A Survey on English Reading Status of Left-behind Children in Rural Areas of Northern China

Taking Suining County in Xuzhou city of Jiangsu province as the survey subject,this paper is to study the current English reading situation of the left-behind children based on a questionnaire survey of 472 respondents from 4 primary and middle schools in rural areas.The result indicated that there are serious problems in the current situation of English reading among left-behind children in rural areas,which are as follows:insufficient reading time and books,few access to having books,increased digital reading,many reading disabilities,poor reading environment,etc.This paper analyzes the reasons and gives corresponding countermeasures for society,school and family,to improve the English reading condition of rural left-behind children and to better promote their reading ability and habits.It also provides the reference for narrowing the disparity gap of reading resources services between urban and rural China.

Research on The Social Assistance of Left-behind Children in Rural Areas under The Policy of Precise Poverty Alleviation

With the development of economy, a large number of surplus labor force in rural areas has been transferred to cities, resulting in the increasing number of left-behind children in rural areas. Left-behind children are in a critical period of ideological enlightenment, accepting obligation education, outlook on life and world outlook, and the absence of parental care and education has a negative impact on their growth. It is an important problem to solve this problem in every aspect of society.

Investigation of children’s habits of smartphone usage and parental awareness of myopia control in underdeveloped areas of China

AIM: To investigate the behaviors of smartphone usage and parental knowledge of vision health among primary students in the rural areas of China. METHODS: In this school-based, cross-sectional study, a total of 52 606 parents of students from 30 primary schools in the Xingguo County were investigated through an online questionnaire from July 2020 to August 2020. The self-designed questionnaire contained three parts: the demographic factors of both children and parents, parental knowledge and attitude toward myopia, and the preventive treatment of myopia.RESULTS: A total of 52 485 appropriately answered questionnaires were received, showing an effective response rate of 95.1%. The average age of the primary students was 10.1±0.98 y and the prevalence of myopia among the primary students was 40.3%. The age of myopia occurrence in elementary students was significantly correlated with the parents’ educational level(95%CI: 0.82-0.98, P=0.013), children’s gender(95%CI: 1.08-1.20, P<0.001), school location(county or countryside)(95%CI: 0.59-0.66, P<0.001), children’s smartphone ownership(95%CI: 1.09-1.26, P<0.001), and the average time spent on smartphone per day(95%CI: 0.78-0.88, P<0.001). School location in the county town, high family income, and high parents’educational level significantly affected both parents’ myopia awareness and children’s vision-threatening behaviors(P<0.01). Left-behind children showed a higher incidence of vision-threatening habits than those who lived with their parents(P<0.01).CONCLUSION: The results reveal the current situation of myopia development among rural primary school students and their parents. This survey will serve as a guidance for designing myopic prevention policies in the rural areas of China.

Emotional and Behavioral Problems of Left-Behind Children in Impoverished Rural China:A Comparative Cross-Sectional Study of First Grade Junior High School

Objective:To investigate the prevalence of emotional and behavioral problems and related factors of left-behind children in impoverished rural China(mainly in thefirst grade of junior high school).Methods:A cross-sectional survey of rural households in 27 poverty-stricken counties in 12 provinces across China was conducted using the Strengths and Difficulties Questionnaire(SDQ).Results:The prevalence of emotional and behavioral problems in left-behind children was 11.7%,and that of non-left-behind children was 8.9%.There was statistical difference between the two groups(P<0.01).There are no differences between the two groups in terms of the various factors of SDQ.The incidence of insomnia in the left-behind group was 58.3%,which was higher than that in the non-left-behind group 50.9%(P<0.01);loneliness(62.1%vs.51.8%,P<0.01);running away from home(23.1%vs.18.8%,P<0.01),and self-injury behavior(16.8%vs.12.2%,P<0.01).Left-behind children are more likely to have negative psychological feelings including insomnia,loneliness,self-injury,and run away from home.They also experienced more bullying including maliciously teased by peers,intentionally excluded or isolated,physically threatened or intimidated.All of these factors are associated with their abnormal emotional and behavioural development.Conclusion:The incidence of emotional and behavioral problems of left-behind children in rural areas in poverty-stricken areas is significantly higher than that of non-left-behind children;Logistic regression analysis showed that bullying behavior and abnormal psychological characteristics are significantly associated with left-behind adolescents abnormal emotional and behavioral development.

