In a reality where male-breadwinner model have outmoded, female’s participation in economic activity is becoming compulsory alternative. Under such circumstances, birthrate has shown to be higher if the women’s economic participation is securely guaranteed (Esping-Anderson, 2002). Along with the women’s job security, these families were supported by high quality baby-sitting service that can rectify the care gap (Hwang, 2009). In South Korea government’s “child caring policy” is increasing. However, such policies are centered on infants; on the other hand, serious self?care is shown for children in elementary school. According to recent studies, about 37% of Korean elementary students are in a situation of after-school self-care. As the lower grades (1st to 3rd grade) in elementary school mark the start of school education and importance of educational results, parents show high interest in child’s adaptation to school learning.
This study set the purpose on following questions: First, what are the affecting factors of after-school self-care for lower grade elementary students? Second, how does the after-school self-care for lower grade elementary students affect adaptation to school learning in lower elementary years? Third, how does after-school self-care during lower grades in elementary school affect adaptation to school learning in higher elementary years? Fourth, among the students with self-care during the lower grades in elementary school, how does a consistency in student’s amicable relationship with his/her teacher during this period bring difference in students adaptation to school learning in elementary school?
In order to resolve the study question above, combination of below resources were utilized: KCYPS: Korean Children & Youth Panel Survey (1stGrader,Panel1-6thresource), the result of supply and demand for after-school care service analyzed by National Assembly of Budget Policy, library resource(for each city, district and borough) provided by National Library Statistics System. Furthermore, each resource question, cross analysis and chi-square-test, ANOVA, t-test and panel logit ordinal random effect, pooled, random effect, fixed effect, between effect model, propensity score weight analysis, teacher-amiable group and normal group’s OLS model were applied. Also, multiple imputation method was applied to analyze total of twenty complete data sets. Now, below is the research results drawn using above study method.
First, students were categorized into four groups according to demographic factor and level of after-school self-care. These four groups have shown different group distribution resulting from after-school self-care on following effects: demographic factor such as student’s gender, siblings, parent’s education degree, residence (whether it is town) have shown difference in group distribution of after-school self-care. Also, for male students with a double-income family, the difference was greater in normal group than that of teacher-amiable group. However, in case of parent’s education degree, group distribution for teacher-amiable group showed greater difference in high school graduates or below parents than that of community college graduate parents. In addition, the difference between teacher-amiable group and normal group were shown in after-school self care level, in the years of participation in after-school subject related class and arts and physical classes, and in the years of participation in welfare institution programs. The average mean value difference calculated using t-test for teacher amiable group and normal group has shown that teacher amiable group showed meaningful result in adaptation to school learning, after school private tutoring time, study time, school assignment time, relationship with peers and teachers. On the other hand, use of electronic device, play time, library registered student number showed lower co-relationship in teacher amiable group. However, family’s economic level (ie. Income level) showed no difference between teacher amiable group and normal group, which is an interesting point to highlight.
Second, In order to identify the factors influencing the possibility of caring for four levels separated by after-school self-care in elementary school, we used panel ordered logit model. As a result, a double income family-more than a single income family, parent’s education degree above 2-year college-more than parents of high school graduates, existence of older siblings, showed to bring higher probability of care gap. Also, increase in school grades and low family income showed higher probability in care gap.
Third, the study of effect of after-school self-care during lower elementary school grades on school learning have shown that although the degree of effect may vary between four different study methods, the self-care brings negative effect on school learning. Study model restricting other effecting factors have also showed that although level of effect decreased, the after-school self-care brought negative effect.
Fourth, the propensity score weight analysis was used to verify the effect of self-care level during lower elementary school on school learning on upper elementary school. The analysis has shown that care gap during lower elementary school showed negative effect on school learning during upper elementary school. The same result was driven from the model restricting other effecting factors.
Fifth, the difference in school learning of students with after-school care gap during lower elementary school between teacher amiable group and normal group was studied. During lower elementary school, the level of effect of after-school care gap on adaptation to school learning was smaller in teacher amiable group. Another causes such as gender, after-school private tutoring ours, after-school study time, siblings, relationship with teacher, after-school class and arts class, welfare agency’s class and years in participation to arts class showed statistically meaningful result between the two groups. Regarding upper elementary school’s adaptation to school activity, number of years of dual income status, parent’s education degree, siblings, relationship with teacher, number of years in participation to afterschool arts class, welfare agency’s class and years of participation to arts class showed statistically meaningful result between the two groups. Interestingly, the difference significantly shows that teacher amiable group was independent of family’s background such as income status, parent’s education, or private tutoring hours. On the other hand, public resources such as after-school class or welfare agency’s after-school programs were shown to be effective.
Considering the reality of serious after-school self-care and negative effect on adaptation to school activity, systematically improved after-school care policy is urgently needed. Especially, for teacher amiable group, the fact that effectiveness of public resource is greater than family background must be considered. Resulting from this, our society is in need of creating a society where every student can enjoy high-quality of public resources irrespective of restricted family resources. In other words, an environment must be built where every child of a family is independent of all imputed effecting factors, including parent’s socio-economic status, and can grow up developing one’s natural gifts.