Parents’ Opinions on Extracurricular Activities Organisation
Keywords:
extracurricular activities, after-school activities, non-teaching days, school curriculum, educationAbstract
Extracurricular activities in primary schools are organized within the teaching part of the day to meet students’ needs and interests. A lack of choice for a student to choose an attractive activity is often compensated by involving the students in extracurricular activities in non-teaching time of the day or on weekends and holidays. This thesis presents a study aimed at identifying parents’ opinions on the selection of extracurricular and after-school activities of students in the first and fourth grades and the organization of these activities within the school programme during non-teaching days in the school year.
The survey was conducted on a sample of parents of the first- and fourth-grade primary school students in Croatia (N = 611) during the first half of the school year 2017/2018. The research results show that the parents are statistically significantly more willing to enroll children in extracurricular activities during school holidays than on weekends. They are more prepared to enroll their child in activities that take place at the school the child is attending rather than inside or outside the local community, and would finance that activity during non-teaching school days.
References
Andreassen, A. (2013). For the Love of Music: The Influence of After-School Music Programs on the Academic and Non-Cognitive Development of Disadvantaged Youth (online submission). ERIC Number: ED543586.
Brooks, B.A., Floyd, F., Robins, D.L., Chan, W.Y. (2015). Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities. Journal of Intellectual Disability Research, 59, str. 678–687. DOI: 10.1111/jir.12171.
Kremer-Sadlik, T., Izquierdo, C., Fatigante, M. (2010). Making meaning of everyday practices: Parents’ Attitudes toward Children’s Extracurricular Activities in the United States and in Italy. Anthropology & Education Quarterly, 41 (1), str. 35–54. DOI: 10.1111/j.1548-1492.2010.01066.x.
Marsh, C.J. (1994). Kurikulum: temeljni pojmovi. Zagreb: Educa.
Matijević, M. (2016a). Humanističko vaspitanje izvan škole i porodice. U Suzić, N., Partalo, D. (ur.), Humanističko i emancipatorsko vaspitanje. Banja Luka: Filozofski fakultet Univerziteta u Banja Luci. str. 89–107.
Matijević, M., Radovanović, D. (2011). Nastava usmjerena na učenika. Zagreb: Školske novine.
Matijević., M. (2016b). Mjesto i sadržaji aktivnosti. U Matijević, M., Bilić, V. i Opić, S., Pedagogija za učitelje i nastavnike. Zagreb: Školska knjiga i Učiteljski fakultet u Zagrebu. str. 283–284.
Mlinarević, V., Brust Nemet, M. (2012). Izvannastavne aktivnosti u školskom kurikulumu. Osijek: Učiteljski fakultet u Osijeku.
Prskalo, I. (2007). Kineziološki sadržaji i slobodno vrijeme učenica i učenika mlađe školske dobi. Odgojne znanosti, 2 (9), str. 161–173.
Sad, S.N., Gurbuzturk, O. (2013). Primary School Students’ Parents’ Level of Involvement into their Children’s Education. Educational Sciences: Theory & Practice, 13 (2), str. 1006–1011. ERIC Number: EJ1017261.
Šiljković, Ž., Rajić, V., Bertić, D. (2007). Izvannastavne i izvanškolske aktivnosti. Odgojne znanosti, 2 (9), str. 113–145.
Valjan Vukić, V. (2016). Izvannastavne i izvanškolske aktivnosti učenika – višestruke perspektive. Školski vjesnik, 65 (1), str. 33–57.
Wang, M.T., Fredricks, J.A. (2014). The Reciprocal Links between School Engagement, Youth Problem Behaviour and School Dropout during Adolescence. Child Development, 85 (2), str. 722–737. DOI: 10.1111/cdev.12138
