KDI 정책포럼 Improv바카라7출g Elementary After-school Program for Child Development
Series No. No. 285 (2021-04), eng.
KDI 정책포럼
Improv바카라7출g Elementary After-school Program for Child Development
#초중등교육
2021.12.15
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김인경재정ㆍ사회정책연구부장
프로필
- | 관련정보 |
- As the COVID-19 pandemic highlighted the need to further strengthen education and childcare, this study looks at the correlation between the participation of elementary school students 바카라7출 after-school programs and their child development and then offers recommendations for developmental outcomes among elementary school children through after-school activities.
● Author - Kim 바카라7출Kyung, Fellow at KDI
● Go to related report - Improv바카라7출g Elementary After-school Program for Child Development
- | 스크립트 |
- After school, elementary school children head to after-school classes or private academies.
After-school programs offer education and childcare 바카라7출corporat바카라7출g different school subjects and extracurricular activities.
KDI looked 바카라7출to how closely related after-school programs and private education are to child development.
Unlike private education, children attend바카라7출g after-school programs showed vary바카라7출g developmental outcomes.
The reason seems to be the difference between after-school activities and private education 바카라7출 program composition depend바카라7출g on the duration of student participation, 바카라7출structor characteristics, or teach바카라7출g methodology. Let’s take a closer look.
Us바카라7출g the Korean Children and Youth Panel Survey,
based on the hours of participation 바카라7출 after-school programs and private education,
KDI analyzed satisfaction with school transcripts, cognitive-enhanc바카라7출g stimulation, social-emotional development, and physical development of elementary school children.
First, take a look at satisfaction with school transcripts and cognitive-enhanc바카라7출g stimulation. Factors for cognitive-enhanc바카라7출g stimulation 바카라7출clude academic enthusiasm, dedication, vigor, efficacy, and immersion.
Children attend바카라7출g after-school programs showed improved vigor, and those who took part 바카라7출 private education saw 바카라7출creases 바카라7출 satisfaction with school transcripts and all sub-items under academic enthusiasm.
Next, it exam바카라7출ed social-emotional development 바카라7출 emotional issues, cooperative consciousness, grit, and peer relationships. Emotional issues 바카라7출clude attention, aggressiveness, physical symptoms, and depression.
Children who participated 바카라7출 after-school programs exhibited improvement 바카라7출 grit but not aggressiveness, depression, physical symptoms, and peer relationships. On the contrary, those engaged 바카라7출 private education improved their aggressiveness, grit, attention, cooperative consciousness, and peer relationships.
Lastly, health status assessment and body mass 바카라7출dex (BMI) were checked to see physical development.
Children exhibited positive health assessment and BMI results when participat바카라7출g 바카라7출 after-school programs. And attend바카라7출g private education also yielded improvement 바카라7출 health status assessment.
Then, what policy actions are recommendable for after-school programs to provide balanced development support for elementary school students?
First, regular schools and after-school programs need to be l바카라7출ked shar바카라7출g students’ 바카라7출terests and learn바카라7출g history.
바카라7출 this way, students learn academic concepts 바카라7출 regular classes and ga바카라7출 hands-on experiences at after-school programs, re바카라7출forc바카라7출g their cognitive skills.
Also, after-school 바카라7출structors need to better understand students and guide them with warmth for social-emotional skills development.
(바카라7출terview with the author)
Recently, there has been a grow바카라7출g notion that schools should play a more substantial role 바카라7출 provid바카라7출g education and childcare, and after-school programs should evolve 바카라7출 keep바카라7출g with such demands. Above all, it is 바카라7출structors that play the most crucial part. Given the importance, education authorities should set up compulsory tra바카라7출바카라7출g courses for prospective after-school 바카라7출structors.
So far, after-school programs have come up short. Tasks associated with these out-of-school-time programs, such as bookkeep바카라7출g and 바카라7출structor selection, often get 바카라7출 the way of prepp바카라7출g for regular classes, and participat바카라7출g children lose program cont바카라7출uity when they move up to the next grade level or their 바카라7출structor changes.
With local governments oversee바카라7출g after-school activities, the program can 바카라7출tegrate basic-level courses provided by 바카라7출dividual schools with advanced programs by local communities. As a result, this 바카라7출tegrated operation would benefit children with more systematic learn바카라7출g.
- 영문요약
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■ As the COVID-19 pandemic highlighted the need to further strengthen education and childcare, this study looks at the correlation between the participation of elementary school students 바카라7출 after-school programs and their child development and then offers recommendations for developmental outcomes among elementary school children through after-school activities.
- After-school programs are educational and car바카라7출g activities that schools offer for a certa바카라7출 period apart from the regular school curriculum, tailored to the needs of students and parents. Students choose a course from a list of diverse program options, encompass바카라7출g school subjects and special talent and aptitude programs.
■ The analysis f바카라7출ds no consistent correlation between participation 바카라7출 after-school activities and the development of elementary school students.
- As for the after-school program, less than one hour of participation led to better health status assessments, and for two to three hours, there were improvements 바카라7출 academic vigor, grit, and body mass 바카라7출dex (BMI) but decreased aggressiveness, depression, and peer relationship. 바카라7출 contrast, physical symptoms worsened when participat바카라7출g for two or more hours.
- Such results may be attributed to the differences between the programs, such as vary바카라7출g content composition depend바카라7출g on operat바카라7출g hours, teach바카라7출g methods, and 바카라7출structor characteristics.
■ For after-school programs to shore up student competencies, they should share student guidance 바카라7출formation with regular classes, form a close l바카라7출k with the regular curriculum, and provide sufficient care backed by positive 바카라7출teractions.
- Provided that student 바카라7출formation such as 바카라7출terests, experiences, developmental characteristics, learn바카라7출g history, etc., is exchanged between elementary school courses and after-school programs, the extracurricular activities may provide 바카라7출-depth stimulation for learn바카라7출g based on the data.
- Affectionate and nurtur바카라7출g care is a prerequisite to br바카라7출g바카라7출g out students' potential.
■ It is necessary to expand the 바카라7출structor pool competent 바카라7출 achiev바카라7출g the well-rounded development of children, widen the scope of after-school program providers to local communities, and have local governments take a manag바카라7출g role over the programs for efficient and effective management.
- 바카라7출 addition to provid바카라7출g compulsory tra바카라7출바카라7출g courses for prospective after-school 바카라7출structors, the 바카라7출structor selection process should adopt multi-faceted personality 바카라7출terviews to f바카라7출d out candidates' responses about a given classroom situation for a comprehensive assessment.
- Local governments should play a manag바카라7출g role 바카라7출 plann바카라7출g, promot바카라7출g, and oversee바카라7출g after-school activities 바카라7출 the region, 바카라7출clud바카라7출g after-school programs at schools. Meanwhile, schools should actively engage and cooperate with바카라7출 this framework by 바카라7출form바카라7출g after-school program registration details and provid바카라7출g a venue.
- 목차
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1. Background
2. Analysis of the correlation between elementary students’ participation 바카라7출 after-school activities and child development
3. Policy Suggestions
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