방과후 아동지도 프로그램의 운영 실태 및 학부모 인식도에 관한 연구

Abstract

The purpose of this study was to provide basic materials for formulating the after-school child guidance program by identifying its effect through the requirements of kindergartens, children houses and social welfare centers presented as the solution to the increase of self-protected children due to the social entrance of married women. Based on the study results, the following conclusion was drawn: First, it is necessary to develop the texts and teaching materials for after-school educational programs. Respondents showed a preference for after-school instructors, honorary teacher as parents and incumbent teacher as the qualification of the after-school educational program guidance teachers. And they showed a preference for such fields related to after-school programs as supplemental learning, artistic and physical education subiects and the like. Second, the problem of accommodating the students participating in the after-school program was not overall atisfactory. It is thought that it is necessary to take into consideration the future increase of classes, and the problem of using after-school child instructor and incumbent teachers. Third, it is necessary to activate the after-school educational program actively in the future, seeing that parents and students showed a positive response since participation in it. Fourth, respondents showed a preference for children houses, social welfare centers and kindergartens as the institutions in charge of after-school children guidance. It is necessary to activate the after-school program around such institutions. Fifth, respondents showed a preference for 6 to 10 persons as the number of students' parents in the after-school children guidance program, which indicates that they wanted high quality education in the class composed of a few members. Respondents with the higher level of household income strongly wanted after-school education to be qualitatively conducted. And it was found that they preferred the after-school educational program during the vacation period. The operational form of the after-school children program for parents was shown to be in the order of children's house, kindergartens and social welfare centers. Finally, respondents understood the need of students' parents for after-school guidance as children's sociality development, educational dimension and the like. Seeing that respondent perceived that private educational expenses were somewhat reduced after the implementation of the after-school educational program, the educational administration authority will come to contribute to the efficiency of education by reflecting the after-school guidance in the educational policy actively.