DOI QR코드

DOI QR Code

An Analytical Study on Space Configuration in After-School Care Class for Elementary School - Focused on Guidelines of Emementary School Care Classes -

초등돌봄교실 공간구성특징에 관한 분석연구 - 초등 돌봄교실 길라잡이를 중심으로 -

  • Kim, Sora (Dept. of Architecture, University of Seoul)
  • Published : 2021.11.30

Abstract

Introduced in 2004 as an 'After-School Academy' policy, the 'After-School Care Class' has become a universal program for elementary schools over time. While the concept of public education service has expanded and changed in various ways including educational welfare, the physical environment of the care classroom has undergone fixed changes within the uniform classroom structure of a standardized school space. The purpose of this study is to identify spatial characteristics of care classroom through chasing and analysing changes in the care class space configuration from 2004 to the present. The findings are as follows. The plan of the early care classroom wasn't much different from the existing common classroom, and it was only in 2007 that the kitchen and floor heating appeared for the first time.From the 2015 standard plan, prominent differentiation of the space between learning activities and resting area was shown, but the spatial characteristics are nothing more than a division that utilizes ready-made furniture. A distinctive feature of the 2018 Seoul care classes are diversity. In the case of the care exclusive classrooms, the division between the support space and the main activity space became more clear using furniture integrated open walls and various floor levels. In the case of a shift classrooms that is used together with common classrooms, it is characterized by flexibility that allows dramatically different classroom configurations for each time period by using a convertible furnishing space.

Keywords

Acknowledgement

이 논문은 2019년도 서울시립대학교 연구년교수 연구비에 의하여 연구되었음

References

  1. Minisrty of Education, Korean Educational Development Institute, Operation Guide to Elementary School Care Classes, 2014, 2015, 2016
  2. Seoul Metropolitan Office of Education, et al., Operation Guide to Elementary School Care Classes, 2017, 2019, 2020
  3. Seoul Metropolitan Office of Education, Operation Guide to Seoul Elementary School Care Classes, 2018, 2019, 2020, 2021
  4. Oujae, Seoul Metropolitan Office of Education, Guide to Space Configuration for KkumDam Care Classes, 2018
  5. Seoul Metropolitan Office of Education, et al., Operation Guide to After-School Programs, 2011
  6. Kim, Hongwon, 2006 Analytical Study of After-school Program Achievements, Korean Educational Development Institute, 2006
  7. Korean Educational Development Institute, Exploration for Operational methods of 'After-School Classes' of Elementary School Lower Grades, 2003
  8. Korean Educational Development Institute, Domestic Seminar to Explore Ways to Promote After-School Childcare Programs in Elementary School, 2007
  9. Cho, Jinil, et al., A Study on the Environmental Conditions and Improvement Measures of Elementary School Care Classes, Korean Educational Development Institute, Domestic Seminar to Explore Ways to Promote After-School Childcare Programs in Elementary School, 2015
  10. Minisrty of Education, Korean Educational Development Institute, Safety Management Guide for Elementary School Classrooms, 2012
  11. Jang, Myungrim, A Study on School-Oriented Implementation Plan for Stable Operation of Elementary School Care Classes, Korean Educational Development Institute, 2015
  12. Park, Soyoung, Policy Evaluation on Private Tutoring Countermeasures : After-school Program and EBS KSAT Teaching, The Journal of Educational Administration, 26(1), pp. 391~411, 2008
  13. Lee, Kyungho, The Review on Banggahuhakgyo (After-School Program) in Korea -Based on Cooper's Four Dimension of Educational Policy Theory, The Journal of Yeolin Education, 18(2), pp 173~195, 2010