Problems and improvement methods of preschool education for left-behind children in rural areas I. Basic status quo of preschool education for left-behind children in rural areas
Left-behind children in rural areas refer to those children whose parents go out to work in cities and leave their children in rural areas. According to the survey, 80% of the parents of left-behind children in Fuzhou, Jiangxi Province work outside the home, and about 43% of them are left-behind children, mostly raised and educated by the older generation at home.
Early childhood education refers to the education of children aged 3-6. Broadly speaking, early childhood education refers to all purposeful activities that can affect children's physical growth and cognitive, emotional and personality development under the guidance of adults; Preschool education in a narrow sense refers to the education of kindergartens and other specialized preschool education institutions. Kindergarten education belongs to the school education system in China. Like school education, kindergarten education also has advantages that family education and social education do not have, such as planning and systematization. Early childhood education in this paper is a narrow concept.
(A) Left-behind children's preschool education has not been popularized.
According to a survey in Yangqiao Town, dongxiang county, Fuzhou, from the perspective of parents' going out to work, the proportion of both parents going out to work is the highest, accounting for 32%, followed by the father's going out to work unilaterally, accounting for 19%, and the mother's going out to work alone, accounting for 5%. The total proportion of the three is as high as 56%, indicating that the proportion of left-behind children in rural areas in Yangqiao Town is relatively high.
In the student sample, 53.5% are boys and 46.5% are girls, and the proportion of boys is greater than that of girls. The proportion of children who have attended kindergarten is 39%, which shows that the rate of left-behind children in Yangqiao Town is low. Compared with students who have never attended kindergarten, the excellent rate of students who have attended kindergarten is 205%, which is 15 percentage points higher than that of students who have not attended kindergarten. The proportion of students who have not received kindergarten enlightenment education is as high as 55.74%. It can be concluded that kindergarten education has a great influence on the future study and education of left-behind children.
However, from the attitude of left-behind children in rural areas to kindergartens, 54% left-behind children don't like kindergartens. Left-behind children enter the park late, with an average age of 5 years, and 3-5 years old are generally taken care of by guardians. According to the Guardian, children are too young to learn anything in kindergarten. At the age of 5-6, I am going to primary school, and I am afraid of falling behind. I have to go to kindergarten to lay a good foundation. It is generally realized that school-age children are not allowed to receive preschool education.
(2) Rural areas are dominated by intergenerational guardianship, and their education level is not high.
Through the analysis of the relationship between guardians and children aged 4 ~ 6 years in the questionnaire, it can be concluded that 138 belongs to intergenerational guardianship among the 72 guardians investigated by the author; There are 20 single-parent children, 7 of whom are taken care of by their fathers and 13 by their mothers. Nine people belong to other guardianship types (including relatives, friends or hired people to take care of them instead); There are five guardians of young children who did not fill in this question, that is, the type of guardianship is unknown. Among them, only 10 people have a high school education, 57 people have a junior high school education, 89 people have graduated from primary schools, and 16 people have dropped out of primary schools. Among the left-behind children, the guardianship is mainly from generation to generation, and the education level of their guardians is mostly primary school or junior high school, and the proportion of education level above senior high school is small.
(C) guardians do not pay enough attention to early childhood education
There is a lack of contact between guardians and kindergarten teachers. Among the respondents of 172, as many as 1 16 said that they would not contact the teacher, only a few would contact the teacher once a week, and 36% made it clear that they would only communicate with the teacher occasionally. Guardians of left-behind children in rural areas are very concerned about their education. 66% guardians never contact teachers to find out about their children's schooling. Only 5 12% guardians contact once a week, only 76.5% guardians contact once a month, and only 2 1 18% guardians contact occasionally. From the conclusion, in rural areas, children's education is not valued by guardians.
The number of kindergartens in rural areas is small, the conditions for running kindergartens are poor, and the cost of childcare is high.
There are few kindergartens in rural areas, and it is a long way for left-behind children to go to kindergarten. Most kindergarten school buses are not standardized, which has potential safety hazards, incomplete kindergarten education facilities and low education quality. Admission fee is also a big expense for parents of left-behind children.
