• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.1
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• pp.1-16
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• 2019

The purpose of this study is to diagnose the problems of an elementary school care classroom in terms of facilities and physical environment and to suggest an improvement plan for building safer and more pleasant facilities and environment in further proceeding the policies of a whole-day care classroom. To this end, we analyzed the main contents of the domestic policies for elementary school care classes and the related spatial standards amongst the management plans of provincial education offices nationwide. In addition, we analyzed the relevant care facility standards of advanced countries such as the U.S., Australia, and Singapore and diagnosed the physical environmental level of Korean care classes in comparison to the international standards. Afterwards, we conducted a case study of elementary school care classes in order to examine the key issues with the environment of care classes, the causes of these issues and the user recognition and demand. The key results of this research are as follows. First, it is necessary to elaborate and refine the guidelines on elementary school care classrooms. Second, in order to provide high-quality elementary care services, it is important to have a combined classroom that can be operated at the level equivalent to or similar to a dedicated care classroom. Third, it is necessary to regularly check the facilities and environment of the elementary school care classroom.

• 한국사회정책
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• v.23 no.2
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• pp.141-172
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• 2016

This study examines the employment conditions and labour experience of elementary after-school care teachers in South Korea. Based on the empirical data collected through in-depth interviews with after-school care teachers in Gwangju Metropolitan City, the study considers multifaceted problems faced by after-school care teachers in their workplace. The after-school care class is part of educational policies initiated and rapidly expanded by the Ministry of Education, resulting in the substantial increase of non-regular school workers. The irregularization of after-school care teachers illustrates that the common problems faced by female non-regular workers, such as social discrimination, exclusion and inequality, are also transplanted into the typical public sector. In the case of Gwangju Metropolitan City, during the past two years there have been evident increases both in under 15-hour short time contract care teachers and outsourcing of care classes. Temporary part-time contract care teachers suffer relentless job insecurity and experience poor working conditions, exclusion and discrimination within the workplace and labour alienation. In order to minimize the organized resistance of care teachers, school authorities implicitly individualize and isolate care teachers through hierarchization, the division of labour and the spatial division of classes between indefinite and temporary contract teachers.

• The Journal of the Convergence on Culture Technology
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• v.6 no.3
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• pp.293-300
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• 2020

This study aims to investigate the awareness and policy demands of after school care classes of mothers with elementary school children. The participants of study were 25 mothers with elementary school children in Seoul, Gyeonggi, Incheon, Gangwon. Data collection was conducted from June 23, 2017 to July 18, 2017 by focus group interview. Through the data analysis, the results of the study were analyzed as 'the reality of the after school care class that the mother sees' and 'the policy demands of the mother's after school care class'. 'The reality of the after school care class that the mother sees' is 'the overall level of after school care class is low', 'the probability of selecting the same as a lottery', 'the quality of education that varies depending on the level of the teacher', 'for the child attending the care class negative awareness'. 'Mother's policy demands for after school care classes' are presented as 'positioning as a substitute for thinking and caring', 'improvement of separation between parents' expectations', 'expansion of care recipients', 'request for resilient management'. As the conclusion of this study, first, after school care classes need to focus on the care function. Second, it is necessary to operate after school care classes by level. Third, the realistic needs of mothers should be reflected so that after school care classes can be positioned as alternatives to private education.

• Journal of Nutrition and Health
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• v.51 no.3
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• pp.264-274
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• 2018

