A Case Study of After-School Childcare Programs of an Elementary School in Remote Area of Taichung County in Taiwan

• Main Authors: Huey-Jen Leu, 呂慧珍
• Other Authors: Yi-Bey Hu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/5wgqp7

碩士 === 靜宜大學 === 青少年兒童福利研究所 === 93 === The purpose of this research was to explore the implementation of after-school childcare programs of an elementary school . By using qualitative research approach, the methods involved in this case study included literature review, document analysis, observation and semi-constructed interview with teachers, parents and students. This research focused on these aspects, the after-school childcare model in the participant school, the contents of after-school childcare programs, sources of teachers and their advanced education, and satisfaction with after-school childcare programs. Based on literature review and data analysis, several concluding marks were obtained as follows. 1. The after-school childcare model in the participant school was “school-centered”. After-school childcare programs were under the aegis of the participant school, and assisted by P.W.R. Foundation. The process of the participant school in cooperation with P.W.R. Foundation was smooth. The problems of caring schoolchildren were solved because of after-school childcare programs. But there were some problems of holding after-school childcare programs, including short and unstable funds, teachers’ annoyances about different-graded students in the same class, the absence of professional teachers on account of location in remote area, a lack of specialized fields for after-school childcare programs. 2. The contents of after-school childcare programs included homework-guidance for primary and other activities for secondary. All of the school teachers, parents and students of the participant school were satisfied with parts of the contents. But the entire programs were not designed wholly and systematically. This research had also detected the links between different topics seemed weak. 3. Because of the remote location of the participant school and the poor attraction of payments for teachers, it was hard to hire teachers to teach after-school childcare programs. Current teachers teaching after-school childcare programs felt difficult to engage in advanced education because of four factors, such as a long time of advanced education, a far distance to places of advanced education, difficulties to activate classes of advanced education away from towns, unstable policies about managing after-school childcare classes. The relationships of after-school childcare teachers with schoolteachers and students were smooth, but they did not know parents much. The interaction between after-school childcare teachers and P.W.R. Foundation was different on account of different teachers. 4. The parents having children to participate in after-school childcare programs felt satisfied, and the students participating in after-school childcare programs felt more enjoyable than dislikable. The students generally presented they enjoyed active programs, such as English, life DIY and physical activities by the numbers, but disliked studies review and quiet activities in classrooms by the numbers. Finally, according to this research, several suggestions were made to the participant school, administrators, the contents of after-school childcare programs and future researches.