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Summertime Opportunities to Promote Healthy Child and Adolescent Development: Proceedings of a Workshopin Brief
Pages 1-8

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From page 1...
... The discussions covered a wide range of topics, including the value of play, healthy eating and physical activity, systemic approaches to skill development, program quality and measurement, and the interconnected ecosystem of activities that supports healthy development. The workshop highlighted the latest research on summer programming, as well as gaps in that research, and explored the key policy and practice issues for summertime opportunities to promote healthy child and adolescent development.
From page 2...
... Presentation to the Workshop on Summer time Opportunities to Promote Healthy Child and Adolescent Development, August 25, National Academies of Sciences, Engineering, and Medicine, Washington, DC. Available: http://nas.edu/summertime.
From page 3...
... When improvements can summer successor to schools," Smith noted, "we're be made, resources are identified, and changes are ap- beginning to see a qualitative difference in the relationproached at the city level, he said. And Smith noted ship with kids and families." that the program has been able to expand in part be- The third lesson is that the consumers of summer accause Boston's School Superintendent Tommy Chang tivities need to be informed to make good decisions.
From page 4...
... Following up on this point, Laura Huerta Migus, execu HEALTHY EATING AND PHYSICAL ACTIVITY tive director of the Association of Children's Museums, noted that "play is a code word for a lot of different Children gain unhealthy amounts of weight and lose outcomes, motivations, and philosophies." Sometimes physical fitness during the summer, noted Michael a goal and sometimes the means to a goal, play is "our Beets, associate professor in the Arnold School of Pubmost natural way of learning and acquiring informa- lic Health at the University of South Carolina. Longitution and building all sorts of skills and relationships," dinal studies have demonstrated that, on average, chilshe said.
From page 5...
... The respondents were using summer summer programs and jobs, pre-apprenticeships to programs to address academic achievement, literacy, gauge participants' interests in various careers, formal health and wellness, public safety, graduation rates, apprenticeships, internships, and other opportunities. economic development, school attendance, and eco 5
From page 6...
... Students have opportunities to interact diand interests, and no one institution can address them rectly with NASA scientists and engineers so that STEM all, noted Chris Smith: meeting these needs "requires professionals can both tell the students what inspired a coordinated response with an equally diverse array them to pursue what they do as well as give them tips of partners." Training and technical assistance also can on how to solve their engineering design challenges. help staff know how to meet the diverse needs of the children in summer programs, he noted.
From page 7...
... Participation cussed by Nick Mader, senior researcher at Chapin Hall and costs are the starting points of many of the quesat the University of Chicago and principal investigator tions that need to be answered, and it is important, for the Chapin Hall Collaborative. The collaborative said Gwaltney, for researchers to be involved early in links administrative datasets from agencies, such as the design process so that they can measure impact public schools, departments of child and family wel- and be in a position to improve programs.
From page 8...
... Garst, associate professor, Youth Development Leadership, Clemson University; Susan Magsamen, senior vice president and senior advisor, Houghton Mifflin Harcourt, Johns Hopkins University Science of Learning Institute, and Brain Science Institute; Deborah Moroney, principal researcher and practice area director for social and emotional learning and school climate, American Institutes for Research; Sarah Pitcock, chief executive officer, National Summer Learning Association; Heather B Weiss, founder and director, Harvard Family Research Project, Harvard Graduate School of Education.


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