农村学前留守儿童与非留守儿童入学成熟水平及其影响因素分析

A Comparison of School Preparation Level between Left-behind Children and Non-left-behind Children in Rural Areas and Its Influencing Factors

基于湖南安仁、澧县、安平276名农村留守儿童和非留守儿童的调查数据,对湖南农村地区留守儿童的入学成熟水平进行考察,深入探究农村地区留守儿童与非留守儿童入学成熟水平的现状及差异,并结合父母文化程度、父母职业及家庭经济状况等对农村儿童入学成熟水平的影响因素进行分析。主要发现:1)农村留守儿童和非留守儿童入学成熟水平之间差异显著;2)相比于留守儿童,父母文化程度对非留守儿童入学成熟水平的影响更显著;3)相比于非留守儿童,家庭经济水平对留守儿童入学成熟水平的影响更显著;4)留守时间和个人因素对留守儿童入学成熟水平有显著影响。主要建议:家庭应创造支持留守儿童入学成熟水平发展的环境;幼儿园应全面关注留守儿童入学准备教育;政府应在留守儿童入学准备教育上发挥引领与指导作用;建立政府、幼儿园、家庭三位一体的帮扶机制。

Based on the data collected from 276 rural left-behind and non-left-behind children in AnRen,Li County and Anping in Hunan province,this study first probes into the school maturity level of left-behind children in rural areas in Hunan province,then makes in-depth exploration on the current situation and differences between left-behind and non-left-behind children in their school maturity level,and at last,analyzes influencing factors of rural children’s school maturity level in combination with parents’educa⁃tional level,occupations and family economic status.The results have showed that:1)there is a significant difference between the school maturity level of rural left-behind children and non-left-behind children;2)compared with left-behind children,parents’ed⁃ucational level has a more significant impact on the school maturity level of non-left-behind children;3)compared with non-left-be⁃hind children,family economic level has a more significant impact on the school maturity level of left-behind children;and 4)the length of time being left-behind and personal factors have a significant impact on the school maturity level of left-behind children.Therefore,this study suggests that families should create a supporting environment to encourage the development of left-behind chil⁃dren’s school maturity level;kindergartens should pay attention to the education of school preparation of left-behind children;the gov⁃ernment should play a leading and guiding role in the education of left-behind children;and governments,kindergartens and families should establish a trinity supporting mechanism for the benefit of the left-behind children in rural areas.