Inhalt

IJREE – International Journal for Research on Extended Education
1-2025: Free Contributions

Sang Hoon Bae: Editor’s Preface

General Contributions
Fuyuko Kanefuji: Investigating the Impact of After-School Programs on Children’s Inquiry Skills in Japan
Noémie Gfeller: Reading Aloud as a Recreational Educational Measure: A Case Study on the Implementation of a Picture Book App in institutionalized extended education
Jule Schmidt / Haiqin Ning / Jan Willem Nieuwenboom / Marianne Schüpbach / Nanine Lilla: Process Quality of Extended Education Offerings from an International Perspective. How can Primary School Children from Disadvantaged Backgrounds be Supported?
Lisa Franson / Lena Hansson / Daniel Östlund: Science Teaching in Extended Education: A Systematic Mapping (available in Open Access)

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Zusätzliche Information

Zusatzmaterial

Table of Contents / Inhaltsverzeichnis
Extracts / Leseproben

Autor*innen

Sang Hoon Bae

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Fuyuko Kanefuji

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Noémie Gfeller

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Jule Schmidt

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Haiqin Ning

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Jan Willem Nieuwenboom

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Marianne Schüpbach

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Nanine Lilla

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Lisa Franson

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Lena Hansson

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Daniel Östlund

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Schlagwörter

after-school programs, children’s inquiry skills, didactics, digital media, educational disadvantage, extended education, language development, media literacy, migration background, Oktober 2025, picture book app, process quality, program characteristics, program types, qualitative content analysis, science, staff-student-interaction, systematic mapping, Teaching

Abstracts

Investigating the Impact of After-School Programs on Children’s Inquiry Skills in Japan (Fuyuko Kanefuji)
This study examines the relationship between Japanese children’s inquiry skills and their participation in various after-school programs. Inquiry skills—encompassing the ability to explore, analyze, and synthesize information—are essential competencies in 21st-century education. However, limited research has explored how different types of after-school programs contribute to their development. Using data from a large-scale survey conducted by the National Institution for Youth Education (NIYE) in 2021, this study analyzes the associations between four types of afterschool programs and children’s inquiry skills, while also considering the influence of socioeconomic status (SES). The findings indicate that participation in nature activities, arts and cultural activities, and private tuition outside of cram schools is positively associated with children’s inquiry skills, with nature activities showing the strongest correlation. These results provide valuable insights for policymakers and practitioners designing afterschool programs. The study highlights the potential role of after-school activities in fostering children’s inquiry skills and addressing disparities related to SES, thereby complementing formal education. Keywords: After-school programs, program characteristics, children’s inquiry skills, program types
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Reading Aloud as a Recreational Educational Measure: A Case Study on the Implementation of a Picture Book App in institutionalized extended education (Noémie Gfeller)
This case study examines the integration of a picture book app in an after-school program in Switzerland, focusing on challenges, benefits and chances of promoting reading as part of the after-school program through the perspectives of caregivers. The study explores the potential of digital media, particularly picture book apps, to enhance children’s language skills within institutionalized extended education settings. Through semi-structured interviews with the caregivers, key themes emerged regarding the challenges, strategies, and benefits of using digital tools in educational environments. The findings suggest that while picture book apps can support autonomy and language development, effective implementation requires careful consideration of timing, environment, and the specific needs of children. Additionally, the study highlights the importance of media literacy among caregivers and parents to maximize the educational benefits of digital tools. Keywords: Digital media, Picture book app, Language development, After-school programs, Media literacy, Extended education
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Process Quality of Extended Education Offerings from an International Perspective. How can Primary School Children from Disadvantaged Backgrounds be Supported? (Jule Schmidt, Haiqin Ning, Jan Willem Nieuwenboom, Marianne Schüpbach, Nanine Lilla)
In many countries, children with low socio-economic status and with migration backgrounds are particularly disadvantaged in terms of their educational opportunities. Despite different forms, many extended education offerings around the world pursue a common educational focus, namely supporting the development of all students while reducing educational disadvantage related to social status, migration background, or any other diversity dimensions. Research shows that the process quality of extended education offerings is crucial for their effectiveness. This study examines experts’ understanding of the process quality of extended education offerings that are particularly beneficial for primary school children from disadvantaged backgrounds. The data comes from problem-centred expert interviews with researchers from 16 countries worldwide. Structuring qualitative content analysis identifies three quality dimensions that are emphasised by the experts: (a) principle of educational processes: interests- and needs-orientation, (b) formats and methods: variation, and (c) interactions between staff and children: appreciation and (learning) support. The identified dimensions highlight the crucial additional value of extended education compared to formal lessons and underline the relevance of embedding social-pedagogical principles in the diversity-sensitive design of extended education offerings to support children from disadvantaged backgrounds. Keywords: educational disadvantage, migration background, process quality, qualitative content analysis, staff-student-interaction
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Science Teaching in Extended Education: A Systematic Mapping (Lisa Franson, Lena Hansson, Daniel Östlund)
This study aims to map the purposes, content and teaching approaches of science teaching aimed at schoolchildren aged 6–12 years outside the regular school setting, as described in previous research. The findings are based on a systematic search in four databases and three journals, resulting in the selection of 51 articles based on specific inclusion criteria. These articles were analyzed thematically through content analysis based on the didactic questions of why, what, and how. The findings indicate that the mapped articles highlight several purposes, contents, and teaching approaches. The purposes involve increasing interest in science, developing students’ ability to act in everyday life and society, increasing knowledge and skills, promoting careers in science or academic success, and reaching other aims not directly related to science. The teaching includes contents such as scientific phenomena and concepts, nature of science and scientific processes, and socio-scientific issues. The approaches of teaching vary from being mostly teacher-led, mostly student-led to being both teacher- and student-led. Keywords: didactics, Extended Education, science, systematic mapping, teaching
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