School Teachers’ Participation in Creating the Community After-School Childcare Model—A Case Study of Chungshan Primary School in Taoyuan County

• Main Authors: Wen-Jung Liang, 梁文蓉
• Other Authors: Deng-Wang Hsieh
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/66714885404187982576

碩士 === 元智大學 === 資訊社會學研究所 === 96 === This study, depending on the concept of public or private organization members being the best candidates of the volunteer service, is intended to explore school teachers’ participation in creating community after-school childcare model by adopting in-depth interviewing of qualitative research, semi-constructed questionnaire, and teaching daily record and introspection notes in order to support the creation of community after-school childcare model. This study has totally interviewed 25 related persons including 12 children, 6 teacher members, 5 community parents and 2 educational professionals. The main results of this study are as follows: 1. In the aspect of implementation of community after-school childcare model 1) Emphasis of diverse, practical and flexibly adjustable after-school program: In implementing the model, I found that children preferred to engage in the activities of practical implementation and physical exercise experience, and attend the diversified program, all of which brought children study with pleasure and make great progress in their studies. 2) Emphasis of correct behavior for effectively promoting children’s moral integrity: Praise or encouragement in public for children’s reasonable behavior will increase their self-confidence and nourish their sound judgement to distinguish which character will be they should have. This will guide children to the reasonable behavior. 3) Emphasis of the cultivation of key capability in lieu of performance of academic grade: Constructing a small group, a happy childcare environment developing children’s abilities in communication (social contact) and team collaboration. 2. In the aspect of implementation of school teachers 1) The ground of educator’s affection and community volunteer experiencing: School teachers grounding on educator’s affection participate in community childcare service that will take the lead to call people to devote themselves to community volunteer service. 2) Guidance attitude with softness and amiability: When interacting with children, teacher-based volunteers should pay attention to their talking and give them a proper response with an attitude more tender than that in school, and always talk with them by a tone of inquiry, letting children feel volunteer teachers’ amiability in order to decrease their fear on contacting with volunteer teachers. 3) Homework assignment: Too many assignments are improper. In order to upgrade children’s academic performance, making efforts in homework correction and explanation is necessary and important. 4) Flexible academic guidance: In homework guidance, it is flexible to adopt the way of either group-based teaching or one-by-one teaching. 3. In the aspect of children of community childcare program 1) Safety is a top priority: In engaging in the activities of campus service, safety is a top priority. In addition, any utensils should be cleaned up and then placed to their original position after using them. 2) Experiencing human service: Community childcare model puts emphasis on human service, i.e. selfless devotion to campus-oriented voluntary service. Through volunteer teachers’ lead in such kind of voluntary service to develop children’s mind, they will be therefore promoted in their spiritualities. 3) Child-based participants most coming from those who are intermediate or high level of academic performance and never attend the daycare center outside: Participants in the community childcare program hold an intermediate or high level of academic performance. Parents prefer to arrange talent or skill related study activities for them after school as they hope their children can have a little time to enjoy the fun of study without stress. 4) The advantage of volunteer teachers’ two-time explanation of homework: The faults participants in the community childcare program may make in homework are similar to students in class; yet they have the advantage of being served by volunteer teachers’ two-time explanation of homework. 4. In the aspect of community parents For school teachers’ participation in the community childcare model, it may warm grandparenting children’s heart, letting them feel people’s care, and particularly for a single parent family, it will however decrease their economic load. 5. In the aspect of school Through such a campus-oriented voluntary service program, children can realize deeply what the campus environment is and fully perceive unselfish volunteer teachers’ enthusiasm, and also the problem of maintenance of campus cleanliness can be solved. keyword:the Community After-School