农村留守儿童家庭教育理论探析

笔者首先以目前农村留守儿童家庭教育的特点出发,分析了农村家庭教育理念和教育方法,阐述了其中的弊端与不足;然后,提出了农村留守儿童家庭教育所存在问题的必然性与长期性;最后,从社会影响角度对目前农村留守儿童家庭教育方式做出了深入的探讨,为以后减少问题儿童研究提供了理论性的参考依据。     

对农村留守儿童问题与当前学校教育的思考

近年来,随着农村大量富余劳动力向城市的转移,农村出现了大量的留守儿童,其教育问题正日益困扰着家庭、学校和社会.本文拟对农村留守儿童存在的问题及学校教育方面的原因进行分析并提出相关对策.     

农村“留守儿童”性侵害犯罪的探讨

我国留守儿童人数众多,广泛地存在于农村地区。随着越来越多的留守儿童性侵害案件曝光,加大留守儿童性侵害探讨成为必然,加强对留守儿童遭受性侵害的法律政策保护尤为重要。     

Educating rural migrant children in interior China: The promise and pitfall of low-fee private schools

Scholars disagree on the extent to which low-fee private schools can adequately supply education to poor children in developing countries. This article contributes to the debate with a qualitative study in the Chinese context where privatization of education intersects with rural-urban migration. Using grounded theory approach, I examine how these schools aid or hinder migrant children’s settlement and integration in the host city. Fieldwork in the country’s interior region reveals that migrant schools are oriented toward meeting the immediate needs of migrant families but at the cost of children’s future prospects. The conclusion discusses implications for equitable urbanization.     

Resilience and well-being among children of migrant parents in South-East Asia

There has been little systematic empirical research on the well‐being of children in transnational households in South‐East Asia—a major sending region for contract migrants. This study uses survey data collected in 2008 from children aged 9, 10, and 11 and their caregivers in Indonesia, the Philippines, and Vietnam (N = 1,498). Results indicate that while children of migrant parents, especially migrant mothers, are less likely to be happy compared to children in nonmigrant households, greater resilience in child well‐being is associated to longer durations of maternal absence. There is no evidence for a direct parental migration effect on school enjoyment and performance. The analyses highlight the sensitivity of results to the dimension of child well‐being measured and who makes the assessment.     

Learning from migrant education: A case study of the schooling of rural migrant children in Beijing

This paper focuses on the educational opportunities available to rural migrant children in Beijing. On the basis of fieldwork conducted in migrant communities in 2004–2005, I conclude that administrative and financial barriers, as well as discrimination, prevent migrant children from entering state schools. I discuss the quality of education available in unlicensed private schools, followed by an analysis of the possible reasons for the state's exclusion of migrant children from state schools and its hostility to migrants’ self-provision of education.     

浅谈农村留守学生的家庭教育问题

随着农村产业结构调整 ,剩余劳动力越来越多。为了改变农村落后的面貌 ,农民利用自身的优势 ,外出务工。农村的家中 ,就只剩下年迈的父母和正在上学的孩子 ,有的甚至将子女寄居于祖父母或亲戚朋友家里。这些留下的孩子 ,就形成了一个特殊的群体———留守学生。据调查 ,这类留守学生在我校占全体学生的 2 0 %以上。他们的父母外出后 ,考虑的是如何赚钱 ,而对子女的教育却缺乏必要的认识。在这种情况下 ,留守学生的教育 ,特别是家庭教育就成为一个令人堪忧、而又不得不正视的问题。由于留守学生是一个新生的特殊群体 ,对他们的研究 ,过去没有…     

Influence and adaptability in families with deaf parents and hearing children

This study assessed the influence of individual family members in functional families, primarily to determine whether hearing children of deaf parents have more influence than do hearing children of hearing parents. Eight families with deaf parents and a hearing child and eight all hearing families were videotaped while planning a family meal together. It was found that deaf-parented families share many traits with hearing families. However, there were some differences. The hearing children of deaf parents had a greater number and percentage of their ideas accepted than did the hearing children of hearing parents. Differences were also noted between the deaf fathers and the hearing fathers. The deaf-parented families were more adaptable, as measured by the Family Adaptability and Cohesion Evaluation Scale. The observed difference in child influence, in and of itself, is neither good nor bad. Deafness of one family member, in an auditory dependent environment, may require a more flexible family power structure. Professionals assessing deaf-parented families should be sensitive to the special adaptive needs required for healthy functioning of the family.     