For left-behind families in rural areas, the main income comes from the income of young people working outside the home. Generally, rural families have two left-behind children, which means that the tuition fee alone may cost more than 2,000 yuan a year, so many guardians choose not to send them to kindergarten. Most parents generally don't ask about the early childhood education of children aged 4-6, but they are more concerned about their health.
Second, the problems and causes of education for left-behind children in rural areas
(A lack of parental care and care, inadequate family education hindered the development of preschool education in rural areas.
In the process of children's growth, parents are the first enlightenment teachers in their lives. Parents' care and love for children is indispensable in the process of children's growth and plays a decisive role in children's physical and mental health, personality and intellectual development.
Childhood is an important period in which children's concept of right and wrong is initially formed. Therefore, early childhood education is the beginning of children's learning and the basic stage that must be consolidated. At present, in rural areas, many young parents leave their children in their parents' care from birth, and are forced to go out to work under economic pressure, so they can't participate in the training and education of their children since childhood, and they don't realize the seriousness of the direct parent-child loss between themselves and their children. Parents of 3-6-year-old left-behind children in rural areas lack sufficient understanding of the importance of preschool education for their children.
Many left-behind children in rural areas have lived with grandparents or other elders since childhood, and their time with their parents is limited, and their concern for their children's life and study is sometimes beyond their power. It is precisely because of this lack of affection that many left-behind children have developed a withdrawn, introverted and self-centered character since childhood. They don't like dealing with strangers and refused to leave home for kindergarten from the beginning.
(2) There are defects in intergenerational guardianship, which hinder the development of preschool education in rural areas.
In rural areas, although intergenerational support has made many young parents go out to work without worries, there are still some problems. According to the survey, the guardians of left-behind children in rural areas are mostly their grandparents, and most of them are between 50 and 60 years old. They have to undertake heavy farm work and tedious housework, and the elderly are unable to pick up and take care of their children. Due to the lack of labor and other sources of income, taking care of left-behind children has also caused great pain and suffering to grandparents to some extent.
Therefore, due to economic pressure, many guardians choose not to let left-behind children receive early childhood education. In addition, what many grandparents can do is to pay attention to their children's personal safety and keep them warm. They can't pay attention to their children's emotional and intellectual development, and they don't have time to pay attention to their early childhood education.
Although grandparents love their grandchildren very much, they try to eat, wear, be warm and cold. However, due to the low level of education, the backward concept of early education, the lack of educational concepts and new methods, and the overindulgence of children, some children have developed an arbitrary, overbearing, selfish and self-centered character. If the child does not go to kindergarten, the guardian will follow his wishes and will not take things to heart. Most guardians lack conscious family education, and it is difficult to give their children better spiritual nutrition, which will inevitably affect their all-round development.
(3) The management and facilities of rural kindergartens are not perfect, and the quality and quantity of kindergarten teachers cannot be guaranteed.
In rural areas, some places are mountainous and sparsely populated. Due to the shortage of students and inconvenient transportation, some villages have kindergartens and some villages don't, which makes many children unable to enter the park. At present, most kindergartens in rural areas are private kindergartens, and the state finance has not given financial support. Many kindergartens can only be simple and crude, and their management is not standardized. Most of them are for profit, and kindergartens are created at will, regardless of the regulations of higher authorities. The quality of teaching cannot be guaranteed, and the means of transportation are patched together at will, which is prone to safety accidents. At the same time, there is a serious shortage of rural teachers, the treatment of rural kindergarten teachers is low, and the basic rights and interests are not guaranteed, which leads to a large loss of kindergarten teachers.
Due to the particularity of children aged 4-6, a new type of preschool education team with professional knowledge is needed to support rural preschool education. Only when the number and teachers are guaranteed can we provide personalized and targeted education for left-behind children and give them more care and love in life and study.
(D) the government paid insufficient attention to rural preschool education.
After the agricultural tax was completely exempted in rural areas, there was no special financial allocation for the development of early childhood education and no strong supervision over the establishment of rural kindergartens under the tight financial situation of local governments. In rural areas, there is no perfect welfare guarantee system for rural left-behind children, and rural left-behind children in a weak position basically do not enjoy government subsidies. Moreover, some local governments ignore pre-school education and can't show obvious results after investing money. As a result, preschool education investment is insufficient, public kindergartens are lacking, and private kindergartens are lax in supervision when left-behind children in rural families need custody. Let it develop.
