R.M., Stanton, B.F., St. Geme, J.W., Schor, N.F., (Eds.). Nelson Textbook of Pediatrics (20th ed). Philadelphia, PA: Elsevier; chapter 174. Whitebook, M., McLean, C., & Austin, L.J.E. (2016). Early Childhood Workforce Index – 2016, Executive Summary.
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What are the disadvantages of being later children?

Pregnancy Risks in Advanced Maternal Age – There are also very real medical risks of pregnancy in advanced maternal age. Your chance of miscarriage is increased, along with an increased risk of developing gestational diabetes, high blood pressure, and having a child that is preterm.
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Is after school still active?

After School
After School at the After School’s Beauty Bible press conference in January 2014 From left to right: Kaeun, E-Young, Jungah, Jooyeon, Lizzy, Raina, Nana
Background information
Origin	Seoul, South Korea
Genres	K-pop dance-pop electropop
Years active	2009–2015
Labels	Pledis Avex Trax Avex Taiwan
Spinoffs	After School Red After School Blue Orange Caramel
Members	Nana
Past members	Kahi Jungah Soyoung Bekah Jooyeon Uee Lizzy Kaeun Raina E-Young
Website	English website

After School ( Hangul : 애프터스쿨) is a South Korean girl group with an admissions and graduation concept formed by Pledis Entertainment, As of December 2019, After School only has one member under the label. According to the group’s website however, Raina, Lizzy, E-Young and Kaeun are still members of the group.

After School officially debuted in January 2009 with the song “AH!” from the single album New Schoolgirl, Following the addition of Uee in April of that year, they released ” Diva “, which won the “Rookie of the Month” award at the Cyworld Digital Music Awards, Pledis Entertainment then announced the graduation of Soyoung before adding Raina and Nana for the release of ” Because of You “, which topped the monthly digital chart for December 2009.

Follow-up singles ” Bang! “, ” Shampoo “, ” Flashback ” and ” First Love ” further consolidated their popularity and saw the additions of members Lizzy, E-Young and Kaeun, as well as the graduations of original members Bekah and Kahi, In 2010, the three newest members at that time formed the group’s first subunit, Orange Caramel, and in 2011 a second subunit was formed when the group was split into two teams, A.S.

Red and A.S. Blue, for the release of their fourth single album. In the beginning of 2011, the group signed with Avex Trax to begin their promotions in Japan. The group made their first official appearance in Japan by collaborating with singer Namie Amuro for a song from her collaboration album Checkmate!, titled “Make it Happen”.

The song won Best Collaboration at the 2012 MTV Video Music Awards Japan, The group’s debut single, a remake of their Korean hit “Bang!”, was released in August that year and charted at number seven on the Oricon Singles Chart, Their debut Japanese album, Playgirlz, was released in 2012 and their second Japanese album, Dress to Kill, fronted by the Shinichi Osawa produced singles ” Heaven ” and ” Shh “, was released in 2014.

After School received attention for their unique live performances, often incorporating different performance styles into their songs, including drums, tap dancing and pole dancing, The group received the Minister of Culture, Sports and Tourism Commendation in 2011 and was ranked number five in Billboard ‘ s 2017 list of “Top 10 K-pop Girl Groups of the Past Decade”.

From 2015 onward, Pledis halted both After School and Orange Caramel promotions and the members have embarked on individual music, acting and modeling careers. In 2019, Lizzy revealed that all members had gradually gone their separate ways, however, the group has not officially disbanded.
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Is afterschool one work?

Is ‘after school’ one word or two? Use the hyphenated ‘after-school’ if the phrase is used as an adjective, or two words as an adverbial phrase. For example: Basketball training is an after-school activity.
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What is the meaning of after school?

Af·​ter-school ˈaf-tər-ˌskül. : happening or done after the end of the school day. after-school activities/programs.
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Is it OK to rest after school?

