Abstract
This chapter is devoted to the whole range of after-school and free-time education opportunities. The first section deals with conceptual issues related to free time and leisure and their application with respect to children. The second section examines the relationship between education and free time. It begins by considering the justification for educational intervention in children’s free time by analyzing the values and countervalues of intervention. Subsequently, the various aspects of what we call the “pedagogy of leisure” (education in, for, and through free time) are systematized. Part of the second section is dedicated to identifying the factors that have influenced development of the education sector. The third section presents the numerous and diverse educational environments for free time, such as institutions, programs, facilities, activities, and resources. These are presented as an index, after which their shared characteristics are analyzed. In the epilogue, the possible limitations that should be imposed in the name of children’s welfare on the accumulation of institutionalized educational activities are discussed.
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Trilla, J., Ayuste, A., Agud, I. (2014). After-School Activities and Leisure Education. In: Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J. (eds) Handbook of Child Well-Being. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9063-8_28
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DOI: https://doi.org/10.1007/978-90-481-9063-8_28
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