For areas with slow economic development, a large number of labor outflows have made the problem of left-behind children prominent, and the government has not taken relevant measures to develop the local economy, guide people to return to their hometowns to start businesses and become rich, and improve the current situation of labor outflows. The local education department has not formulated the relevant early childhood education plan for left-behind children in rural areas, and lacks the overall plan for early childhood education.
Third, to solve the educational problems of left-behind children in rural areas countermeasures
(1) Parents should care about the preschool education of left-behind children.
On education, the role of parents is irreplaceable. In rural areas, while parents are busy making a living, they can't ignore their children's education since childhood, and they must strengthen their educational awareness. The United Nations Convention on the Rights of the Child also clearly states that children should not be separated from their parents unless they are taken care of by a government capable of meeting their welfare. Parents should be fully aware that their care and education are indispensable for their children's all-round and healthy development. Parents should try not to be separated from their children. They can neither spoil their children too much, do everything, nor ignore them. Even if you are separated from your children, you should always keep in touch, pay attention to your children's health and study, and don't create family barriers.
(2) Guardians should change their ideas and attach importance to the early childhood education of left-behind children.
For children's early childhood education, it is reasonable to say that guardians must have certain cultural literacy to satisfy children's thirst for knowledge, and guardians themselves should constantly improve their own cultural quality and psychological quality. However, this requirement is unrealistic for rural areas. After all, the guardians of left-behind children in rural areas are generally the older generation. Their education level is limited, and it is difficult for them to continue to receive education and counseling.
Therefore, in the case of intergenerational guardianship, we ask guardians to change their old ideas about early childhood education and realize the necessity and importance of early childhood education to their grandchildren. Guardians should actively support their children to go to kindergarten, urge them to study on time, cultivate their interest in going to school for education, and improve their enthusiasm for going to school.
Improve rural pre-school education facilities
As the basis of basic education and compulsory education, the government should increase financial subsidies for rural preschool education, encourage, support and guide the establishment of private kindergartens in rural areas, and establish and standardize public kindergartens.
The state should incorporate preschool education into the public education service function, incorporate preschool education funds into the local fiscal budget, increase the proportion of investment, and form a diversified school-running pattern with the government running the park as the main body and the society actively participating. In rural areas, we should do everything possible to introduce excellent preschool teachers, strengthen the mobility and exchanges between urban and rural preschool teachers, and improve the quality of rural preschool teachers. For towns and villages with more left-behind children, is it necessary to establish activity centers or kindergartens with relatively complete children's infrastructure to drive away the loneliness of left-behind children and reduce it? Stay? Harm and promote the normal and balanced development of left-behind children in all aspects.
(D) to speed up the pace of building a new countryside and promote local employment or local transfer of labor.
The government should continuously introduce funds to build new countryside, develop labor-intensive industries, digest surplus labor force, promote and drive local characteristic economic development, let local farmers farm at home, and encourage migrant workers to go home to start businesses, thus reducing the number of left-behind children in rural areas, realizing the mutual promotion of rural economic development and solving the educational management of left-behind children, allowing more children to live with their parents, receiving their care and education, and reducing some social problems such as weak parent-child relationship caused by separation from their parents.
(5) Improve the education mechanism for children of migrant workers and establish? Admission on the spot? Management service mechanism is based on
In view of the problem that it is difficult and expensive for the children of migrant workers to go to school, the municipal government and the education department should actively take measures to solve this problem. First of all, for rural children who are receiving preschool education, they have left the countryside, but the corresponding education funds have not been transferred accordingly, so the city where the children live lacks certain education funds, so the management of education funds budget should be reformed to break through the restrictions of urban and rural areas.
Secondly, on the issue of household registration transfer, children of migrant workers should also have the opportunity to enjoy educational resources and receive equal education. It is precisely because of household registration restrictions that education in rural and urban areas is unfair. Therefore, should the government reform the household registration system, break the boundary between urban children and rural children, reduce tuition fees or cancel public kindergartens? Borrowing fees, sponsorship fees? .