도시 저소득층 취학아동을 위한 공부방운영 연구 = After School Program Development for Children of Poor Urban Area

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a compensatory after-school program for urban lower class children whose mothers do not have time and abilities to help their children.
Even before the study actually begun, the program so called 'study room' had already started (November, 1987) in a small room with the help from several volunteer college students who major in elementary education at Ewha Womans University. twenty-two elementary school children (from 1st grade through 6th grade) were the subject of this program.
The activities started by helping children's homework. It was not an easy task for volunteer students to take care of the children with all kinds of behaviors and academic problems, and the researcher had been requested to conduct a study to solve those problems (March, 1988)
The study is composed of two different parts : one is the investigation of children's characteristics and the other is the development of a program. The first part was conducted by means of interviews, questionnaires and observational methods, and the later part by means of field actions (planning, implementing, and evaluation). Education for parents and teachers (involving volunteers) were conducted through several meetings.
The process of the study has several stages:
First, children's problems and mothers' problems were investigated in order to find children's characteristics, and several tests (I.Q., Personality, Interests, and Self-concepts Tests) were conducted to analyze these problems. One of the findings is that the main factor affecting children's academic and behavior problems does not lie in children themselves but lies in their environments-physical and psychological. Especially they need emotional supports.
Therefore, it was decided that the focus of the program has to be put on children's affective development as well as on cognitive development. Several activities were planned, but volunteer workers were not able to implement those plans because of limitations in their teaching abilities. The children could not finish their homework within limited two hours. So after several month of trial-and-errors a master teacher who is a doctoral student in elementary education was hired according to the mothers' requests(early, July, 1988).
During the summer (July-August, 1988), the major activities were helping children's basic academic skills such as reading. writing, and arithmetics through summer homework. In addition, a special program for field trips were designed. They visited four different places (swimming pool, Natural History Museum, KOEX (Korea Exhibition Center), National Science Museum). By the end of summer, children became to be able to finish their homework.
Since September 1988, 'making my book project' has been attempted. actually it was planned at the beginning of the study. The purpose of 'making my book project' is to develop children's positive self concepts through drawing and writing about themselves and things related to them (such as 'my mother,' 'my father,' 'things I like,' 'the happiest days,' etc.). The children and mothers expressed positive feedback on 'my book project.' And children showed improvement in their writing. About the self-concept, achievements have not been measured yet.
From November 1988, 'role-play activities' will be conducted in order to develop social skills. All those activities which were previously implemented will be continuously conducted along with a new activity. Finally, all the activities mentioned above will be integrated as a whole program.
It is too early to draw conclusions as this project is still in progress. However, several suggestions can be made for those who are to start with such a compensatory after-school program.
1) The program for urban lower class children needs to put its emphasis on affective development along with cognitive development.
2) The characteristics of the children should be determined carefully. Teachers meed to know the interests, concerns, methods, and problems of the children in that area.
3) The teacher has to select teaching contents, methods, and materials which fit the children's concerns and interests.
4) Teacher (including volunteers) educations are needed. Teachers active attitudes and abilities are important for the success of the program.
5) parent educations (about the purpose and contents of the program) are needed. Also their requests have to be reflected in the program.
6) It will be much more helpful if a connection is made with schools which the children are attending.
7) Understanding, helps, and supports from the community are necessary.

목차 (Table of Contents)

• Ⅰ. 서 론
• A. 연구의 동기 및 목적
• B. 연구의 대상
• C. 연구의 방법 및 절차
• Ⅱ. 연구의 과정 및 내용
• A. 아동의 문제발견
• 1. 대상아동들의 문제점
• 2. 어머니들의 문제점
• 3. 문제점의 원인분석
• B. 활동의 계획, 실시 및 평가
• 1. 숙제 및 행동지도
• 2. 탐구생활지도 및 견학
• 3. 나의책 만들기 및 독서지도
• Ⅲ. 요약 및 결론
• A. 요약
• B. 평가 및 문제점
• C. 결론(제언)
• 참고문헌
• 영문초록