| There is often a trap in the words 'after school | | | | school activities must be as disciplined and as |
| activities'. One may easily believe that since these | | | | functional as that found in the school. This is especially |
| activities are after school, they are not of much | | | | true of educational after school programs. This is the |
| importance. But, one couldn't be more wrong. | | | | best place to teach the child important skills like |
| Research suggests that children pick up some of their | | | | time-management and goal setting. Time-management |
| most important skills from after school programs. That | | | | is a vital skill, but it is not achieved easily. Children need |
| is why children who do not participate in any extra | | | | to feel the discipline that is needed to finish a task and |
| curricular activities are generally slow and less vibrant. | | | | the happiness of finishing the allotted work in a specific |
| The learning environment that one fosters in after | | | | time frame. |