Investigation Report on Left-behind Children in Zhuzhai Village, Weiqiu Township, Yanjin County, Xinxiang City

Zheng Wei [Abstract] The problem of left-behind children has now become a social issue. Based on the needs of the project and our strong sense of social responsibility, we conducted on-the-spot investigations and visits to the left-behind children in Zhuzhai Village, Weiqiu Township, Yanjin County, Xinxiang City. With the help of local people, teachers and the government, our practice team members had face-to-face conversations and communication with the children, and went deep into the homes of typical left-behind children for home visits, while visiting the village and the villagers' homes. Through surveys of left-behind children and raw materials collected online about left-behind children, we have mastered some of their commonalities, and have a clear understanding of their parenting education issues and have written survey reports.

[Keywords] Basic situation, reasons, problems, suggestions

I. The basic situation of the survey object Zhuzhai Village is a relatively special rural area with relatively backward economy, convenient transportation, migrant workers, and planting industry as the main source of income. There are about 1,000 people in the village, 50% of migrant workers, and 57% of left-behind children. Farmers have less land, and more and more migrant workers have abandoned farming and chose to make a living. Therefore, the phenomenon of left-behind children is very common.
The purpose of this survey is to examine the living conditions of left-behind children from the perspective of the left-behind children's parenting education. That is to say, through the parenting education of left-behind children, the educational status, living conditions and psychological status of left-behind children in the area are reflected. On the basis of the investigation, this paper analyzes the needs of left-behind children's parent-child education, and puts forward reasonable suggestions for the settlement of left-behind children's parent-child education, in order to contribute to the future development and construction of our country.
Second, the cause of the problem of "left-behind children"
1. The rural surplus labor transfer and the urban-rural dualistic education system are the root causes of the problem of “left-behind children”. The root cause of the rural “left-behind children” problem lies in the deep contradictions brought about by the urban-rural dual structure management. With the rapid development of industry and the tertiary industry, the rural surplus labor force is transferred to urban areas in large numbers. Contradicting with the state's policy of encouraging rural surplus labor transfer is the long-established urban-rural system and compulsory education system in urban and rural areas. Although working, living and living in the city, it enjoys a completely unequal treatment with urban residents. Therefore, this directly leads the migrant workers to leave their children in the countryside and be supervised by the elderly.
2, parent education, the most important is the emotional aspect. The long separation of parents and children leads to communication barriers between them. This is the direct cause of the problem of “left-behind children”.
Many “left-behind children” were forced to separate from their parents at an early age. They could not establish a harmonious parent-child relationship with their parents in the early stage. In the long-term life with grandparents or other relatives, their needs and emotions often could not be received by their loved ones. This will inevitably have a negative impact on the development of their prosocial behavior, and it will also cause them to have many psychological problems. Some parents, because they have been working outside for a long time, are embarrassed about their children. They often compensate for the spiritual care of their children through a large amount of material satisfaction, such as money and materials. These children lack effective guidance and supervision in spending money. Misleading them by making them wrong.
Third, the main problems of the growth of "left-behind children" We found that the left-behind children in the survey generally have three basic characteristics: one is unattended, lack of guardianship; the second is incomplete, lack of tutor; the third is away from parents, lack Caring.
First, in terms of life: compared with other children, they lack the care of their parents and are easily affected in terms of nutritional status and physical health. Especially at a young age, the child's parenting and protection is more important. If you can't live with your parents, the problem is much easier. Most of the left-behind children are now supervised by their relatives or older generations, and some left-behind children do not even have guardians.
