Making Play Work: The Promise of After-School Programs for by Robert Halpern

By Robert Halpern

After-school programmes have gotten an enormous improvement aid for low- and moderate-income kids. This booklet describes the ancient improvement, present prestige and important matters dealing with those programmes.

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Extra info for Making Play Work: The Promise of After-School Programs for Low-Income Children

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Woods and Kennedy (1922/1970, p. ” Boys mostly wanted to curb adult interference in their games and control their own time in the gym. For girls, the question was how competitive athletics should be. There After-School Programs Emerge 35 was some room and support for girls to express athleticism. For instance, Chicago Commons had a girls’ basketball team as early as 1910. Yet Carson (1990, p. , NUS Archives, Box 13, Folder 10; “Midwest Division,” 1921, p. 25). The 1914 Annual Report of Christopher House noted, for example, “We now have, besides a room in the basement, only a small room, transformed for that purpose from an old frame stable, which is totally inadequate” (Christopher House, 1914, p.

During much of the 1920–1921 year, club work at Northwestern University Settlement was “almost at a standstill” because of staff turnover and absence (NUS Archives, Box 13, Folder 10). Describing settlements’ heavy reliance on (often young) volunteers to lead club activities, Woods and Kennedy (1922/ 1970, p. ” After-School Programs Emerge ORGANIZATION, ACTIVITIES, 31 AND DAILY ROUTINES Most after-school programs operated 5 or 6 days a week and were open in the evenings as well as immediately after school.

The settlement offered “youth clubs, classes in domestic science and manual training,” and other services (Philpott, 1978, p. 319). Few African American settlements survived very long, being both underfinanced and understaffed. Emanuel House survived for only 5 years. Old-line African American churches, such as Chicago’s Olivet Baptist Church, provided a small amount of programming, but such programming rarely reached the poorest children (Spear, 1967). The network of more than 100 African American After-School Programs Emerge 37 YMCAs that emerged in the first decades of the century also provided a modest amount of after-school programming, but it too did not reach the most disadvantaged urban children.

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