Purpose: This study aimed to investigate the current status of food service management in elementary care classes. Methods: A focus group interview with seven care class managers and a survey with 101 care class managers using a self-administered questionnaire in Gyeonggi province were conducted. Results: In the focus group interview, purchased meals and snacks were evaluated as low quality by the care class managers. Frequent use of frozen or processed food and products with low prices were also reported as problems. Care class managers were in charge of meal and snack planning without any guidelines or expert advices. The results of the survey show that most schools serve purchased snacks and meals. The average unit costs of one meal and snack were 4,062 and 1,463 Won, respectively. The average unit costs of snacks during semester (p = 0.015) and vacation (p = 0.039) were significantly lower in rural than urban areas. The percentages of schools that prepared nutrition standards for meal and snack planning in elementary care classes were only 7.4% and 10.9%, respectively. The meal menus were mostly provided by catering service companies, and the snack menus were planned mostly by the care class managers. Menu planning by the care class managers was more usual in rural than urban areas (p = 0.054 for meal planning and p = 0.008 for snack planning). Just 33.7% of schools introduced safety standards for food service in elementary care classes, and more than half of the respondents (56.4%) did not do a regular medical check-up. Only 33.7% of the respondents received education for food safety. Conclusion: These results show the necessity for establishment of detailed guidelines for food service in elementary care classes and for the introduction of a food safety and nutrition education program customized for care class managers.

• Journal of the Korean Institute of Educational Facilities
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• v.28 no.6
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• pp.3-13
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• 2021

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.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.4
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• pp.279-288
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• 2016

This study compares interagency linkage in the area of the elementary child care policy in korea and japan and derives the implications related to the elementary child care classes of korea. This study researches linkage method between the ministries in korea and japan focused on the background, the process, the current operating system. The elementary child care service policies of the korea & japan are analysed comparatively in terms of background, budget, goal, linkage ministries, basis of law, administrative units and on the basis of those analyses, the implications related to the elementary child care service policy of korea are derived. The derived implications are as follows : first the sound development of the child becomes the foundation of the development of school and community. Community and school have to strengthen cooperation. Second, child care policy is not the alternatives for overcoming fragmentary problems but has to be carried out considering them variously in broad prospective. Third, korea has to find the effective linkage method between the ministries. Fourth, find the way which interagency policy can be merged as a hub for school. Fifth, korea has to find the way transferring the central operating body from the principal in school to the local government to operate the elementary child care classes successfully. Sixth, positive interest and continuous support of the top policy makers is needed.

• Journal of agricultural medicine and community health
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• v.47 no.3
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• pp.143-153
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• 2022

목적: 병원에서 재가 및 시설로 퇴원한 환자가 지역사회에서 건강을 유지하기 위해서는 전환기 돌봄서비스(Transitional care services)가 필요하다. 이를 위해 지역사회 내 의료서비스와 자원을 연계하는 주치의의 역할이 중요시된다. 본 연구에서는 선행연구를 바탕으로 일차진료 의사들의 환자중심성에 대한 인식을 파악하여 환자중심 기반의 서비스 제공을 위해 필요한 정책을 제시하였다. 또한 Transitional Care Service에 대한 일차진료 의사들의 인식을 확인하고 인구사회학적 요인과의 관계를 확인함으로써 서비스 우선순위를 도출하고자 하였다. 방법: 본 연구는 전국의 가정의학과, 내과, 신경과 등 노인 질환과 관련 있는 과의 전문의 자격증이 있으며 자발적으로 온라인 설문조사에 참여할 의사를 표현한 일차진료 의사 259명을 대상으로 수행되었다. 환자중심성 및 전환기 돌봄서비스에 대한 인식을 살펴보기 위해 구조화된 설문지를 개발하였으며, 조사전문업체를 통해 2019년 10월 28일부터 2019년 11월 22일까지 온라인으로 설문조사를 수행하였다. 결과: 본 연구에 대한 주요 결과는 다음과 같다. 첫째, 일차진료 의사들을 대상으로 9가지 전환기 돌봄서비스 인식에 대해 살펴본 결과 "입원 시 진단, 건강상태, 치료계획 및 결과 에 대한 설명(4.4)"과 "퇴원 후 자가 건강관리를 위한 정보 및 훈련 (4.2)"에 대한 필요성이 높게 나타났다. 둘째, 35세 이상 일차진료 의사가 34세 이하 일차진료 의사보다 전환기 돌봄서비스에 대한 인식이 높게 나타났다(F=7.3, p<0.01). 또한, 환자중심성에 대한 인식이 높을수록, 연령이 높을수록, 서울 외 지역에서 근무할수록 전환기 돌봄서비스에 대한 인식이 높게 나타났다. 결론: 본 연구에서는 일차의료를 제공하는 의료진들을 위한 교육프로그램과 지역사회에서 일차의료 의사들을 중심으로 하는 지역 연계 방안을 제시하였다는 점에서 의의가 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.443-452
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• 2016

