DREAMS After-School Programme for the Holistic Development of Children Amid Covid-19

ASP and Active Learning

Only few ASPs provide more opportunities and solutions for youth empowerment, rather than supplementary activities what students receive at the school. Students who seriously engage themselves in community based ASP intervention seem to have psychological empowerment, pro-social behavior, and less anti-social (Zimmerman et al., 2018). Marttinen et al (2020) conducted a qualitative study on REACH a sport based after-school programme for youth in urban communities. The study revealed 3 themes, bridging community dynamics, need for community involvement, and role modelling through cultural competence. A study on positive youth development reveals that, positive development occurs in a non-parental environment in which there is close relationship with adults as mentors (Futch et al., 2016). A systematic review and meta-analysis conducted by Lester et al. (2020) reports that, studies on effect of ASP on students’ academic achievement and social behavioural development have low quality and large risk of bias. Often group instruction in the active learning pedagogy at ASPs made participants move in herds than taking responsibility as individuals towards the given task (Baldwin et. al., 2015) and there is a need for more individualized and differentiated learning opportunities. Usually, disengaged youth who are vulnerable to formal education have positive development towards learning, when introduced to active interventions at ASP (Lauzon, 2013). A study in Nigeria discussing the holistic approach strategies to teach early childhood care education suggested guided outdoor play method. Study focused on children’s physical, emotional, cognitive, social, and spiritual wellbeing through holistic play-way method than traditional method (Eseyin et al., 2020).