The second is psychological problems: due to the lack of family, emotional and psychological care, many children lack the object of confiding and seeking help, and rarely contact with the outside world. In the survey, we found that these children actually want to be with their family members. This is their biggest wish. Because they can't live with their parents, over time, some children have a sense of separation and strangeness with their families. The inner closure, emotional indifference, and even the solitude of behavior also exist to varying degrees. It is prone to personality defects and psychological problems. Obstacles.
The third is the education problem: During our visit, we learned that because parents go out to work, housework and even some farm work are on the left-behind children. The children's study time cannot be guaranteed, and the academic performance is somewhat reduced. Temporary guardians have not enough help to supervise their children's learning, improper methods, and even some guardians let them go, which ultimately makes these children feel tired of learning and abandoning their studies. The enrollment rate of left-behind children in rural children is relatively high, while the national stage is declining. More children have the idea of ​​only wanting to finish the middle school.
The fourth is moral issues: in the process of children's growth, parents' preaching and emphasizing have important guiding effects, which often affect their children's life. Many behavioral habits and moral literacy of children are formed in the family. Because they can't be with their parents and lack timely guidance and help, some wrong behaviors and practices can't be corrected in time, and it is easy to develop some bad habits and moral conduct. The proportion of left-behind children in the area is 57%, which is a big hidden danger.
Fourth, the proposal to solve the problem of left-behind children's education
1. Enhance the communication between parents and children in the family, and build as much as possible with the children to create a good living environment for the children, not only to meet the children's material needs, but more importantly to cultivate children's scientific habits and correct Outlook on life and values; don't unilaterally value your child's academic performance, but also pay attention to the development of children's comprehensive ability and quality. In response to the serious problem of single-parent guardianship and intergenerational guardianship among rural left-behind children, the parents should be informed of the correct educational concept. Parents and schools should adapt to the development of the situation and open temporary guardian training classes to strengthen the guidance of parental education.
2. Establish and improve the archives of left-behind children in schools.
Timely inform the guardians and parents of migrant workers about their growth and form a situation of school and family common education. The teacher should assume part of the responsibility of the parent or guardian, communicate with the left-behind children, increase the level of intimate trust, and give more care and positive guidance.
In order to facilitate communication with left-behind children, you can open a family-friendly hotline. In order to facilitate the communication between parents and their children, and to weigh the pros and cons, it is best to establish closed education.
3. The society cleans up the social environment and strengthens the supervision of the surrounding environment of the school, especially Internet cafes, game halls, video halls, etc. These bad social environments are very attractive to children with poor self-control and are easy to go astray.
In short, the problem of left-behind children is a comprehensive issue that involves both education and psychological, social, legal, and economic aspects. If these problems cannot be solved in a timely manner, it will not only affect the growth of children, but also affect whether their parents can work outside the home, and further affect the safety of the society and stabilize the hidden dangers. Therefore, the fundamental way out for the education and growth of left-behind children in rural areas is that the whole society can recognize the seriousness and importance of this problem, so that everyone can care for, help, support left-behind children, and improve the countryside from spontaneous, conscious, and organized. The level of education creates a good social environment for the healthy growth of left-behind children, so that the flowers of the motherland are full of vitality and look forward to the day of full bloom.
Zheng Wei [Abstract] The problem of left-behind children has now become a social issue. Based on the needs of the project and our strong sense of social responsibility, we conducted on-the-spot investigations and visits to the left-behind children in Zhuzhai Village, Weiqiu Township, Yanjin County, Xinxiang City. With the help of local people, teachers and the government, our practice team members had face-to-face conversations and communication with the children, and went deep into the homes of typical left-behind children for home visits, while visiting the village and the villagers' homes. Through surveys of left-behind children and raw materials collected online about left-behind children, we have mastered some of their commonalities, and have a clear understanding of their parenting education issues and have written survey reports.

