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Browsing by Subject "iltapäivätoiminta"

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  • Iltapäivätoiminta lapsen ja perheen arjen sekä hyvinvoinnin tukijana : Esimerkkinä Grani Tenniksen Tennis- ja mailapelikoulu 
    Almén, Jannica (2022)
    The purpose of this Master's thesis was to find out what kind of role after-school clubs play in supporting the daily life and well-being of the child and family. The objective is to highlight the factors that are part of a high-quality after-school club. After-school clubs, as well as its connections with well-being support, have been little studied. However, previous research has shown that there is a strong connection between child and parental well-being. So, the well-being or ill-being of someone affects other family members as well. According to previous research, after-school clubs play a large role in combining parents' work and family life, as well as reducing a child's lonely time after school. After-school clubs also play an important role in strengthening the child's social relations and healthy lifestyle. The study was conducted as a qualitative study. The data were collected as themed interviews by interviewing eight parents of children attending Tennis- ja mailapelikoulu -after-school club organized by Grani Tennis. The research setting was phenomenographic, meaning the goal was to understand and describe the meanings given by parents to the phenomenon being studied. The data was analyzed using theory-driven content analysis in which the theoretical framework of the thesis served as the theory. The study’s results highlighted the important role of after-school clubs in organizing the daily life of the child and the family and in supporting everyone’s well-being. They allow parents to work full-time. While working, it is important to have a safe place for their child to spend time after school. Parental well-being is supported by the fact that the daily life is not burdened with additional planning in relation to reducing the child's lonely time. The well-being of the child and parents was also perceived to have a strong connection. After-school clubs particularly support the child's social, psychological, and physical well-being. After-school clubs in Finland, however, should be still developed more so that there are enough instructors that have the skills to work with different children and supporting their needs. It should be ensured that every child has equally a safe place to develop and grow. As after-school clubs are fee-required, they should also be developed so that every family has the possibility to use them in their daily life.
  • Pienen koululaisen itsenäinen iltapäivä : arjessa koeteltuja ratkaisuja 
    Sinisaari, Hanna (2017)
    Aims. The purpose of this study is to describe the means families utilize to secure the after-school-time their young children spend without adult supervision. The statutory after-school care for 1st and 2nd graders offers the working parents flexibility when organizing the work and family time. Yet the families of as young as nine-year-olds are left with no organized after-school activities. This study relies on previous studies on after-school-program quality, flexible working time arrangement, family time management, digitalization and Anglo-American after-school programs. The main research questions are: 1. How does the after-school care appear in everyday family life? 2. What are the means parents use to secure the child's after-school time? 3. How do parents utilize digital technologies in securing the after-school time? Methods. The data for this study were collected in two separate sets. The first data set consists of 5 texts describing everyday life of families with young school children. The texts were provided by working mothers of children entitled to after-school care. The second set of data was collected through semi-structured interviews of 9 working mothers of children no longer entitled to after-school care. The interviews were conducted to include data on the strategies families choose to secure the after-school time when adult supervision is no longer organized by the community. The data were analyzed using content analysis and cross-sectional qualitative data analysis. This method allows to emphasizing the common nominators of the various data sources instead of the experiences of one family. Results and Conclusions. The after-school care could be related to various every day elements of a household. The main elements were safety, nutrition and care and social environment. Parents use several strategies to ensure the well-being and safety of a child without adult supervision. Of mobile technologies, digital communication was recognized as part of parental control but not as ethically debatable surveillance. Parents highly appreciate the school-organized after-school programs and wish to see more activities of that type for their children.

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