Prevalence and risk factors of child maltreatment among migrant families in China

Although cases of child abuse among migrant families are often reported by social media, the issue of child maltreatment among migrant families in China has received little empirical attention. This study investigated both the prevalence of child maltreatment by parents among migrant families, and the individual, family and community-level risk factors associated with child abuse in this context. A survey was conducted with 667 migrant and 496 local adolescents in Shenzhen, South China, with a stratified two-stage cluster sampling design. Logistic regression analysis was conducted to compare the prevalence of maltreatment between migrant and local adolescents, and also to explore risk factors associated with the psychological and physical maltreatment in both groups. The results showed that parent-to-child abuse was more prevalent among migrant than local adolescents, with migrant adolescents 1.490 and 1.425 times more likely to be psychologically and physically abused by their parents than their local counterparts. Low academic performance, delinquent behavior, family economic adversity and low parent attachment put migrant adolescents at increased risk of both psychological and physical maltreatment, and neighborhood disorganization was significantly related to psychological aggression among migrant adolescents. The findings confirm that child abuse perpetuated by parents is a serious problem in Mainland China, especially among migrant families, and implications for policy and practice are discussed.     

浅析流动儿童乡村文化认同危机

从欧洲的文艺复新开始,文化认同经历了无数的更迭与变化,在教育现代化的背景下,中国乡村文化受到了极大的冲击。随着科技的进步,网络成为了促进社会生产和改变生活的重要手段。在多元文化的冲击下,城市文化被标上了时髦、先进、科学的标签,流动儿童在城乡文化认同时产生巨大的冲突。究其原因,媒体舆论引导、教育的缺失、乡村文化缺乏创新等现实状态造成了流动儿童对于乡村文化的认同危机,只有在根源处寻求出路,才能缓解乡村文化认同危机。     

农民工子弟学校的现状分析及发展建议

农民工子弟学校发挥着对现行教育体制的补充作用。承担着部分流动儿童义务教育的重要任务,担负着社会转型期特有的历史责任。文中试在分析其现状的基础上,提出相应的发展建议。     

Investing in children: The best way to prevent separation from parents and families

The reliable and disaggregated data on children deprived of family care, living in different forms of public care is essential information to implement the UN Guidelines on Alternative Care of Children and its principle on necessity and suitability. At the same time all needed information and data would also be needed on all forms of support, universal, targeted and specialized services provided or not provided to children and their families locally to prevent separation of children, on different forms of informal care. While there have been many efforts made to prevent institutionalization of children worldwide especially in the most developed countries, placement of children out of their families for different reasons, many of them closely related to poverty is still too often accepted. Some current programs in Europe described in the article can contribute to better implementation of the current policies and recommendations globally, however there is a parallel movement towards emphasizing the need and value of institutional care and the lack of alternatives in many cases, that should also be taken into consideration. More research, evidence and data is needed to defend the arguments for deinstitutionalization.     

农村留守儿童与父母在家儿童个性比较研究

留守儿童群体是我国农民在由农业转向非农业产业、农村大量剩余劳动力向城市转移过程中所带来的"附属产物".留守儿童问题,是当前我国社会转型时期一个独特问题.伴随着农民大量外出务工,留守儿童的成长成才特别是教育问题、心理健康问题日显突出.本文在对农村留守儿童进行全面分析的基础之上,着重对农村留守儿童与父母在家儿童的个性作个案比较研究.     