[Keywords] Basic situation, reasons, problems, suggestions

I. The basic situation of the survey object Zhuzhai Village is a relatively special rural area with relatively backward economy, convenient transportation, migrant workers, and planting industry as the main source of income. There are about 1,000 people in the village, 50% of migrant workers, and 57% of left-behind children. Farmers have less land, and more and more migrant workers have abandoned farming and chose to make a living. Therefore, the phenomenon of left-behind children is very common.
The purpose of this survey is to examine the living conditions of left-behind children from the perspective of the left-behind children's parenting education. That is to say, through the parenting education of left-behind children, the educational status, living conditions and psychological status of left-behind children in the area are reflected. On the basis of the investigation, this paper analyzes the needs of left-behind children's parent-child education, and puts forward reasonable suggestions for the settlement of left-behind children's parent-child education, in order to contribute to the future development and construction of our country.
Second, the cause of the problem of "left-behind children"
1. The rural surplus labor transfer and the urban-rural dualistic education system are the root causes of the problem of “left-behind children”. The root cause of the rural “left-behind children” problem lies in the deep contradictions brought about by the urban-rural dual structure management. With the rapid development of industry and the tertiary industry, the rural surplus labor force is transferred to urban areas in large numbers. Contradicting with the state's policy of encouraging rural surplus labor transfer is the long-established urban-rural system and compulsory education system in urban and rural areas. Although working, living and living in the city, it enjoys a completely unequal treatment with urban residents. Therefore, this directly leads the migrant workers to leave their children in the countryside and be supervised by the elderly.
2, parent education, the most important is the emotional aspect. The long separation of parents and children leads to communication barriers between them. This is the direct cause of the problem of “left-behind children”.
Many “left-behind children” were forced to separate from their parents at an early age. They could not establish a harmonious parent-child relationship with their parents in the early stage. In the long-term life with grandparents or other relatives, their needs and emotions often could not be received by their loved ones. This will inevitably have a negative impact on the development of their prosocial behavior, and it will also cause them to have many psychological problems. Some parents, because they have been working outside for a long time, are embarrassed about their children. They often compensate for the spiritual care of their children through a large amount of material satisfaction, such as money and materials. These children lack effective guidance and supervision in spending money. Misleading them by making them wrong.
Third, the main problems of the growth of "left-behind children" We found that the left-behind children in the survey generally have three basic characteristics: one is unattended, lack of guardianship; the second is incomplete, lack of tutor; the third is away from parents, lack Caring.
First, in terms of life: compared with other children, they lack the care of their parents and are easily affected in terms of nutritional status and physical health. Especially at a young age, the child's parenting and protection is more important. If you can't live with your parents, the problem is much easier. Most of the left-behind children are now supervised by their relatives or older generations, and some left-behind children do not even have guardians.
The second is psychological problems: due to the lack of family, emotional and psychological care, many children lack the object of confiding and seeking help, and rarely contact with the outside world. In the survey, we found that these children actually want to be with their family members. This is their biggest wish. Because they can't live with their parents, over time, some children have a sense of separation and strangeness with their families. The inner closure, emotional indifference, and even the solitude of behavior also exist to varying degrees. It is prone to personality defects and psychological problems. Obstacles.
The third is the education problem: During our visit, we learned that because parents go out to work, housework and even some farm work are on the left-behind children. The children's study time cannot be guaranteed, and the academic performance is somewhat reduced. Temporary guardians have not enough help to supervise their children's learning, improper methods, and even some guardians let them go, which ultimately makes these children feel tired of learning and abandoning their studies. The enrollment rate of left-behind children in rural children is relatively high, while the national stage is declining. More children have the idea of ​​only wanting to finish the middle school.
The fourth is moral issues: in the process of children's growth, parents' preaching and emphasizing have important guiding effects, which often affect their children's life. Many behavioral habits and moral literacy of children are formed in the family. Because they can't be with their parents and lack timely guidance and help, some wrong behaviors and practices can't be corrected in time, and it is easy to develop some bad habits and moral conduct. The proportion of left-behind children in the area is 57%, which is a big hidden danger.
Fourth, the proposal to solve the problem of left-behind children's education
1. Enhance the communication between parents and children in the family, and build as much as possible with the children to create a good living environment for the children, not only to meet the children's material needs, but more importantly to cultivate children's scientific habits and correct Outlook on life and values; don't unilaterally value your child's academic performance, but also pay attention to the development of children's comprehensive ability and quality. In response to the serious problem of single-parent guardianship and intergenerational guardianship among rural left-behind children, the parents should be informed of the correct educational concept. Parents and schools should adapt to the development of the situation and open temporary guardian training classes to strengthen the guidance of parental education.
2. Establish and improve the archives of left-behind children in schools.
Timely inform the guardians and parents of migrant workers about their growth and form a situation of school and family common education. The teacher should assume part of the responsibility of the parent or guardian, communicate with the left-behind children, increase the level of intimate trust, and give more care and positive guidance.
In order to facilitate communication with left-behind children, you can open a family-friendly hotline. In order to facilitate the communication between parents and their children, and to weigh the pros and cons, it is best to establish closed education.
3. The society cleans up the social environment and strengthens the supervision of the surrounding environment of the school, especially Internet cafes, game halls, video halls, etc. These bad social environments are very attractive to children with poor self-control and are easy to go astray.
In short, the problem of left-behind children is a comprehensive issue that involves both education and psychological, social, legal, and economic aspects. If these problems cannot be solved in a timely manner, it will not only affect the growth of children, but also affect whether their parents can work outside the home, and further affect the safety of the society and stabilize the hidden dangers. Therefore, the fundamental way out for the education and growth of left-behind children in rural areas is that the whole society can recognize the seriousness and importance of this problem, so that everyone can care for, help, support left-behind children, and improve the countryside from spontaneous, conscious, and organized. The level of education creates a good social environment for the healthy growth of left-behind children, so that the flowers of the motherland are full of vitality and look forward to the day of full bloom.