The Interaction Structure of Arts and Physical Education Program Operation in Korean Elementary After-School Care Policy: Focusing on the Difference between Policy Values andActual Operation
DOI:
https://doi.org/10.33152/jmphss-10.3.11Keywords:
Korea After School Policy, After school care, Arts and physical Education, Four MultidimensionalAbstract
The purpose of this study is to analyze how the policy position of arts and physical education programs is formed within South Korea’s elementary school after-school care policy through specific interactions. To this end, the multidimensional educational policy analysis model of Cooper et al. (2004) was applied to comprehensively analyze the relationships between the normative, structural, constitutive, and technical dimensions. The analysis was conducted in the stages of deriving key relationships, analyzing inter-dimensional relationships, and analyzing multidimensional interactions. As a result of the study, first, the norm-structural, norm-technical, and structural- constitutive relationships were identified as key relationships explaining the operation of arts and physical education programs. Second, the difference between policy intent and actual operation was analyzed as not being a single-dimensional issue, but rather emerging within a relationship where various policy dimensions are connected and combined. Third, these interactions were found to form institutional characteristics such as the persistence of a selective program structure, the strengthening of a quantity-centered operational system, and the widening of regional operational disparities. Based on Cooper et al. (2004) multidimensional educational policy analysis model, this study expanded the scope of application of the existing model to include the analysis of interdimensional relationships by analyzing not only the characteristics of the four dimensions but also the relationships between the dimensions. Through this, the characteristics of arts and physical education program operations were analyzed as a phenomenon formed within connections and combinations at various levels, rather than explaining them solely as results at the level of individual policies. It is significant for analyzing arts and physical education programs through interdimensional policy relationships rather than educational effects.
References
Ministry of Education, Republic of Korea. (2023). Neulbom School implementation plan for strengthening government responsibility for education and care (Draft). Sejong, Republic of Korea: Author. Retrieved from https://www.moe.go.kr/boardCnts/viewRenew.do?boardID=294&boardSeq=93613&lev=0&searchType=null&statusYN=W&page=2&s=moe&m=020402&opType=N
Ministry of Education. (2025a). 2025 guide to the operation of Neulbom School: Elementary school edition (Rev. ed.). Sejong, Republic of Korea: Author. Retrieved from https://www.moe.go.kr/boardCnts/viewRenew.do?boardID=72782&boardSeq=102686&lev=0&m=030215&opType=N&s=moe&statusYN=W
Holochwost, S. J., Goldstein, T. R., & Wolf, D. P. (2021). Delineating the benefits of arts education for children’s socioemotional development. Frontiers in Psychology, 12, 624712. doi:10.3389/fpsyg.2021.624712
Ministry of Education. (2025b, March 10). ‘Neulbom School’ expands student return-home support staff and supports the implementation of AI digital textbooks in schools. Korea Policy Briefing. Retrieved from https://www.korea.kr/news/policyNewsView.do?newsId=148940371
Ministry of Education. (2022). 2022 guide to the operation of elementary school care classrooms (Rev. ed.). Sejong, Republic of Korea: Author. Retrieved from https://www.moe.go.kr/boardCnts/viewRenew.do?boardID=316&boardSeq=92147&lev=0&m=0302&opType=N&page=1&s=moe&searchType=null&statusYN=W
Ko, E., Jeong, S., Lee, S., & Lee, M. (2025). An analysis of the financial allocation and effects of elementary after-school and care policies (Research Report RR 2025-15). Jincheon, Republic of Korea: Korean Educational Development Institute.
Kim, S. J. (2024). A study on elementary school care policy (Unpublished master’s thesis). Shinhan University, Uijeongbu, Republic of Korea.
Bae, N. R. (2017). A study on the current status of and satisfaction with arts and physical education in community child centers. Journal of the Korea Academia-Industrial Cooperation Society, 18(10), 163–169.
Yoon, S. H. (2023). Educational outcomes of after-school programs in Korea: A meta-analysis. Educational Administration: Theory and Practice, 29(1), 18–31.
Korea Arts & Culture Education Service. (2023). 2023 survey of students’ and parents’ needs for arts and culture education in schools. Seoul, Republic of Korea: Author.
Lim, H.-J. (2017). The effects of after-school self-care by lower elementary students on children’s adaptation in learning. Korean Journal of Child Care and Education Policy, 11(3), 65–86. doi:10.5718/kcep.2017.11.3.65
Lee, S. H., Kim, J. H., Lee, S. M., Lee, S. Y., Choi, Y. S., & Hong, S. J. (2023). A study on the institutionalization of full-day schooling: Focusing on the elementary Neulbom policy (Research Report RR 2023-02). Jincheon, Republic of Korea: Korean Educational Development Institute.
U.S. Department of Education. (2024). Nita M. Lowey 21st Century Community Learning Centers program: Non-regulatory guidance. Washington, DC: Author.
Ontario Ministry of Education. (2016). Considerations for program planning: The role of the arts in kindergarten. Toronto, Ontario, Canada: Government of Ontario.
Ministry of Education, Culture, Sports, Science and Technology. (n.d.). Evaluation of the after-school children’s classroom promotion project. Retrieved from https://www.mext.go.jp/a_menu/hyouka/kekka/08100102/011.htm
Jho, D. H., & Lee, S. M. (2012). An analysis of the implementation of the creative experiential activities curriculum: Focusing on the operational reports of research schools. Social Studies Education, 51(1), 109–122.
Cooper, B. S., Fusarelli, L. D., & Randall, E. V. (2004). Better policies, better schools: Theories and applications. Boston, MA: Allyn & Bacon.
Owen, G. T. (2014). Qualitative methods in higher education policy analysis: Using interviews and document analysis. The Qualitative Report, 19(26), 1–19. doi:10.46743/2160-3715/2014.1211
Published
Issue
Section
License
Copyright (c) 2026 Chaelin Kim, Seungyon-Seny Lee
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
