아동의 창의성증진을 위한 방과후 프로그램에 관한 연구

Abstract

The purpose of this study is to find the ways to improve children's creativity in the age of information. For this purpose, the after-school programs operated by the welfare centers of Seoul city government were reviewed. The 21st century characterized by information-intensive globalization will require more creative people in political, economic, social and cultural areas. The globalized society may well be equated with the international community where ideas and creativity are counted most. With such basic conceptions in mind, the following goals of study were set; First, the major extracurricular programs at classroom after school would be analyzed. Second, the most creative after-school programs perceived by teachers would be surveyed. Third, the former and latter programs would be comparatively analyzed. Fourth, the above comparative analysis would be done in reference to respondents' demographic variables: qualification, career and number of students covered. Lastly, the problems arising out of this comparative analysis would be addressed to be solved. To this end, a survey was designed as follows; As of April, 2000, there are 84 public welfare centers in Seoul, and among them 78 ones operate after-school programs for children; copies of a questionnaire were distributed to these centers and returned (85.3%) for the period from April 1 to 25, 2001. The collected data were processed using the SPSS (Statistical Packages for Social Science) 10.0 program for frequency and cross analyses. The results of this survey can be summarized as follows; First, it was found that major programs being operated after school were private curriculum lesson, homework lesson, activity counselling, reading counselling and art education. The programs perceived most creative by the teachers were art education, science program, NIE education, fairy tale program, talking and reading counselling. As it was, there was a wide gap between actual operation and desirable one of the welfare center. Second, it was analyzed that the most important variable for improvement of children's creativity was interaction among peer group, followed by field trip, teacher's guidance, programmed setting and classroom environment in their order. Most teachers thought that children's creativity could be promoted not by a single area but by various ones combined. Third, there was found no significant difference of creative programs depending respondents' qualification, career length (one year or shorter and 4 years or longer) and number of children covered; merely, the perceptions of the creative program differed depending on such variables. In common, however, most teachers perceived that creative programs tended more to invite children, allow for small-group activities, limit teachers' roles to encouragement and support, and facilitate interaction among children. Based on the above findings, the following suggestions have been put forward to help enhance children's creativity. First, the after-school teachers should be trained as much as regular Kindergarten or elementary teachers before taking charge of the after-school program. In addition, morale of these teachers need to be improved with better working conditions institutionalized. Second, basic extracurriculum needs to be arranged for the after-school programs. Each welfare center is requested to develop their own extracurriculum fitting their local conditions. Third, the welfare center directors are urged to pay more attention to the after-school programs, since such public programs can be developed more effectively only when the directors are willing to do so. Of course, the welfare center directors and their supervisors are requested to be aware of the rapidly changing educational environment. Fourth, the welfare center teachers should be retrained appropriately, while the after-school programs be developed by the government or civil institutes sponsored by the government. In other words, the after-school programs should be developed by the pedagogic professionals who are qualified to help children develop their creativity. Fifth, the environment of the welfare centers need to be innovated because children spend more time there after school. In particular, the welfare centers should be equipped with outdoor playground and activity space which are designed to invoke children's interest and curiosity as well as make them stable emotionally. Lastly, it should be noted that children's creativity will be developed not by a single area but by various ones combined: interaction among children, effective programs, better environment and good teachers. Above all, the welfare center teachers are obliged to be aware of the new pedagogic in the age of information.