Perspectives on school readiness in rural Ireland: the experiences of parents and children

In contrast to a burgeoning literature examining the experience and management of children's start to school, much less is known about school readiness in rural Ireland. On this premise, a questionnaire survey was designed to explore the views of parents (n=145) on their child's preschool experiences and readiness for school. Due to a paucity of preschool provision in rural areas, attendance was mainly on a sessional basis with a small number having full weekly attendance and others no preschool experience. In consequence, a considerable number of children start school at four years of age, two years below the compulsory starting age. On reflection, almost one-third of the parents in this study believe their child was too young for school. An important feature of this research is the inclusion of young children (n=22) between four and six years of age in their first year at school. Although the children anticipated differences between preschool and school, the majority found it difficult to adapt to having fewer toys and play opportunities and to the formal curriculum which characterises teaching and learning in infant classes. Zeitgeist and global and national economic factors inform the interpretation of the results.     

Comparing motor development of deaf children of deaf parents and deaf children of hearing parents

Deaf children of Deaf parents perform better academically (Ritter-Brinton & Stewart, 1992), linguistically (Courtin, 2000; M. Harris, 2001; Vaccari & Marschark, 1997), and socially (Hadadian & Rose, 1991; M. Harris, 2001) than Deaf children of hearing parents. Twenty-nine Deaf children in residential schools were assessed to determine if a significant difference also exists in motor development between Deaf children with Deaf parents and Deaf children with hearing parents. In the locomotor area, 78.6% of Deaf children of Deaf parents and 73.3% of Deaf children of hearing parents reached or surpassed average performance levels. In regard to object control, 92.9% of Deaf children of Deaf parents and 93.3% of Deaf children of hearing parents reached or surpassed average performance levels. The study results show no significant difference between the motor development of Deaf children of Deaf parents and Deaf children of hearing parents.     

The understanding heart: aging parents and their favorite children

This paper compares the characteristics of adult children who provide comfort and sympathy and serve as confidants to parents with those whom parents perceive as disappointing. Interview information from 117 couples having children who had left home was analyzed using aggregate and intrafamilial strategies. The latter analyses compared the characteristics of the selected child with those of her or his sibs instead of comparing the aggregate of selected children with the aggregate of their siblings. Differences in the findings from the 2 techniques are discussed. The findings confirmed the importance of daughters who live nearby as understanding children. More important than proximity among the factors influencing parental judgments on disappointing and understanding children were intergenerational shared interests and values.     

进城务工子女学校教师流动问题探析

进城务工子女的教育问题是城市经济快速发展,农村剩余劳动力向城市转移的必然结果。目前,进城务工子女的教育问题日益受到政府的重视,出台了以流入地接收为主的教育政策,但是在现实中大量城务工人员的子女是在私立学校接受教育,存在着教师流动性大、教师待遇差、教师整体素质不高,面对这些问题需要政府、教育行政部门采取有效措施改善进城务工子女学校教师的待遇、加强校长教师培训。     

Writing and writers: the perceptions of young children and their parents

Over the past three decades early writing research has focused on the processes involved as children learn to write. There is now a powerful evidence base to show that children’s earliest discoveries about written language are learned through active engagement with their social and cultural worlds. In addition, the idea of writing development as an emergent process is well established. The study reported in this paper adopted case study methodology combined with an age-appropriate data collection technique in order to explore children’s perceptions of themselves as writers. A focused task using a hand puppet called Baby Bear was used to elicit children’s perceptions. The children’s parents were interviewed to elicit their perceptions of their children as writers. This small-scale exploratory study found that the children had clear perceptions about themselves as writers. There were important links between parents’ perceptions of their children as writers and the ethos for writing they created in the home. It was found that, overall, more positive parental perceptions were linked with more attention to the meaning of children’s writing. It is concluded that early years settings could usefully identify and compare children’s and parents’ perceptions of writing in order to enhance children’s writing development.     

农村高中留守学生教育机制创新的实践研究

基础教育学校的发展从外延规模的扩张走向内涵质量的提升已成为一种必然选择。高中留守学生是学校的一个重要组成部分,他们的学习和成长是学校教育环节中不可分割的一部分。笔者认为学校首先要转变教育观念,针对当前学校对高中留守学生关注不够,教育他们的方式单一的问题,笔者提出十条具体措施,创新高中留守学生教育机制,增强了农村高中对留守学生的教育实效性。