Teen Daughter Takes a Nap Every Day After School – Sense & Sensitivity DEAR HARRIETTE: My daughter is an A-student in her high school. She is conscientious about her work, and she helps a little bit around the house. In general, I think she is doing a good job.

1. My concern is that this semester she comes home from school and wants to take a nap for at least an hour before starting her homework.
2. She does get up and complete her work, but it worries me that she naps virtually every day.
3. The only days she doesn’t nap are when she has her after-school clubs.
4. If I want her to do her chores, which are minimal, she claims she’s tired.

How do I reconcile letting her nap and making sure she has a well-balanced life? I think that studies, rest and responsibilities at home are all important. – Napping Teen DEAR NAPPING TEEN: Taking a nap before doing homework may be a great idea in that it gives your daughter a refresh from her full day at school.

This could even be a contributor to her doing so well in school. According to the National Sleep Foundation, teens do need more sleep than adults. It’s best for them to have eight to 10 hours of sleep per night, but because of homework and other factors, they often sleep less. Taking a brief nap after school is considered to be an effective way for teens to fortify themselves.

So, yes, your daughter’s nap is likely beneficial to her. That doesn’t mean that she should get a pass on household chores. Since she is doing so well in school, create a chore schedule for her that is complementary to her overall schedule without taking too much time from her studies.

1. Make sure she knows that chores are requirements, too.
2. DEAR HARRIETTE: My birthday is coming up, and I had the thought that I would have a small party.
3. When I started to make a list, I realized that my life is pretty closed off these days.
4. I can easily make a big event with people I know professionally, but when it comes to an intimate group of friends, I come up short.

It’s making me feel sad that I don’t spend enough time with loved ones and I can’t even figure out who they are. Should I forgo the party? How can I figure out who my true friends are? – Feeling Lonely DEAR FEELING LONELY: Assessing the quality of your friendships is something you should probably do one-on-one over time.

That evaluation requires spending time with folks. For a celebratory get-together, it doesn’t have to be that deep. Make two lists – one that includes professional and peripheral friends; the other that includes family and others that you call on in times of need. Examine your lists and choose who you would like to share your birthday with.

It’s fine for that group to be a mix of both lists. On your special day, choose people you believe will be happy to celebrate you. Separately, dig deeper to determine who deserves to be in your inner circle. (Harriette Cole is a lifestylist and founder of DREAMLEAPERS, an initiative to help people access and activate their dreams.

You can send questions to [email protected] or c/o Andrews McMeel Syndication, 1130 Walnut St., Kansas City, MO 64106.) DEAR HARRIETTE: I am about to get married, and my 10-year-old daughter is not happy about it. I have finally found a man who wants to be my partner in life. He likes my daughter, too, but she is not kind to him.

She is just a child, but she does not accept him at all. I know that it can be hard for kids to welcome stepparents, but I need my daughter to like my fiance. What can I say to her to help her to adjust to this change in our lives? – Single Mom Marries DEAR SINGLE MOM MARRIES: Slow down and make a plan with your fiance that includes your daughter.

He needs to get to know her better and build a loving bond with her. She needs to witness that he is not trying to take you away from her. She needs clear evidence that his presence in your lives will bring value, not tear you away from her. Institute a weekly family night where the three of you do something together.

It can be as simple as watching a movie, but make it an activity that you don’t miss. The more you can do to include your daughter in experiences with you and your fiance, the more likely it is that she will soften to him. DEAR HARRIETTE: I am proud of my siblings, and people from our hometown remind me all the time of how incredible they are.

1. It’s also hard for me; I have not been as successful.
2. I took another path and ended up in rehab, and it has taken me a long time to get my act together.
3. I don’t want to be the bad seed, so to speak.
4. I am working to get my life together, but it’s hard when my siblings are overachievers.
5. How can I stand up and represent myself as the man I am becoming when my siblings are superstars in their industries? – Shrinking Violet DEAR SHRINKING VIOLET: Being compared to your siblings can be hard no matter what your station in life.

