Left-behind children survey report

XX County is an agricultural county with five mountains, one water and four fields. The county has a total population of 407,000 and the agricultural population accounts for 75.4%. The number of migrant workers in the county is 43,043, of which 7,317 are left-behind children in rural areas, and the number of left-behind children is relatively large. The emergence of the problem of left-behind children has not only become a worries for migrant workers, but also has a huge impact on the healthy growth of the growing minors. In order to fully understand the status of parental education of rural left-behind children in XX County and promote the parental education of left-behind children, since 2006, the XX County Women's Federation has conducted two investigations on the status and supervision of rural left-behind children in the county. A large number of townships issued questionnaires, and the second was a comprehensive survey of 267 Chinese small and kindergartens in the county. The results of the census show that there are a total of 9,545 left-behind children in the county, including about 7,317 rural left-behind children. Some of the small left-behind children in China have exceeded 50% of the total number of students in school. More than 50% of these children have different levels of life and helplessness. Difficulties and problems such as moral misconduct, unbalanced heart, and lack of timely care for sickness. In conjunction with this investigation, the relevant situation of "left-behind children" is reported as follows:

First, the overall status quo

1. Left-behind children are widely distributed. In this survey, among the 45,740 children in our county, there are 7,317 rural left-behind children, accounting for 16%, of which 3,624 are girls. There are 4,643 left-behind children working outside the home, accounting for 63% of left-behind children; 2,674 left-behind children working outside the home, accounting for 37% of left-behind children; and 783 migrant children living with their parents. In order to increase income and get rich, more and more migrant workers are working, and the number of left-behind children has also increased year by year.

2. The vast majority of left-behind children are single-parent guardianship or intergenerational guardianship. Among the left-behind children surveyed, 63% of the left-behind children are working outside the parent and one is at home. More than 49% of them are fathers working outside the home, mothers working at home, and raising children. Among them, 31% of left-behind children are parents and work outside the home, their grandfather or grandparents are raised, 3% are entrusted to relatives and friends, and 3% are boarding at school.

3. Left-behind children can basically complete the learning tasks as required. 70% of left-behind children said that their parents are very hard. About 80% of the children can finish their homework on time, and they have stronger self-care ability. More than 70% of the students have moderate or low academic scores, and the scores are excellent.

4. The behavior of left-behind children is poor. Among the left-behind children surveyed, the behavioral habits accounted for 35%, and the middle accounted for 55%. Among them, lying, fighting, lazy, indulging in games, internet, smoking, drinking, gangs, participation in theft, robbery 10%.

Second, the existing problems

Since parents are working outside for a long time, single parents who are staying at home are also busy with housework and farm work, communicate with children less, communicate less, and care less about their children, let alone their due parental education. Therefore, left-behind children have more problems in life, study, behavior and even psychological than children of the same age.

1. Academic performance is average. Due to the low cultural level of the temporary guardians, the inability to counsel the children to learn, or the lack of this awareness, re-cultivation of light education, so that the learning of left-behind children can not be effectively supervised and guided; in particular, both parents work in the field, from the Agong Amo Or the grandparents and other generations of relatives to look after, most of the heavy guardian education, even the left-behind children spoiled, let go of themselves; coupled with the child's own self-control ability, can not resist the bad temptation in modern society, tired of learning, skipping school or even dropping out of school Something happened. In the survey, we found that less than 10% of the 7317 left-behind children in the county were outstanding, and more than 70% of them had moderate or low grades.

2. Intergenerational education is not in the heart. According to the survey, the left-behind children's family education accounted for more than half of the family. Because the age difference between the ancestors and the grandchildren is generally around 50 years old, and the ancestors are mostly low-educated, most of them are illiterate or semi-literate, and their ideas and grandchildren are very Big gaps, it is difficult to communicate with children, some have to do farm life to maintain life, there is no time to monitor children, some are weak and sick, unable to supervise children, and some look after several grandchildren who have no energy to supervise their children, combined with lack of scientific parenting education. Knowledge often only meets children's material and life needs, lacks spiritual and moral education guidance, and even spoils and let go.

3. The character development is not perfect. Temporary guardians generally only eat and wear, are unwilling to manage education or are not good at management education, which causes some left-behind children to lack long-term family and parent education, and develop a self-willed, indulgent and casual personality. China's niche is in a period of rapid development of mind and body. It has its own understanding and understanding of its own changes and interpersonal relationships. Related to this, it also brings some troubles and conflicts. They have no channels to talk to, and guardians have no time to take into account their emotional and emotional changes, leaving left-behind children with a lack of minimum opportunities to communicate with their parents. The relationship between parents and children is an extremely important component in the formation of the personality of children from early childhood to childhood and adolescence. Because parents are always outside, the children are lonely, emotionally indifferent, and the parent-child relationship has undergone negative changes, which will have many adverse effects on the healthy growth of left-behind children. In addition, children who grow up in an environment that lacks parental care and a normal family atmosphere often lack security and lack of initiative in interpersonal relationships. Most left-behind children show worries about family economy, parental health and safety, from a deeper level. Look, reflecting the pressure inside the left-behind children.