Six preservice teachers who participated in the "2016 service of summer vacation daycare programs by university and college students" focused on the programs for the formation of art, music and physical education and recreation culture were selected as research participants. The meaning of the experience they had through the service process was qualitatively analyzed. The subjects accepted the purpose of the self-directed service in which they should themselves solve a series of the entire process, from planning a volunteer program through drawing up the budget and purchasing materials to practice, evaluation and expressed the intention of participation. A volunteer program was conducted including visiting a daycare program for lower graders of elementary school (1st and 2nd grades) with more than 40 class hours during vacation. As research materials, research participants' journals, transcripts of individual interviews and group interviews, transcripts of phone calls, e-mail messages, and self-evaluation records of each class hour were collected. To increase the reliability and validity of the study, triangulation, member check, advice and review of the experts were conducted. In the study results, the volunteering experience-related significance for the preservice teachers who participated in the self-directed service were broadly categorized into 'Becoming a capable professional teacher', that consists of 'Increasing the power of thinking', 'Realizing the importance of communication', 'Doing together itself is important' and 'Ability to apply information and resources is needed'. 'Increase the continuity between preschool and elementary education' was subdivided into 'Get to know the necessity of the continuity between preschool and elementary education' and 'Want to learn the continuity between preschool and elementary education.'

• Journal of agricultural medicine and community health
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• v.46 no.4
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• pp.242-252
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• 2021

Objectives: This study examined the current status of depression and related factors among children using community child center. Methods: A cross-sectional study selected children in grades 4-6 who used the Gwangju and Jeollanamdo community child center (n=224) using a convenience sampling method. General characteristics, family characteristics, children's emotional characteristics, children's school life environment and depression status were assessed using a self-reported questionnaire. Results: The average score of depression among children using community child center was 15.31±7.70 out of a total of 27. Fifty-eight (25.9%) children had depression above 22 points. Variables related to children's depression were shown as grade, subjective economic level awareness, after-school activities excluding local children's centers, presence of family members after school, and family structure. Conclusions: The depression prevalence of children using community child center was higher. Policy support such as children's psychological support programs would be needed to reduce children's depression, and community child centers are expected to be effective in reducing children's depression if continuous child psychological support services are developed for children's mental health.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.95-110
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• 2015

In this study, an analysis of the actual conditions and needs regarding elementary school teacher's levels of cooperation was conducted. This was done from the assumption that it is essential for good communication and cooperation to exist between elementary school teachers and after-school care teachers to provide the most reliable after-school care environment possible. Individual interviews with 6 elementary school teachers were conducted, and the results of the data analysis were as follows. First, the necessity for close communication and interaction between teachers was clearly established, due to the obvious advantages obtained from cooperation on supporting children and improving the teacher's levels of expertise. However, contrary to this, the elementary school teachers in fact did not have very good communication between themselves and the after-school care teachers. Second, the problems in cooperation revealed a degree of disapproval regarding the perceived independence of after-school care teacher's duties, a sense of burden arising from interaction with a large number of teachers, the lack of communication time due to the workload of elementary school teachers, and the lack of material resources. Third, teachers further stated that although they were generally interested in after-school care classes, and showed approval of the role of after-school care teachers, regular meetings, and an expansion of the current messenger systems of communication with after-school teachers are clearly needed.