Quality of Extra-Curricular Activities as Seen from the Stakeholders’ Different Points of View. Empirical Research on Extended Education at All-Day Schools in Zurich (Switzerland)

Chiapparini, Emanuela; Scholian, Andrea; Schuler, Patricia; Kappler, Christa (27 September 2019). Quality of Extra-Curricular Activities as Seen from the Stakeholders’ Different Points of View. Empirical Research on Extended Education at All-Day Schools in Zurich (Switzerland) In: WERA-IRN EXTENDED EDUCATION conference. Stockholm University. 26.-28. September 2019.

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In recent years, an increasing social demand for the compatibility of family and career has led to a rapid expansion of extra-curricular care in Switzerland (Crotti, 2015). The City of Zurich is the first political community in Switzerland which plans to establish comprehensive all-day schools throughout its jurisdiction (Stadtrat von Zürich, 2017) thus leading to a promotion of extended education through extra-curricular activities at school. Education structures aim to interlock educational class-room teaching with extra-curricular activities at school, accessible for all pupils during lunchtime as well as after lessons (Chiapparini, Kappler, & Schuler Braunschweig, 2018). The leisure time of pupils is increasingly shifted into the school context (Deckert-Peaceman, 2009). It is uncontroversial that the specific benefit of all-day schools is to promote school performance as well as identity formation and personality development (Scherr, 2008). Research findings are unclear on whether extra-curricular activities within different learning settings (more self-organized or more instructed) at school are helpful for achieving better school performances (Idel, Reh, & Fritzsche, 2009). However, research has clearly shown positive effects on child social behavior, when extra-curricular activities are taken up voluntarily and regularly by children and are of a high quality (Fischer, Kuhn, & Tillack, 2016). Criteria exist that measure the quality of extra-curricular activities based on theoretical concepts developed by Social Work, e.g. the theory of participation and the theory of recognition (Sauerwein, 2017; Chiapparini, Kappler, & Schuler, 2018; Coelen, 2007). More research is needed to incorporate the views of the different stakeholders involved (Andresen 2016). This paper investigates the orientation patterns of social workers, teachers, pupils, and parents regarding the quality of extra-curricular activities at all-day schools. How much do the orientation patterns of the different stakeholders have in common and where do they differ? This leads to the development of particularly significant criteria. Based on the ongoing Swiss National Science Foundation project (Chiapparini, Schuler Braunschweig, & Kappler, 2016), the perspectives of social workers, teachers, pupils and their parents in extra-curricular activities will be considered before and after the implementation of all-day schools in Zurich. Through qualitative data gathering with narrative interviews (Schütze, 1983) and group discussions (Bohnsack, Loos, Schäffer, Städtler, & Wild, 1995) and evaluation with grounded theory (Strauss, 1990), the initial findings indicate the following dominant orientation patterns for the relevant stakeholders. From the parents' point of view, the most important quality criteria for extra-curricular activities is that the pupils are looked after at school. For pupils, free choice of activities and staying with peers come first. The older the pupils the more self-organized activities are preferred over being instructed by adults. Social workers also value free spaces for children where self-organized activities are accompanied by adults, without instruction and fewer rules. One dominant orientation pattern among teachers is the wish to enforce school-compliant behavior also during leisure time spent at school. Quality criteria of extra-curricular activities are divergent among stakeholders. Depending on the point of view taken, the evaluation of the quality of extended education is seen differently and has to be discussed.

Item Type:

Conference or Workshop Item (Paper)

Division/Institute:

Social Work > Social Intervention focus area
Social Work > S Teaching
Social Work

Name:

Chiapparini, Emanuela;
Scholian, Andrea;
Schuler, Patricia and
Kappler, Christa

Subjects:

H Social Sciences > H Social Sciences (General)

Language:

English

Submitter:

Emanuela Chiapparini

Date Deposited:

28 Feb 2020 09:57

Last Modified:

28 Feb 2020 09:57

URI:

https://arbor.bfh.ch/id/eprint/11437

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