• Korean Journal of Child Studies
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• v.27 no.2
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• pp.153-165
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• 2006

This study examined moderating effects of mother's support and community environment on relationships between after school self-care and problem behaviors. Subjects were 579 3rd and 6th grade elementary school children. Major findings were positive relationships between after school self-care and problem behaviors. Neither gender differences nor grade differences were found in the relationships between after school self-care and problem behaviors. Moderating effects of care by relatives or neighbors on mother's support was shown in the relationships between after school self-care and internal problem behaviors. Moderating effects of proximity to harmful facilities were found in relationships between after school self-care and external problem behaviors.

• Journal of Family Resource Management and Policy Review
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• v.18 no.1
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• pp.141-162
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• 2014

The purpose of this research is to suggest some measures to improve policy issues by analyzing policy related to a child care service program in the community. Gilbert and Terrell's social policy analysis framework is used to analyze an after-school care service program for elementary school children. Furthermore, the Elementary Care Class(including the After-school Program), Youth After-school Academy, and Community Child Center, referred to as public care services, are employed to analyze community care service programs for children. The Elementary Care Class, Youth After-school Academy and Community Child Center are very similar in terms of the contents and application of the care service program for children, and mainly serve children in low-income groups. In addition, although user overlapping is an inevitable problem because the operating time of the Elementary Care Class and After-school Program coincides with that of the Youth After-school Academy and Community Child Center, it is structurally very hard to adjust the content of service, operating time, and so on because of differences in the delivery system for each program. Therefore, it is necessary to generate a unified delivery system to manage after-school care service programs for children and create a new special control tower to solve these problems. Furthermore, it is needed to extend the services to children from general double-income family, which is a blind spot of the care service.

• Journal of the Korean Home Economics Association
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• v.39 no.7
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• pp.1-19
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• 2001

The purpose of this study are (1) to examine the types and the after-school child care for children from low-income(106) and middle-income(99) families and (2) to examine the needs and expectations for after-school child care program of low-income(107) and middle-income(100) mothers. The findings of this study are as follows ; (1) The percentage of self-care among children from low-income families are higher than the children from middle-income families. The after-school activities mainly consist of arts, music, physical and computer lessons. (2) The needs on the after-school care program with non-profit basis which is managed by public welfare systems are higher among the low-income mothers than the middle-income mothers. Many mothers want professional, non-profit, systematic and formal after-school care programs. Some suggestions are proposed for after-school care program which can meet needs of the children and the mothers from diverse economic and social backgrounds.

• The Korean Journal of Community Living Science
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• v.24 no.1
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• pp.51-70
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• 2013

The purpose of the study was to analyze the determinants on the absence of after-school care among elementary students. This study is based on the National Children and Youth Panel Survey(2010) data and analyzed through Binary Logit Model and Multinominal Logit Model. The Following results were obtained: First, school grades, the number of siblings, mother's education, family type by parental employment, family structure, family type by parental nativity, and family income, all affected the absence of after-school care. Second, the absence days of after-school care was affected by different factors. 1day-2days a week in absence of after-school was more likely to increase among children with more siblings and an older father. On the other hand, spending over 3-4days a week without after-school care was more likely to increase among mothers with lower education, dual-earner families, multicultural families, lower family incomes, small cities and rural areas. Based on the results of this study, we agree with the generalization and the diversification of after-school care policy for elementary school students.

• 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.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.91-111
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• 2001

The present study investigated differences in children's school achievement and emotional and social development by type of after-school care: self-care and mother-care. It also examined relationships between children's developmental outcomes and ecological variables, including individual, familial, and environmental variables by care methods. The data of 330 mother-care and 161 self-care children was provided by teachers, mothers, and the children themselves. The analyses of the data were conducted by t-test, correlation, and regression. Findings were that mother-care children had higher scores in grades, school adjustment and teacher relationship and lower depression and withdrawn behaviors than self-care children; after-school activities and peer support predicted the developmental outcomes of mother-care children; gender, autonomous ability, and behavior control predicted the development of self-care children.

• Journal of Families and Better Life
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• v.33 no.6
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• pp.51-63
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• 2015

This study explored the effects of after-school services on whether they reduced the possibility of self-care of children. In terms of characteristics of the use of after-school services, it focused on the 1) types, 2) diversity, and 3) use patterns of the after-school services. For the analysis, it used data of the cohort of elementary-school children from the Korean Children and Youth Panel Survey. The main findings are as follows. First, private mentoring and after-school services provided by welfare centers reduced the possibility of self-care. Second, when the total amount of educational time was controlled, the diversity of participating after-school services did not explain the possibility of self-care. Third, when the total amount of educational time was controlled, the use patterns of after-school services did not explain the possibility of self-care. Based on these findings, it suggested policy implications and future research.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.281-295
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• 2009

Representative services of the afterschool in Korea are After-Schools of the Ministry of Education, Science and Technology, Community Child Centers, After-school Child Care, and Youth After-school Academy of the Ministry of Health, Welfare and Family. Each service is distinguished with its own founded laws, subject children, specialists, principle management agent, a number of participants, and more. Research issues of afterschool are development of new afterschool programs, evaluatjon of the effectiveness of the afterschool, establishment of policies related to cooperative efforts among the different services of the afterschool, obtainment of legal status, and enhancement of the credential of its personnels. To guarantee the quality of the Afterschool and improve personnels' working conditions, various means are to be implemented. In regard to programatic and policy issues, the afterschool is needed to establish a system for training the afterschool coordinators and of its accreditation and to develop more child-centered afterschool programs. Also, it is needed to legislate fundamental law and consolidate communication system among the services of the Afterschool in pursue of their effective utilization and actual expansion.

• Korean Journal of Human Ecology
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• v.22 no.1
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• pp.1-15
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• 2013

Using the National Children and Youth Panel Survey (2010) data, this study examines the self-care after school experienced by elementary school students. It argues the necessity of analysis on self-care days for understanding demanders' characteristics of after-school care policy. Based on the Ordered Logit Model, this study analyzes the determinants of self-care days among school-aged children. The main result of the analysis is that self-care days are also more likely to be increased among children with higher school grade, more sibling, lower mother's education, dual-earner family, two-parent family, multi-cultural family, and lower family income.

• 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.