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.

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.

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.

农村留守儿童教育政策的演变逻辑

农村留守儿童是我国城市化进程中产生的特殊群体,党和政府为此陆续出台了一系列政策,不断完善留守儿童关爱服务机制。我国留守儿童政策经历了萌芽期(1996—2007年)、形成期(2007—2016年)和深化期(2016年至今)三个阶段。留守儿童政策制定有其内在逻辑,从关注留守儿童基本教育保障到关心弱势群体教育,维护教育公平,再到促进教育脱贫与实现乡村振兴,政策制定的立意持续深化,内容不断丰富,成效日益突出。政府应进一步完善寄宿制学校新型教育模式,设置留守儿童专项经济资助经费,进一步健全社会关爱体系,构建留守儿童社会情感能力评价机制,确保农村留守儿童健康成长。

“躺在床上玩手机”:农村留守儿童手机使用的扎根研究

手机使用对农村留守儿童成长产生了重要影响。基于扎根理论进行质性研究,揭示了导致农村留守儿童手机依赖的原因,包括家庭环境、学校教育与同辈影响等外部原因,也包括儿童心理状态和媒介素养等内部原因。研究发现,农村留守儿童的手机涵化效应较为严重,从而导致了他们较低的自我期望和学习投入。对此,家长要为儿童成长提供积极支持,学校应重视儿童媒介素养培养,家校社应协同加强对留守儿童的理想与榜样教育,互联网游戏企业应注重社会责任的担当。

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。

社会投资视角下农村留守儿童社会支持政策的反思与构建

“以儿童为中心”的社会投资战略已成为发达国家社会政策的新趋向。因城镇化巨大的虹吸效应,农村传统差序格局下以血缘、地缘为主的先赋性儿童照料资源日趋消解,农村留守家庭劳动力再生产能力不足,以“农村留守儿童关爱体系”为主要内容的社会政策进入公共政策领域。然而,从社会投资的视角来看,我国农村留守儿童政策尚缺乏“支持家庭”“多元共治”等理念,“事后补缺型”的制度设计难以满足农村留守儿童和家庭的发展性需求,可能会通过降低未来人力资本增加贫困代际传递的风险。要实现“社会救助”向“社会投资”的理念转变,应以提升农村留守儿童及其家庭发展能力为根本,从导致亲子分离的制度根源入手,利用服务供给、时间补偿等“支持家庭”手段,构建政府、家庭、社会等“多中心协同治理”的社会支持体系,为农村留守儿童及其家庭提供普惠性的公共资源,以切断先赋性弱势与“留守事件”的链接机制。

河北省农村留守儿童身心健康提升策略研究

城镇化以来,中国流动人口的数量越来越大,在推动经济发展的同时,背后所带来的儿童问题也不容忽视。尤其是留守儿童身心健康问题,对儿童成长将会产生巨大的影响。国家层面应制定相关的政策,家庭、社会、学校需采取积极的应对措施,提升对农村留守儿童身心健康问题的关注和解决力度,这将对留守儿童身心健康产生巨大的影响。基于此,通过抽样调查法了解河北省部分地区留守儿童身心健康现状,并从国家政策,家庭、社会、学校方面提出针对性建议,以期为提升河北省留守儿童身心健康水平提供一定的理论依据。

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。

祖辈专制教养方式与农村留守幼儿社会能力的关系:自我控制的中介作用

祖辈教养方式对农村留守幼儿社会能力具有影响。文章采用问卷法对296名4~6岁农村留守幼儿进行测查,探究自我控制在祖辈专制教养方式与农村留守幼儿社会能力之间是否起中介作用。研究发现:祖辈专制教养方式与农村留守幼儿的自我控制和社会能力呈显著负相关;农村留守幼儿的自我控制与其社会能力呈显著正相关。祖辈专制教养方式显著负向预测农村留守幼儿的社会能力,自我控制在二者之间起部分中介作用,祖辈专制教养方式会通过抑制农村留守幼儿的自我控制来降低其社会能力。为提高农村留守幼儿的社会能力,建议幼儿园加强与农村隔代教养祖辈合作共育,改善农村隔代专制教养方式和提升农村留守幼儿的自我控制能力。