The fact that you have experienced some significant bumps in the road doesn’t help you right now. What you need to do is change your focus. Instead of thinking about what your siblings have accomplished, keep your lens turned on yourself. What are you doing to get to your next goal? How does it feel when you accomplish a task you give yourself? Keep a physical list of goals and completed tasks to help keep you on track.

Celebrate your small victories. No need to brag about them. Fortify yourself by knowing that you are doing your best. Surround yourself with people who support you for the person you are. When others laud your siblings, give them their due. Resist comparing yourself to them. Just acknowledge their good news and let that stand for itself.

Don’t falsely believe that you have to attempt to one-up them at those pivotal moments. (Harriette Cole is a lifestylist and founder of DREAMLEAPERS, an initiative to help people access and activate their dreams. You can send questions to [email protected] or c/o Andrews McMeel Syndication, 1130 Walnut St., Kansas City, MO 64106.) DEAR HARRIETTE: My boyfriend of six years and I broke up about a year ago.

1. He said he needed to find himself and grow up.
2. He never stopped texting me, though.
3. A couple of months ago, he asked if we could get back together and try again.
4. I love him, so I agreed to try.
5. We spent time together over the holidays, and it was really nice.
6. But then Valentine’s Day came and went.
7. He didn’t even call.

The next day, he called to ask my advice on an outfit he was going to wear to go out with friends – without me. Am I missing something here? If he’s trying to be in my good graces, don’t you think a simple call on Valentine’s Day would have been in order? I don’t know what he’s thinking about, but it doesn’t seem to be me.

I’m not asking for much, and I don’t even mean to get caught up in a holiday like that, but I just feel like his absence is indicative of him not taking me seriously. Should I say anything? I’m tired of hoping for more and not getting it. – Not My Valentine DEAR NOT MY VALENTINE: You dated this man for a long time.

You know him, and he knows you. After a breakup, if he is not stepping up his game and working hard to win you back, he doesn’t deserve to have you. One of the easiest things to do is to wish you a happy Valentine’s Day. Right or wrong, our culture screams it leading up to the day.

That he missed it says he doesn’t have you top of mind – especially if that is something you celebrated in the past. Though you say you love him, what you need to do is assess if he loves you the way you want to be loved. If not, it is time for you to walk away. DEAR HARRIETTE: I just got a call from a family member who says she wants to visit me with about 10 other relatives this summer.

Nice idea, I guess. Terrible timing, though. She wants to come at a time when my family and I are usually traveling. She didn’t ask, by the way. She informed me that they were coming and then listed the things they want to do while they are here. One good thing is that they don’t expect to stay with me.

• I have a small apartment and couldn’t possibly house all those people.
• But they do expect me to host them.
• I don’t want to do this.
• How can I squash it without dashing her dreams? – Poorly Timed Trip DEAR POORLY TIMED TRIP: Be honest with your relative.
• Tell her that you don’t plan to be in the city at the time that she and the others want to come.

Offer to recommend things that they might do if they come anyway, but be clear that you will not be there. If she really wants to organize the trip at a time when you will be available, have that conversation. Discuss her ideas and expectations. You will need to be direct and honest about what you can do to support this trip.

• Hosting a group of 10 or more people is a big job.
• Be crystal clear about what you are willing and able to do and what they would need to do on their own.
• Be mindful of cost and upfront about what you can afford.
• Having frank conversations on the front end will help mitigate concerns on the back end.
• Harriette Cole is a lifestylist and founder of DREAMLEAPERS, an initiative to help people access and activate their dreams.

You can send questions to [email protected] or c/o Andrews McMeel Syndication, 1130 Walnut St., Kansas City, MO 64106.) : Teen Daughter Takes a Nap Every Day After School – Sense & Sensitivity
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Should kids have chores after school?

Chores: Few of us enjoy doing them, but for a household to run smoothly these tedious and time-consuming tasks must get done. It’s a given that the adults will do their part around the house, but when it comes to assigning housework to children, there’s some debate.

