祖辈教养方式与农村留守幼儿问题行为的关系：师幼关系的调节作用

Relations between Grandparental Rearing Patterns and Problem Behaviors of Rural Left-behind Children: Moderated by Teacher-child Relationship

为探讨影响农村留守幼儿发展的因素,本研究采用测查法,以353名3~5岁农村留守和非留守幼儿为研究对象,考察农村留守幼儿问题行为与祖辈教养方式及师幼关系的关系,结果表明,与非留守幼儿相比,留守幼儿存在更多的问题行为,并在内化问题方面存在显著差异;农村留守幼儿问题行为不存在年龄差异,但存在显著的性别差异,男孩的问题行为比女孩多;祖辈民主参与教养行为显著负向预测农村留守幼儿问题行为,是农村留守幼儿发展的保护因素,祖辈言语敌对教养行为显著正向预测农村留守幼儿问题行为,是农村留守幼儿发展的风险因素;师幼亲密在祖辈民主参与教养行为与留守幼儿学习问题行为之间具有调节作用,师幼亲密的增加提升了祖辈民主参与教养行为对留守幼儿学习问题行为的积极效用;师幼冲突在祖辈民主参与教养行为与留守幼儿内外化问题行为、祖辈言语敌对教养行为与留守幼儿学习问题行为之间具有调节作用,师幼冲突的增加消减了祖辈民主参与教养行为对留守幼儿内外化问题行为的积极效用,加剧了祖辈言语敌对教养行为对留守幼儿学习问题行为的消极影响。可见农村留守幼儿与教师间的紧密情感联结可以减少农村留守幼儿问题行为,也是农村留守幼儿发展的保护因素。应以乡镇幼儿园为中心,充分发挥教师的支持作用,帮助祖辈建立更好的教养方式,共同应对农村留守幼儿不利处境,促进农村留守幼儿更好发展。

In order to discuss the development of left-behind children in rural areas, 353 left- behind and non-left-behind children aged 3~5 years were selected at random in rural areas. This paper adopts the method of measurement to investigate the situation of problem behaviors of the left-behind children and the moderating effect of teacher-child relationship on grandparents rearing patterns and problem behaviors of rural left-behind children. The results show that: Comparing with non-left-behind children, left-behind children have more problem behaviors and significant differences in internalization problems. There is not age difference in rural left-behind children’s problem behaviors, but there are significant gender differences;grandparents rearing patterns and teacher-child relationship have predictive effect for problem behaviors of rural left-behind children;Teacher-child relationship have regulating effect on grandparents rearing patterns and problem behaviors of left-behind children in rural areas. The results show that: The close emotional connection between left-behind children and teachers can reduce the problem behaviors and play a protective role in their development. In order to help the grandparents to build better rearing patterns, we should take the township kindergartens as the center and give full play to the teacher support system. We should help the left-behind children better adjust to the disadvantages and promote their good development.