Parental Migration’s Effects on the Academic and Non-Academic Performance of Left-Behind Children in Rural China

This study investigates the impact of parental labor migration on the academic achievements and non-academic growth of left-behind children in fourth and seventh grades. Employing survey data collected from rural China in 2014, 2015, and 2016, we examine the effect of parental absence on children's academic achievement using Propensity Score Matching(PSM) and Difference in Difference(DID) methods. The results demonstrate that left-behind children whose parents have migrated for one year have statistically significantly lower academic scores. Academic scores drop lower for fourthgrade students and students from higher-income families. There are also adverse effects on left-behind children's confidence, teacher-student relationships, subjective well-being, and educational expectations if parents migrate for one year. Surprisingly, if parental migration lasts longer(totaling two years), these adverse effects disappear, and student's educational expectations even improve. These results may be because, over time, the adverse effects that occur immediately after parental migration are offset by the positive effects of migration(i.e. higher income). These conclusions can inform migrant parents on ways to utilize their resources to improve the academic performance of their left-behind children.

Dietary Behaviors and Influencing Factors among Rural Left-behind Children Aged below 7 Years in China

Left-behind children comprise a special population inChinese rural areas. According to the 2007 China Census,the number ofleft-behind children aged≤14 years was estimated at 58 million which suggested that these childrencon stituted a

Psychological Capital Status of Left-Behind Rural Children in China and Its Relationship with Mental Health

Background:The mental health of left-behind rural children of China has become a prominent social problem.At the same time,psychological capital has become a positive psychological resource to promote personal growth.However,the relationship between psychological capital and mental health of left-behind rural children has not been explored.Method:A total of 332 left-behind rural children were investigated using a questionnaire of psychological capital and mental health scale.The psychological capital status of left-behind rural children and its impact on mental health were analyzed.Results:(1)Left-behind rural children were found to have a psychological capital score of was 3.16±0.56;Gender,age,grade,and school style had no significant effect on psychological capital.(2)Left-behind rural children obtained a mental health score of 2.21±0.5 G and gender,age,grade,and school style had no significant effect on mental health.(3)A significant negative correlation is found between psychological capital and mental health scores of left-behind rural children.Regression analysis shows that psychological capital is negatively correlated with mental health scores.Conclusion:The psychological capital of left-behind rural children can positively predict their mental health,and thus developing the former can promote the latter.

Preliminary Study on Crime Prevention of Left-behind Children in Rural China

In the process of social and economic development in China,there appears the inevitable problem of crime of left-behind children.Extensive researches and disputes prove that it is,to a greater extent,a social phenomenon resulted from social factors. It is recommended to improve the treatment of migrant workers and solve the problem of school admission for their children,provide effective legal education for those left-behind children whose problem can not be solved in a short term,and supplement the guardianship role to control the crime rate of leftbehind children. Another more effective method is to resume effective control of people's social life through the rural cultural tradition,to fundamentally prevent crime of left-behind children.

Relationship between Poor Family Environment and Early Childhood Development in Rural Areas and Recommendations

In order to provide a policy basis for improving the early development of poor rural children,this paper uses quantitative data and quantitative research methods to study the early development of children in poor rural areas and the impact of family environmental quality on such development. The results show that the early development of poor rural children,especially the ability of social emotion is not perfect,and the quality of family environment has a significant impact on the early development of poor rural children. Therefore,in order to improve the early development of rural children,it is necessary to attach importance to the improvement of family environment and increase the interaction with children. The government needs to establish and improve the mechanism of providing early development services,increase investment and find more efficient service model.

A comparative study on the extracurricularreading environment of urban and rural children in Chongqing Reservoir Area

Purpose: So far, there have been few studies that discussed children’s reading environment in China’s poverty-stricken areas, this study aims to explore differences existed in extracurricular reading environment between urban and rural children in Chongqing Reservoir Area with empirical evidence.Design/methodology/approach: Using a questionnaire survey, empirical data was collected from 105 participants. Then proposed hypotheses and the reliability of the observation variables were respectively examined with ANOVA and factor analysis. The statistical analysis software SPSS19.0 was used to analyze the data.Findings: Our results showed that 1) differences did exist in school and social reading environment between urban and rural children in Chongqing Reservoir Area; 2) differences in family reading environment between urban and rural children in Chongqing Reservoir Area were not obviously observed.Research limitations: The empirical data were collected from only one county of Chongqing Reservoir Area, which may have partially affected the generalization of our conclusions. In addition, the response rate of questionnaires was comparatively low due to a relatively limited research period. Practical implications: This study would provide some reference for governments, libraries, schools and families to consider how to jointly narrow the gap in the extracurricular reading circumstance between urban and rural children in Chongqing Reservoir Area.Originality value: This is one of the first studies to explore similarities and differences in extracurricular reading environment between urban and rural children in Chinese povertystricken areas, which will help research communities to gain a deeper understanding of children’s reading environment in Chinese Reservoir Area.

