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.

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.

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。

不同城乡及地区学龄前儿童水摄入量研究

目的:分析我国不同城乡及地区3~6岁学龄前儿童水摄入量。方法:采用多阶段随机抽样,于2018年9月—2019年2月在全国范围6大地区13省市的妇幼保健院纳入676名儿童。采用面对面访谈,调查员指导看护人利用iPad填写膳食日记,辅以膳食估量工具“食物图谱”在线记录并评估儿童4d内所有饮料和食物摄入量。基于《中国食物成分表(第6版)》计算每日水摄入量。结果:城市儿童总水摄入量、饮料和食物中水摄入量均显著高于农村(1282 mL/d>1118 mL/d,694 mL/d>613 mL/d,557 mL/d>467 mL/d)(P<0.05)。华北总水摄入量、饮料和食物中水摄入量均最高,东北均最低,地区间差异均有统计学意义(P<0.05)。城市奶及奶制品、菜肴、汤和零食中水摄入量及占比均显著高于农村,白水和主食占比、粥中水摄入量及其占比则相反,城乡差异均有统计学意义(P<0.05)。除其他饮料占比外,地区间不同类型饮料和食物中水摄入量及占比差异均有统计学意义(P<0.05)。仅19.4%儿童达到总水适宜摄入量的推荐值,城市高于农村(23.5%>13.1%);华北最高(45.3%),东北最低(2.2%),城乡及地区间差异均有统计学意义(P<0.05)。结论:我国学龄前儿童饮水状况差,存在城乡及地区差异,修订水适宜摄入量时需综合考虑,并开展针对性儿童饮水宣教,培养正确的饮水行为。

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。

农村家长幼教观念的调查研究——以山西省高平市C村为例

家长的教育观念在儿童成长过程中占据主导作用。农村地区的学前教育是教育均衡发展中的“短板”,推动其发展对我国教育的整体发展具有重大的现实意义。发展农村学前教育亟须教育观念的进步,尤其是家长的教育观念,通过运用扎根理论和Nvivo11软件对山西省某农村地区学前儿童家长的教育观念进行调查分析,建立由家长儿童观、教育观与人才观构成的理论模型。结论表明:农村家长幼教观念有待更新,需国家、园所、家长3个层面构建共同体,以实现有效转变。

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。

幼小衔接视角下农村幼儿数学入学准备实证研究

基于对37名农村大班幼儿数学发展水平的科学观察与测量,结合针对教师的深度访谈,课题组对农村幼儿数学入学准备情况展开实证研究。结果显示:幼儿数学能力发展不均衡,农村幼儿园数学入学准备教育存在活动目标单一、内容不全面、活动设计“离农化”、活动过程游戏化不足、评价方式小学化等问题。建议从幼小有效衔接出发,坚持幼儿为本,充分利用农村教育资源,设计贴近幼儿生活的在地化、直观性教学内容,加强幼儿发展的过程性和表现性评价,有针对性地提高农村幼儿数学入学准备水平。

Growing Up with Distant Parents:Socialization and Alienation of“Left-Behind”Children in Rural China

An increasing number of left-behind children has emerged in rural China as a result of the large-scale migration of rural farmers to urban cities since the 1990s.With the absence of parent(s)from the family,the left-behind children face crises in socialization and their relationships with their parents are threatened by physical distance.This paper investigates how Chinese left-behind children negotiate the missing roles of parents and how the parent-child relations in such families change over time,through in-depth case studies of two left-behind children with different family backgrounds in rural Henan province.

关于农村幼儿教育的几点思考

我国农村幼儿教育存在着一些亟待解决的问题。农村的幼儿教育,与城市的幼儿教育相比还存在很大差距,要想缩小这些差距,使幼儿教育实现城乡的均衡发展,还需要政府、学校、教师以及家长等各个方面的共同努力。

2006年吉林省农村7岁以下儿童体格发育调查

目的:了解近20年我省农村儿童生长发育的变化趋势,为我省农村儿童保健、医疗及卫生方针、政策的制订提供参考数据。方法:采用随机整群抽样方法,调查永吉、和龙、镇赉、桦甸、扶余、东丰、抚松、集安、双辽、德惠10县(市)7岁以下儿童体格发育状况,包括体重、身高(长)、坐高(顶臀长)、头围、胸围5项指标;分男、女22个年龄组,共计19987例。结果:2006年吉林省农村7岁以下儿童体格发育的5项指标与1985年各项指标比较都有明显的增长;体重、身高高于1995年9城市生长发育指标,且差异有统计学意义(P<0.01);从初生到6个月内我省儿童体重、身长均高于2006年WHO生长发育标准,且差异有统计学意义(P<0.01)。结论:我省农村儿童生长发育状况较20年前有明显提高,6个月以内儿童的体重、身长已达到或超过2006年WHO生长发育标准。农民工子女的母乳喂养率较低,应设法延长母乳喂养时间。

山寨幼儿园与农民工子女学前教育——对北京市城乡交界处一个区位样本的调查与思考

在入园难、入园贵的背景下,北京城乡结合部大量由民间自发兴办的、形式灵活多样的山寨幼儿园异军突起,为解决处于弱势的农民工子女的学前教育问题发挥了重要作用。应需而生的现有教育体制之外的山寨幼儿园具有因地制宜、入园方便、提供针对性的服务、收费低廉等优势,同时由于管理缺位和失当,其生存境遇堪忧。直面农民工子女学前教育这一日益凸显的社会问题,正视山寨幼儿园存在的价值,需要政府转变观念和职能,进行制度创新,对低端民间办学给予政策扶持,以促进学前教育事业多样化发展。

公共图书馆乡村学龄前儿童阅读推广实证研究——以“阅动全家 书香嘉兴”为例

本文以"阅动全家书香嘉兴"阅读推广项目为研究背景,采用问卷调查法和访谈法,对嘉兴市学龄前儿童阅读状况进行调查分析,分析目前乡村学龄前儿童阅读存在的普遍问题与不足,阐述嘉兴市图书馆开展学龄前儿童阅读推广中的创新举措,并就公共图书馆开展学龄前儿童阅读推广活动进行了有益的思考。

山东省农村学龄前儿童生活安全意识调查研究

目的:了解山东省农村学龄前儿童生活中的安全意识现状及相关影响因素,为政府制定相关政策及进一步开展农村学龄前儿童安全教育提供依据。方法:采用分层整群抽样方法共抽取山东省2个县735例学龄前儿童,并利用自制调查问卷进行调查。结果:年龄、监护类型、母亲年龄、母亲文化程度、父亲职业类型及父母共同陪伴孩子的时间与儿童生活安全意识差异具有统计学意义(P<0.05)。结论:应加强农村学龄前儿童和父母的安全教育,从而提高儿童的安全意识。