后喻文化语境下代际合作育儿如何实现良性互动?——基于科学育儿知识的学习与实践分析

How to Achieve Positive Interaction in Intergenerational Cooperative Parenting in the Post-Figurative Culture Context?Analysis of Learning and Practice of Scientific Parenting Knowledge

在当前代际合作育儿的家庭中,父辈和祖辈对于科学育儿知识的学习态度、学习行为、内容偏好以及获取途径等均有较大差异,育儿知识的代际传递表现为以后喻文化为主的特点,但祖辈的经验育儿仍发挥着一定作用。分析发现,祖辈学习科学育儿知识对增进代际间育儿观的沟通有积极作用,也对祖辈在孙辈社会性抚育的深度和广度上有正向影响;父辈承担子女的主要养育责任,对祖辈进行科学育儿知识的有效反哺并与之积极沟通,社会各方增加父辈和祖辈获取科学育儿知识的途径与方式,均可降低代际间育儿观念的差异,推动代际合作育儿的良性互动。

In the current family of intergenerational child-rearing, parents and grandparents have great differences in their learning attitudes, learning behaviors, content preferences and access methods of scientific parenting knowledge. The intergenerational transmission of parenting knowledge is characterized by post-figurative culture. However, the experience of grandparents still plays a certain role. This analysis found that the grandparents learning of scientific parenting has a positive effect on improving the communication between the intergenerational parenting concepts, and also has a positive impact on the depth and breadth of the grandparents’ social care for grandchildren. Parents bear the main parenting responsibility of their children, and they should effectively support and actively communicate with grandparents about the scientific parenting and increase the ways and means for them to acquire such knowledge from community, which can reduce the differences between the intergenerational parenting concepts and promote the benign interaction of intergenerational cooperative parenting.