农村留守儿童抗逆力的结构及问卷编制

为探讨农村留守儿童抗逆力的结构,本研究编制适应于农村留守儿童的抗逆力问卷。本研究采用半结构访谈和开放编码方式构建抗逆力理论模型,形成了初测问卷;采用整群随机抽样法选取农村留守儿童各550名分别进行初测和正式施测,并进行信效度检验。结果显示,农村留守儿童抗逆力问卷包含8个维度(逆境信念、社区融合、积极认知、问题解决、家庭支持、情绪调节、学校适应和朋辈支持)。问卷总分与因子分的Cronbachα系数为0.73~0.81,分半信度为0.83,重测信度为0.90,表明问卷信度良好;验证性因素分析指标拟合良好(χ^(2)/df=1.21,GFI=0.90,TLI=0.91,CFI=0.90,RMSEA=0.039,P=0.001)具有良好的效度;抗逆力总分及各维度得分均与效标问卷得分呈显著正相关(r=0.30~0.62,P<0.01),问卷具有较良好的效标关联效度。描述性统计分析发现,留守女生比男生抗逆力水平更好,留守时间“长短效应”仍然存在,父母受教育程度越高越有利于农村留守儿童抗逆力发展。这项研究表明,农村留守儿童抗逆力问卷具有较好的信度和效度,可用于留守儿童抗逆力的测评。

部分地区留守儿童教育现状调查

文章以问卷调查法为主要研究方法对部分地区留守儿童的教育状况开展调研。数据显示,我国部分地区留守儿童精神状态积极向上、学习成绩呈正态分布、对未来充满期待、有正当的文化需求。女性留守儿童和男性留守儿童在学习成绩等方面无显著性差异;同时,部分地区留守儿童在教育方面存在家庭教育缺失、学校教育内容单调、社会文化活动资源匮乏等问题。据此,文章提出提升留守儿童的家庭教育水平、发挥学校的育人核心作用、构建全方位的留守儿童教育新格局3个方面的建议,以期为提升留守儿童教育水平提供参考。

农村地区3~6岁儿童营养水平的提升策略探究——以四川省绵阳市为例

3~6岁是儿童生长发育的关键期,农村地区3~6岁儿童相较城市儿童在生长迟缓率、消瘦率、低体重率、贫血患病率及饮食生活习惯等方面均存在一定差异。为助力乡村振兴,进一步缩小城乡差距,提高该群体营养水平,需对其实施科学的营养干预,以绵阳农村地区3~6岁儿童为例,针对其存在的营养问题,提出系列干预策略。

4~7岁儿童代谢综合征有关指标之间相关模式研究

目的探究4~7岁儿童代谢综合征有关指标之间的相关模式。方法依托前期开展的孕期增补复合微量营养素预防母婴不良结局项目,在河北满城、元氏2县选取参加项目孕妇所生儿童1454名,于儿童4~7岁时测量身高、体重、腰围、血压并检测血脂和血糖。采用Pearson相关分析检验体质指数(BMI)、腰围、总胆固醇(CHO)、甘油三酯(TG)、高密度脂蛋白-胆固醇(HDL-C)、低密度脂蛋白-胆固醇(LDL-C)、空腹血糖(FPG)、收缩压和舒张压共9个指标之间的线性相关关系。参照美国心脏学会标准判定儿童中心性肥胖、高血压、高TG血症、低HDL-C血症和高血糖发生情况,采用关联分析的φ系数描述5个代谢综合征组分间的相关关系。结果儿童CHO与LDL-C相关关系强(r=0.82,P<0.001),腰围与BMI、收缩压与舒张压、CHO与HDL-C相关关系较强(r依次为0.63、0.60和0.74,P均<0.001),CHO与TG、TG与LDL-C、HDL-C与LDL-C中等强度相关(r依次为0.34、0.30和0.43,P均<0.001),其他指标之间为弱相关或无相关。儿童中心性肥胖与高血压、高TG血症、低HDL-C血症三者均呈弱相关关系(φ系数依次为0.06、0.08和0.07,P均<0.05),高血压和高TG血症呈弱相关关系(φ=0.05,P<0.05),其他代谢综合征组分间的φ系数无统计学意义。结论儿童收缩压与舒张压之间、腰围与BMI之间以及几个血脂指标彼此之间相关关系较强,包括HDL-C与CHO、LDL-C均为中等强度正相关关系,而血压、肥胖与血脂三类指标之间无明显相关,血糖与所有指标均无明显相关;儿童代谢综合征各组分间相关较弱或无相关,提示儿童代谢指标间相关模式与成人不完全相同,代谢综合征这一概念应用于儿童宜审慎。

