Speakers
Abstract section 4: Outcomes/results
The presenters will discuss both the benefits and challenges of operating the program. Through interactive activities, the children have many opportunities to communicate with others in English in a relaxed learning environment. However, there are some practical challenges, which include how to design and manage activities for children of different ages and how to maintain program activities since some of the exchange students stay and work just for one semester and some AIU undergraduate students are required to study abroad.
Abstract section 2: Contribution/research questions
This presentation introduces the AIU Kids program as an example of collaboration between a university and a local community to support after-school activities, through the involvement of international exchange students and AIU undergraduate students.
Abstract section 5: References
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3–4), 294–309. https://doi.org/10.1007/s10464-010-9300-6
Herrera, C., Grossman, J. B., Kauh, T. J., Feldman, A. F., & McMaken, J. (2023). Effects of the Big Brothers Big Sisters of America community-based mentoring program on social-emotional, behavioral, and academic outcomes of participating youth: A randomized controlled trial. Children and Youth Services Review, 144, 1-13. https://doi.org/10.1016/j.childyouth.2022.106742
Abstract section 3: Content/method
The presenters will first introduce the process of opening the program, which includes cooperation with AIU, preparation of the facility, and the operational procedures to start the after-school program. This presentation will then move on to discuss the content of the program’s interactive English activities. In the program, children enjoy learning English through games, sports, cultural activities, and other communicative activities with international exchange students and AIU undergraduate students.
Abstract section 1: Relevance
After-school programs, commonly called “gakudo”, have played an important role in Japan as the number of dual-income families has grown. Many of these programs, however, have limited capacity, meaning that not all elementary school children are accepted. At the same time, research indicates that children’s development can be positively influenced through participation in well-designed after-school programs (Mahoney et al., 2005). More specifically, Herrera et al. (2011) suggest that children’s learning attitudes can be strengthened when interacting with older youth including university students. Given this, collaboration between universities and local communities may help address the shortage of after-school programs.
| Title | AIU Kids: An Interactive After-School Program |
|---|---|
| Teaching Context | Teaching children |