• Many parents want to preserve childhood for as long as possible, letting the “kids be kids” and enjoy plenty of playtime while they’re still young.
• Others may see children as less capable, preferring to finish the housework as quickly and efficiently as possible.
• These arguments make sense, but they also overlook the many positive benefits of giving kids chores.

Consider these seven reasons why children should help out around the house: 1. Chores help teach life skills. They’re young now, but they won’t be kids forever! Laundry, cooking and budgeting are just some of the skills your kids will need once they finally move out.

• These are also things that schools do not fully teach, making learning them at home even more important.2.
• Chores help kids learn responsibility and self-reliance.
• Assigning children regular chores helps teach them responsibility.
• Tasks that personally affect your kids, such as cleaning their room or doing their own laundry, can help them become more self-reliant at the same time.

Your kids or grandkids may also take pride in being considered mature enough to take care of themselves.3. Chores help teach teamwork. Being a productive member of a team can be modelled for children through housework. Members of your family “team” are accountable to each other, and there are consequences when you don’t meet each other’s expectations.

Learning these lessons at home, where mistakes are more easily forgiven, can help kids develop strong teamwork skills to use at school or work.4. Chores help reinforce respect. It takes moving away from home for most of us to fully appreciate all the hard work our parents did around the house. Our children are likely no different, but assigning them chores may help this insight come a little quicker.

Kids may become more aware of the messes they make if they’re tasked with cleaning up around the house, and more respectful of the work that goes into maintaining a home.5. Chores help build a strong work ethic. This trait is valued by teachers and bosses, so why not instill a work ethic in your kids from a young age? Chores are commonly tied to a reward, such as an allowance or TV time.

Paying children for a job well done can also spark an entrepreneurial spirit, inspiring them to work outside the house once they reach their teens.6. Chores help improve planning and time management skills. It feels like there are a million things to do in the day, and fitting it all into our diaries is a challenge! Chores can help older kids and teens build good habits early.

Juggling schoolwork deadlines, housework and their social lives helps them learn to set priorities and manage their time, important skills for the working world.7. Chores give families a chance to bond. People often lament that chores take up time they could be spending with their kids or grandkids.

But chores can actually create special moments between children and adults. Little ones who always want to help will feel important and receive a self-esteem boost, and moody teens may decide to open up over a shared task. Looking to cross “getting life insurance” off your chores list? Contact Momentum Life for your no-obligation quote,

About Author: Momentum Life is a leading provider of Life insurance and Funeral insurance in New Zealand. TAGS: kids, work, chores, The content provided in this article is for information purposes only. The information is of a general nature and does not constitute financial advice or other professional advice.

To the extent that any of the content constitutes financial advice, it is limited to Momentum Life products only and does not consider your specific financial needs or goals. You should consider whether the information is appropriate for you and seek independent professional advice, if required. All product information is correct at the time this article was published.

For current product information, please visit the Momentum Life website,
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What is the positive effects of daycare?

According to research, enrollment in a high-quality daycare center can have a significant, long-lasting impact on children’s social and emotional development. Consistent socialization and play in early childhood have been associated with higher levels of empathy, resilience, and prosocial behavior later in life.
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How important is a good daycare?

When they go to daycare, children learn to use social and emotional skills in everything from teamwork to resolving conflict. The best daycare center will build learning activities that facilitate this. Structured games and play allow self-expression and problem-solving development in a supervised environment.
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What is a SWOT analysis in child care?

A SWOT analysis is a simple self-assessment planning tool that helps you understand what the Strengths, Weaknesses, Opportunities and Weaknesses are of your childcare business.
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What activities do they do after school?