Third, the factors of formation

Due to the large amount of left-behind children in our county, the scope involved is wide, and there are certain difficulties in the work of left-behind children. It requires the cooperation of many aspects of society to complete. Our county has made certain work for left-behind children. The efforts of the left-behind children are mainly due to the following aspects:

1. Social reasons. The number of floating population is expanding, and the trend of family flow is becoming more and more obvious. However, the urban-rural dual structure makes it impossible for migrant workers who work in cities to take care of their children for a long time because of the urban-island isolation system and the household registration system. The accompanying children are free or low-cost admissions, and they must be barriers formed by the system of entrance exams and joint entrance examinations. Migrant workers can't afford the high cost of children's enrollment, and the problem of entering the school can not be solved in the simple school of migrant children's schools. The choice of textbooks in different places makes the children of these groups face the dilemma that the educational content of the two places cannot be connected after the transfer. Directly promoted the emergence of this group of left-behind children.

2. Family reasons. The trade-off between economic income and children's education is unbalanced. In order to improve family life, more and more farmers have left the land and worked in cities to make a living. They hope that their lives will get better and better, and they hope to provide more abundant economic support for the next generation of growth. When there is a conflict between going out to work and children's schooling and education, they often choose the former. Among them, there are both reasons for life stress and reasons for educational awareness. But the result of different reasons is the same: to make children grow up in incomplete families and grow up in the flow--left-being-flowing changes. At the same time, from the parents' perspective, there is a gap between the parents' educational ability and the children's educational needs. Parents who go out to work are busy working day-time, have no time and energy to ask their children's learning, and are confused, demanded, connected, and interested in children. There is even less attention. The father or mother who stays at home is busy with housework. The education concern for the child is limited to letting the child complete the homework, and the parent education is basically blank. Chinese small students who are in a period of rapid development of mind and body have too many problems to solve for their study, life and their own changes, but families cannot fully give them spiritual support and intellectual answers.

3. Teaching reasons. Due to the incompatibility between educational content and curriculum setting and children's physical and mental development, coupled with the incomplete family life, left-behind children have more confusion and problems in psychological development. They need more help and guidance from the school. They need to compensate for the negative impact of the lack of parent-child relationship on the healthy development of their personality through teachers and collective warmth. However, due to various educational constraints, school conditions, and teacher resources, rural schools rarely offer specialized psychological courses and special psychological teachers. They also have little or no organization to educate students and survive. Education, safety education and legal education. These educational contents are not only necessary for left-behind children, but also for all children living in an era of rapid social change and rapid media development.

Fourth, countermeasures and recommendations

1. Increase support and optimize the environment for left-behind children to learn and grow. The government and relevant departments should attach great importance to the problem of left-behind children, and include the education of left-behind children as an effective measure to solve the education problems of migrant children and promote the construction of new countryside, which is included in the important agenda. It is necessary to increase policy support, strengthen the construction of rural communities, improve the community service function, and establish a network of left-behind children's guardians that combines schools, families, and society. It is necessary to increase the input of rural compulsory education and develop rural boarding schools. For left-behind children who are unprotected, unsatisfied, and unsafe, they can go to boarding schools to study and give them more care to make up for the lack of parenting education for left-behind children.

2. Implement policies to ensure that children of migrant workers enter the school near the inflow. It is the basic measure to solve the problem of left-behind children’s parent education by bringing migrant workers to the inflow areas. According to the General Office of the State Council in 2003, the Ministry of Education’s Opinions on Further Improving the Compulsory Education of Migrant Workers and Migrant Workers in Rural Areas, the competent educational authorities must conscientiously implement the main inflows and public schools to solve the problem of migrant children’s schooling. The "two main principles", the school should try its best to accept the children of migrant workers to enter the school, and cancel all unreasonable charges, treat each student equally, and strive to create conditions for migrant children to receive education, and continuously reduce the number of left-behind children in rural areas.

3. Improve school education and build a school supervision network. For the special group of rural left-behind children, the school should give them more spiritual care in addition to the teaching of knowledge and the management of academics. Establish a special file for left-behind children to learn more about their family status and mental status, and pay attention to their growth and changes. In 2006, the County Women's Federation, with the cooperation of the education department, first established the XX County No. 4 Middle School as an example, and established a model school for left-behind children and migrant children. This is to let these students live on campus, and teachers give them special care. Ways to understand the child's ideological dynamics, to make up for the negative impact of the lack of parent-child relationship on the healthy development of their personality. Now the school has 3 left-behind classes and nearly 160 students.

4. Seriously perform their duties and give full play to the important role of the Women's Federation in the work of left-behind children. Women's federations at all levels should give full play to the functions of coordination, maintenance, education and service and their work advantages in the family, vigorously carry out the publicity and education of care for left-behind children, and continuously optimize the social environment for the survival, protection and development of left-behind children in rural areas. We must conscientiously fulfill our duties of guiding and promoting parenting education, focus on strengthening the parental education of left-behind children in rural areas, vigorously develop the tutoring service network for rural and community parenting education steering committees, parent schools, etc., and further standardize the construction and management of rural parent schools. Improve teaching methods, innovate activities carriers, carry out various forms of left-behind children's parent-child education and publicity activities, strengthen the education guidance of migrant parents and left-behind children guardians, and truly assume the responsibility and obligation to educate children.