000			04085nam a22005655i 4500
001			978-0-387-79920-9
003			DE-He213
005			20251006084422.0
007			cr nn 008mamaa
008			110413s2009 xxu| s |||| 0|eng d
020			_a9780387799209
020			_a99780387799209
024	7		_a10.1007/978-0-387-79920-9 _2doi
082	0	4	_a155.4 _223
082	0	4	_a155.424 _223
100	1		_aGullotta, Thomas P. _eeditor.
245	1	2	_aA Blueprint for Promoting Academic and Social Competence in After-School Programs _h[electronic resource] / _cedited by Thomas P. Gullotta, Martin Bloom, Christianne F. Gullotta, Jennifer C. Messina.
264		1	_aBoston, MA : _bSpringer US : _bImprint: Springer, _c2009.
300			_aXX, 236p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aIssues in Children's and Families' Lives, _x1572-1981 ; _v10
505	0		_aSocial Competency -- How Development Affects Learning: Lessons Learned from Developmental, Cognitive, and Natural Science -- After-School Programs -- Promoting Social and Emotional Development in Childhood and Early Adolescence -- Mentoring and Its Role in Promoting Academic and Social Competency -- Service-Learning: Learning by Doing for Others -- A Blueprint for Promoting Academic, Social, and Emotional Learning: The Salmon Program.
520			_aSchool activities alone are not always sufficient to ensure children's academic progress or socio-emotional development and well-being. And the time when many children typically have the least adult supervision - immediately after school - is also the time that they are at the highest risk to act as perpetrators or become victims of antisocial behavior. Throughout A Blueprint for Promoting Academic and Social Competence in After-School Programs, which focuses on children in grades 1 through 6, noted experts identify the best practices of effective programs and pinpoint methods for enhancing school-based skills and making them portable to home and neighborhood settings. This volume: Analyzes the concepts central to effective after-school programs. Offers developmental, cognitive, and social ecology perspectives on how children learn. Features more than 100 exercises that develop young people's capabilities for academic, social, moral, and emotional learning - These exercises are ready to use or can be adapted to students' unique needs. Emphasizes young people's development as students and as productive members of society during middle to late childhood and early adolescence. Presents explicit theory and evidence that can be used to explain the value of after-school programs for budget proposals. This important book will find an appreciative, ready audience among the program directors who design after-school curricula, the educators who implement them, the mental health and social work professionals who help staff them, and the current crop of graduate students who will create the next generation of programs.
650		0	_aPHILOSOPHY (GENERAL).
650		0	_aMEDICINE.
650		0	_aSOCIAL WORK.
650		0	_aAPPLIED PSYCHOLOGY.
650		0	_aDEVELOPMENTAL PSYCHOLOGY.
650	1	4	_aPSYCHOLOGY.
650	2	4	_aCHILD AND SCHOOL PSYCHOLOGY.
650	2	4	_aEDUCATION (GENERAL).
650	2	4	_aSOCIAL WORK.
650	2	4	_aPSYCHOTHERAPY AND COUNSELING.
650	2	4	_aMEDICINE/PUBLIC HEALTH, GENERAL.
650	2	4	_aSOCIOLOGY, GENERAL.
700	1		_aBloom, Martin. _eeditor.
700	1		_aGullotta, Christianne F. _eeditor.
700	1		_aMessina, Jennifer C. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387799193
830		0	_aIssues in Children's and Families' Lives, _x1572-1981 ; _v10
856	4	0	_uhttp://dx.doi.org/10.1007/978-0-387-79920-9 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-BHS
942			_2ddc _cER
999			_c59195 _d59195