프랑스 방과후 아동 레저센터 운영의 분석과 시사점에 관한 연구

Abstract

The current study introduces Centre de Loisirs of France because they are very systemized after-school programs operated by local governments where students can engage in various games and activities before and after school, I discussed three topics: first, educational operation of the Centre; second, the qualifications and roles of Animateur and Directeur as the operators of the Centre; and third, implications of the Centre for the after-school care centers in Korea. The name, Centre de Loisirs, can be translated into a center for leisure, but it functions as a ‘center for games and activities.’ As a result of the analysis according to the four steps of methodology suggested by Lejeune (2014), the Centre provides opportunities for safe care, education, community life, and various games and experiences through cultural activities such as sports, art, and drama. The Centre is operated by community centers within schools or outside schools according to the characters of programs. In Korea, various institutions related to community centers could participate in offering various after-school programs. Second, the Centre complies with the common objectives of local educational projects. After-school institutions cooperate with schools to execute specific educational activities to pursue the educational objectives of their communities. As localization of educational programs has become important, after-school institutions shall execute local educational plans more actively. It is required to establish a cooperative relationship between after-school care and education for happy growth and development of local children.