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。

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。

农村留守儿童社交焦虑的影响机制研究

社交焦虑是农村留守儿童社会性发展中需要引起关注与重视的问题。对浙江省某山区县470名农村儿童调查数据的分析结果显示:留守儿童人际关系状况良好,但因人际认知导致社交焦虑问题较为严重;留守儿童人际关系显著负向预测社交焦虑;人际关系对高家庭文化资本留守儿童社交焦虑影响的边际效应更高,人际认知对女生、低家庭文化资本和留守时间三年以上的留守儿童社交焦虑影响的边际效应更高;人际认知在人际关系对社交焦虑的影响过程中产生“遮掩效应”,留守儿童人际认知对社交焦虑的作用路径显著大于非留守儿童。良好的人际关系能有效降低留守儿童社交焦虑,过于关注他人感受和想法会加重留守儿童社交焦虑问题。为此,建议父母加强陪伴关爱,构建良好亲子关系;学校增强情感支持,创建友好交往氛围;社会提供文化设施,丰富业余文化生活,为留守儿童缓解社交焦虑提供有效支撑。

中国部分农村地区留守儿童看护人抑郁的影响因素分析

目的 分析中国部分农村地区留守儿童看护人抑郁的影响因素。方法 采用多阶段分层抽样的方法获得调查村。通过自编问卷收集调查村内所有3岁以下留守儿童及其主要看护人的资料,通过Zung氏抑郁自评量表(ZSDS)评估留守儿童看护人抑郁情况。采用多因素Logistic回归分析留守儿童看护人抑郁和中重度抑郁的影响因素,采用t检验探讨沟通交流因素与留守儿童看护人抑郁的相关性。结果 本研究显示留守儿童看护人抑郁发生率为41.4%(372/899)。与外出丈夫保持每日联系的留守儿童母亲以及与外出父母在养育方面无分歧的留守儿童祖辈具有较低的抑郁严重程度指数(DSI)。留守女童的看护人抑郁风险较低(OR=0.74,95%CI:0.56~0.98);留守儿童看护人年龄≥60岁(OR=1.80,95%CI:1.15~2.80;OR=1.75,95%CI:1.06~2.88)、具有3种或以上的负面身体因素(OR=2.93,95%CI:1.66~5.19;OR=1.89,95%CI:1.04~3.44)、家庭经济水平较低(OR=1.41,95%CI:1.05~1.90;OR=1.82,95%CI:1.24~2.66)和家庭成员酗酒(OR=3.12,95%CI:1.82~5.33;OR=1.82,95%CI:1.03~3.21)可使其看护人抑郁及中重度抑郁的风险升高。结论 调查地区留守儿童看护人抑郁发生率较高。高年龄、较差的身体状况和家庭环境等是留守儿童看护人抑郁的危险因素,此外留守儿童看护人抑郁也与其跟外出家人沟通交流状况相关。

农村留守儿童家长支持与身体活动的关系:基于锻炼动机与锻炼自我效能的链式中介模型

目的 家长支持对儿童青少年身体活动的影响机制及其之间的关系尚不明确,旨在探究家长支持、锻炼动机和锻炼自我效能感对留守儿童身体活动的关系。方法 采用问卷调查法、数理统计法对实验对象以及结果进行分析。结果 1)家长支持对农村留守儿童身体活动之间存在正相关关系,对身体活动具有显著的预测作用(β=0.29,p<0.001);2)锻炼动机、锻炼自我效能在家长支持对身体活动的影响过程中的均起到部分中介的作用,中介效应值分别为:0.035、0.119;3)除健康动机、外貌动机、乐趣动机、社交动机和健康因子外,其余的预测变量对身体活动都有显著的预测作用(p<0.05);4)锻炼动机和锻炼自我效能在家长支持和农村留守儿童身体活动之间起到链式中介作用,链式中介效应值为0.093,占总效应的21.7%。结论 1)家长支持能显著正向预测农村留守儿童身体活动;2)家长支持也能通过锻炼动机和锻炼自我效能感的中介效应间接影响农村留守儿童身体活动。中介效应包括3条路径,即锻炼动机和锻炼自我效能感的个体中介效应以及锻炼动机和锻炼自我效能感的链式中介效应。