After-school arrangements include self-care, formal after-school programs, and family or other relative care and have been more specifically “conceptualized along a continuum, characterized at one end by a stable schedule utilizing the same setting or settings over time, and, at the other end, by a high degree of change on an hourly, daily, weekly, or monthly basis” (Nash & Fraser, 1998).
Nash, J.K. & Fraser, M.W. (1998). After-school care for children: a resilience-based approach. Families in Society: The Journal of Contemporary Human Services, 79(4), 370-384.