The Survey About Children’s and Parents’ PerspectivesTowards After-School Programs

• Main Authors: Hui-Hua Huang, 黃薈樺
• Other Authors: Hsiu-Chih Su
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/z8qvsx

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 92 === The purpose of this research is to describe children’s participation in after-school programs, and to understand children''s and parents'' perspectives towards after-school programs. Moreover, the relations between program types and characteristics and children’s and parents perspectives toward after-school programs. A survey method was used, three elementary schools in Dai-Li city were randomly selected. Participants included the second, fourth, and sixth graders, their parents, and after-school program teachers from each school. Research findings included: First of all, 139 ( 45.13% ) children attended after-school programs outside of schools, and 65 ( 21.10%) children attended after-school programs in elementary school. The result indicated that parents seemed to favor private after-school programs over public after-school programs in school. Secondly, the numbers of days and hours spent weekly at private after-school programs are longer than the numbers at public after-school programs and talent cram schools. It is possible that the flexibility of time offered by private after-school programs attracted parents more than what is offered at public after-school programs. Thirdly, parents expressed a higher level of program satisfaction towards private after-school programs than to public after-school programs. It is likely that services provided by private after-school programs meet parents’ expectations more than public after-school programs. Next, children with parents with higher education levels and family incomes are more likely to attend after-school programs. Fifthly, children in higher grades had more negative opinions towards supports provided by teachers at after-school programs. Sixthly, the more positive children’s perceptions of teacher supports at after-school programs, the more positive children’s perceptions of peer affiliation. Finally, parents had a higher level of program satisfaction when their children expressed more positive perceptions of peer affiliation and teacher supports at after-school programs.