Shaping Summertime Experiences Opportunities to Promote Healthy Development and Well-Being for Children and Youth (2019) / Chapter Skim
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1 Introduction
1 Introduction
Pages 7-16
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From page 7... ...
Although such alternatives to traditional schooling and school calendars have become increasingly popular, there is not a deep body of research by which to judge their effectiveness.2 Moreover, there is too little available research on the developmental outcomes of these alternatives that would satisfy the evidence standards the committee has adopted to inform the central issues of this report. 1 Year-round schools follow a modified school year calendar that maintains the traditional number of school days broken up by several short breaks in the calendar rather than a single, long summer break.
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From page 8... ...
. AN UPDATED VIEW OF SUMMERTIME Summertime provides a special opportunity for families, schools, communities, and other sectors to work together to provide programs and services that promote technical and social skills development and advance learning as well as promoting healthy lifestyles and behaviors.
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From page 9... ...
THE STUDY CHARGE AND THE COMMITTEE'S APPROACH Recognizing the key role of summertime in children's development and the inequities in children's summertime opportunities, the Robert Wood Johnson Foundation and the Wallace Foundation provided support to create the Committee on Summertime Experiences and Child and Adolescent Education, Health, and Safety to undertake a study of summertime experiences. The committee was charged with reviewing and evaluating available evidence on, and making recommendations for improving, the access to, participation in, and effectiveness of programs and activities for all children and youth in four areas: academic learning and enrichment; social and emotional development; physical and mental health; and safety, risk-taking, and anti- and pro-social behaviors.
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From page 10... ...
This approach captures the connectedness of the time periods preceding and following summertime in terms of outcomes and opportunities, as well as the interactions among sectors or subsystems and agents capable of affecting summertime experiences. It promotes a better understanding of the ways fragmented summer programming delivered by multiple, disconnected sectors may affect specific outcomes.
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From page 11... ...
Finally, the systems perspective that frames this committee's work directs attention to the multiplicity of intersecting social contexts that pose barriers and present opportunities to the healthy academic and social and emotional development of many of our nation's neediest children. The Summer Months and Opportunities to Learn The amount of time students have for their summer break is dictated by the academic calendars in their respective states and districts because public education policy and practice in the United States is largely determined at the state and local level.
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From page 12... ...
Further, these children also often face intensified food insecurity, less than adequate access to the nutrition needed for healthy growth and development, aggressive policing, and exposure to unsafe and violent neighborhoods. The charge to this committee asks whether summertime stands out as contributing distinctively to the latter children's challenges, as well as whether summertime offers distinctive opportunities for children that can propel them along healthy developmental trajectories.
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From page 13... ...
In addition to published literature and research, the committee commissioned papers on international programs and policies on summertime activities for children and youth and on juvenile justice, child welfare, policing, and the impact of geography and the built environment on summertime experiences. Definitions There are varied definitions of two of the key terms that are found in the literature pertaining to this study's population and the many factors that affect their summertime experiences.
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From page 14... ...
usually refer to incomes between 100 and 200 percent of the poverty line, though they may be used more broadly to refer to all incomes up to 200 percent of the poverty line. In this report, the committee follows the general practice of using "poor" to encompass individuals, households, and families whose incomes are up to 200 percent of the poverty line, unless a particular dataset uses other criteria.
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From page 15... ...
. Temporal variation in pediatric supra condylar humerus fractures requiring surgical intervention.
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