家庭环境与农村儿童早期语言发展的关系

本研究以374名贵州农村地区小、中、大班年龄儿童为研究对象,开发并采用适合农村儿童的图片命名测验以及家庭环境调查问卷,描述农村学前儿童的口语词汇发展水平及家庭环境现状,并探讨家庭环境各因素(父母教育水平、家庭阅读活动、教育观念、家长评估及早期阅读教育)与学前儿童口语词汇发展的关系。结果表明:(1)农村学前儿童的口语词汇表现出随年龄增长而提高的发展模式;(2)农村儿童处于较为不利的早期家庭环境,包括较低的父母教育水平、早期阅读教育起步较晚等;(3)在这些家庭环境因素中,母亲教育水平和家庭阅读活动与儿童口语词汇显著相关,并且二者可以相对独立地预测儿童口语词汇发展。研究结果为农村贫困地区学前儿童语言发展的干预可行性提供重要的理论基础。

学校氛围对西部农村学生校园欺凌的影响机制研究--一项有中介的调节模型

通过对广西5040名农村中小学生进行问卷调查发现:相较于非留守儿童,留守儿童遭受更多校园欺凌、具有更低社会情感能力发展水平和更消极的学校氛围认知与感受;学生社会情感能力对校园欺凌具有稳定负向预测作用,成为防治校园欺凌的重要保护性因素;学校氛围各维度对直接防治校园欺凌具有“双刃性”,其中,师生情感和同伴关系对校园欺凌具有稳定的保护性作用,而物质环境和外部环境表现出风险性特征;学生社会情感能力在师生情感、同伴关系与校园欺凌之间发挥部分中介作用,而在物质环境、外部环境和校园欺凌之间具有遮掩效应;留守情况对学校氛围各维度与校园欺凌的关系具有调节作用,表现为学校氛围各维度对留守儿童社会情感能力的促进作用显著小于非留守儿童,进而容易导致留守儿童比非留守儿童遭受更多校园欺凌。对此,各教育主体应该重视西部农村学生尤其是留守儿童的校园欺凌问题,营造支持性教育氛围并构建闭环的社会支持链,充分发挥学生社会情感能力的防治功效,切实保护每个学生免遭校园欺凌。

幼儿园推普助力乡村振兴路径研究——基于对青海乡村幼儿园推普现状的调查

语言输入、语言加工、语言输出是语言习得的基本路径。从语言习得的角度看,推普具有社会性,互动生成是语言习得和推普的关键环节。本文立足推普助力乡村振兴的时代背景,以幼儿园教师为关注重点,通过对青海农村幼儿园教师和幼儿及家长互动和习得方式的推普调查、分析,旨在厘清青海农村推普中存在的短板与不足,探索影响与推普效果的内外在因素,并在此基础上提出“一中心三主体三体系内循环外联动”的“133”农村幼儿园推普模型,家园社融合的推普路径助力农村高质量推普。

农村学前儿童说谎行为表现、成因及对策研究——以凉山州M县为例

说谎是人类社会化过程中普遍存在的一种现象,学前儿童说谎行为的出现标志着其语言发展具有了丰富性和复杂性。学前儿童的说谎行为关系到其道德行为和品质的发展。文章通过对凉山州M县10个行政村的244名4—6岁的学前儿童进行游戏测验和对其主要养育者进行现场调查及访谈,从儿童自身发展和父母教养方式两个方面分析民族地区农村学前儿童说谎行为的原因,并从有意和无意说谎两个视角为父母或教师提供了应对儿童说谎的参考策略。

社会支持理论视角下农村留守儿童家庭教育探究

从社会支持理论视角出发,探讨农村留守儿童家庭教育中存在的问题及其解决策略,通过研究农村留守儿童家庭,发现留守儿童家庭存在教育资源缺乏、文化水平较低、教育方式单一、支持能力不足等问题,造成农村留守儿童在心理、学习、行为等方面产生一系列问题。结合社会支持理论,应从政府、留守儿童家庭、学校、社会四方面探索支持留守儿童家庭教育的策略,以期帮助其建立社会支持网络,推动家校社联结,链接社会各界资源,缓解留守儿童家庭教育压力,提升留守儿童家庭教育质量,加大对农村留守儿童家庭教育的投入,提高农村家长的教育意识与水平,为农村留守儿童提供更好的家庭教育环境,促进农村留守儿童的健康发展。

农村留守儿童心理健康问题及应对措施研究

当前,农村留守儿童心理健康问题已成为社会关注的焦点。采用《中小学生心理健康诊断测验(MHT)》,运用定量研究的方法对开封市187名农村中小学留守儿童进行调查研究发现:农村留守儿童心理健康问题各维度均有被检出情况,且在性别、留守类型、留守年限方面存在差异。分析其形成原因,并从政府、社会、学校、家庭以及农村留守儿童自身五个方面提出对策建议。