Typical activities – There are myriad organized after-school activities, for children, youth and adult learners. They can focus on a variety of activities or issues, such as:

• Reading, including book discussion club
• Sports, including soccer, baseball, scooter racing, hockey, swimming
• Performing arts, including dance, drama, ballet, choir, and band
• Creative arts, including painting, drawing, crafts
• Gifted / remedial education, including Kumon for literacy, mathematics, etc.
• Test preparation, including Kaplan, Princeton Review, and Sylvan Learning among others.
• Outdoor education, including Scouting, Girl Guides, Boys’ Brigade, Camp Fire, 4-H, cadets
• Financial literacy, including Jump$tart, Junior Achievement, and others.
• Extracurricular activities in schools, including DECA, Future Business Leaders of America, and Fellowship of Christian Athletes
• Community outreach, including After-School All-Stars and Boys & Girls Clubs of America

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What is the most common leisure activity at school?

Primary Mobile Navigation – on 27th October 2020 at 10:48 am Some stereotypes ring true: College students have busy lives. Often balancing work, school, and social lives, finding time for fun can seem almost impossible. Who has time to keep their bank accounts in the red, their grades in the A’s, and their friends close? Still, they seem to manage it.

Somewhere between “I have to complete a particular assignment on my own and study for final exams” and “I have to do my assignment online “, they manage to participate in a variety of leisure activities as numerous as the individuals themselves. But some stand out to be the most popular, including some of the best monitor for watching movies,

Vegging Out There’s no surprise that the most common activity you’ll find students doing in their free time is watching television, This is, by far, the most common choice when people want to relax. And why not? It’s entertaining! New technology has helped push this to the top of the list.

• Having the ability to stream almost anything to a litany of devices has only made it easier for those who want to catch up on the newest episode or a movie.
• So, for the young ones who look for a way to kick back and take a breath, screens (whether a television, a computer, or a smartphone) offer that.

Reading Running a second to TV, reading is still one of the most popular hobbies for young adults today. Many find that reading, while still an entertaining and fun activity, is more soothing when it comes to unwinding after studying. After all, there’s nothing better than a good book on a lazy afternoon.

Bookworms who crave some social contact can sometimes even find book clubs on campus. If there isn’t one? One can be started! Browsing the Web The internet has truly changed the world forever. We spend more and more time online nowadays wherever we go. Is it any surprise that it’s a common pastime for students? It has something for everyone.

Want to laugh? There are memes. Want to keep up with the news? Almost all the agencies have an internet presence now. And we certainly can’t forget about social media ! Facebook, Instagram, Twitter, and many others are just a tap away, as are some of the best online casinos,

• Spending Quality Time with Friends and Family Social media might be prominent, but nothing beats the old-fashioned face-to-face contact with the ones you care about.
• There’s something about telling friends stupid stories that no amount of likes can ever amount to.
• Humans are social beings but can forget that when the schoolwork starts piling up.

So call your mom. Hit up your significant other. Make plans to hang out with those you feel comfortable and have fun with. It helps relieve stress, keeps you entertained, and holds the ones you care about close. Exercising Do you jog/yoga? Lift weights? If you do, it is great as exercising is another top choice in activities that college students pursue. We’ve become a lot more health conscious in recent years, leading to more people getting off the couch and hitting the gym as well as the pavement, mat, or pool.

• Looking for group activities for college students? You can probably find classes, clubs, or other groups that share this interest.
• Some larger campuses even have recreational team sports, such as Ultimate Frisbee or softball.
• Listening to Music It’s not just for the birds! While the tastes might differ, music itself is nearly universal.

It’s also something we can do almost anywhere, with music streaming services and phones capable of holding thousands of songs. Even if you can’t take a real break from studying, listening to music while doing the assignments can make it seem like less of a chore.

It can even be a real assignment help when you have trouble focusing! Do you want to upgrade your music experience? Many colleges have information about live performances happening nearby or even hosted by the school itself. So go to the symphony concert or DJ performance. Enjoy yourself with live music.

Conclusion College students have quite a few fun activities to choose from. Technology has brought about a new way to deal with many things, making it more accessible and enjoyable for young adults. Running the gamut from relaxing to energising, solitary or social, there’s a little something for everyone.
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