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本文采用问卷调查与个案访谈相结合的方法,对鄂西北农村208名留守儿童的家庭教育状况进行了研究探讨。文章从当前家庭教育“喜”与“悲”二个方面对留守儿童的家庭教育状况进行了全面分析,并在此基础上提出了针对留守儿童家庭教育中存在问题的主要对策。 相似文献
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《青春岁月:学术版》2017,(11)
留守儿童问题是学界和社会共同关注的焦点问题和热门话题。农村留守儿童问题,从本质上来说是农村儿童作为社会弱势群体的生存问题。已有的资料对地处鄂西北山区的十堰市农村留守儿童的研究相对较少,对留守儿童家庭教育缺失对其成长影响研究则更为薄弱。基于此,笔者将研究视角定位于十堰市农村留守儿童家庭教育,以期通过对十堰市农村留守儿童的家庭教育状况的调查,发现留守儿童家庭教育问题之所在。 相似文献
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农村留守儿童由于父母外出务工,直接导致了其正常家庭教育的缺失。家庭教育的缺失使留守儿童在基本生活、人身安全、心理、道德等方面呈现或潜伏着一些问题。农村留守儿童家庭教育缺失的主要原因在于家庭结构不完整造成的教育功能弱化、隔代教育代沟明显、教育者和受教育者角色意识模糊,以及留守家庭教育文化氛围缺失等。要解决农村留守儿童家庭教育缺失的问题,需要留守儿童家庭、学校和社会共同做出努力。 相似文献
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《青春岁月:学术版》2017,(1):160-161
丽江市的边疆少数民族地区,因经济社会发展较为滞后,外出务工人员增多,导致留守儿童也逐渐增多。留守儿童的家庭教育主要存在三个方面的问题,即:父母监护角色缺失,家庭教育碎片化、临时化,父母教育理念及方式存在误区。为了有效解决这些问题,该研究提出一系列对策:首先,要以政府为主导,突破城乡发展不平衡的二元社会结构;其次,学校应加强对留守儿童的关爱与照顾,以弥补家庭教育的不足;第三,应积极开展社区活动,营造温馨环境,对留守儿童的社会化过程予以正确合理引导;第四,应强化对监护人的教育培训,帮助他们树立正确的教育挂念,掌握科学的教育方法。 相似文献
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《青春岁月:学术版》2013,(16)
随着城市化、工业化进程加快,越来越多青壮年农民进城务工,农村出现了大量留守儿童,留守儿童问题成为人们关注的焦点。本文以广东省梅州市、清远市、韶关市、肇庆市等地的农村留守儿童为调查对象,通过问卷调查和个案访谈的方式对广东省留守儿童进行调查。经分析发现,广东省农村留守儿童的教育状况存在一定问题,家庭教育存在缺位,社会教育存在缺陷,同时学校教育多只注重知识教育,也无法满足留守儿童新的教育需求的矛盾。面对这一矛盾,笔者将试图从留守儿童、监护人、社会、学校四方面去分析矛盾产生的原因及解决对策,为幸福广东的建设出一份力。 相似文献
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《青春岁月:学术版》2017,(15)
家庭教育是所有教育的起点和基础,而家庭中的道德教育是人一生中最重要的教育阶段,是良好的人格和高尚品德形成的关键。本文试图通过问卷法和访谈法,主要阐述当今农村社会留守儿童在家庭教育过程中出现的道德失范问题及所产生的影响。以此引起农村家庭和相关部门对留守儿童的相关问题的重视,使得留守儿童的家庭教育真正达到理论学习与道德品质同步的效果。 相似文献
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近年来,随着我区农村劳动力不断向城市及沿海发达地区转移,农村留守儿童数量也呈现逐年递增的态势,并逐渐形成了一个庞大的群体。由于父母长期不在身边,这些孩子在成长的过程中,在学习生活、家庭教育、心理成长等方面都存在着这样或那样的困难和问题。因此,农村留守儿童问题已经成为社会各界关注的焦点,共 相似文献
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With China's urbanization and its development in market economy, mass rural-to-urban migration greatly expanded over the past decades. Consequently, migrant and left-behind children have greatly increased in number. Using data from the 2011 Survey on Social Integration of Migrant Children in Wuhan, China, this study examined psychological and behavioral problems of migrant and left-behind children. Results showed that left-behind and migrant children had poorer psychological and behavioral outcomes than local children. However, the difference disappeared after controlling for family and school characteristics. The findings provided implications on improving psychological and behavioral outcomes of migrant and left-behind children through family intervention and education policy reform. 相似文献
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留守儿童问题从诞生之日起蕴含的实质就是对留守儿童平等发展权赤裸裸的剥夺,破译留守儿童问题的实质就是解决留守儿童平等发展权问题,用“发展权研究范式”取代“问题研究范式”才能跳出既有研究框架的窠臼。以平等发展权的崭新视角审视留守儿童平等发展权尚未厘清的核心理论,集留守儿童主体因素、权利的客体因素、平等发展的内容因素、留守儿童权利体系的地位因素于一体定义留守儿童平等发展权.从人权分析三要素对留守儿童平等发展权的构造进行鼎新阐释,探析留守儿童平等发展权的人权特征及其人权本原,既是发展权理论的丰富、发展和创新,又是严重匮乏的留守儿童平等发展权理论建构的奠基性环节。 相似文献
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樊文军 《中国妇女(英文版)》2020,(2):33-35
一支铅笔、一个书包、一句暖心的话语、一份用心的陪伴,就能为留守儿童和困境儿童带去关爰与温暖。由全国妇联、教育部等部门联合开展的“把爱带回家”双百万结对寒假特别行动,把爰的阳光洒进了孩子们心间。 相似文献
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This study investigates how growing up as a left-behind child due to parents’ labor migration in China is associated with adolescents’ cognitive and socioemotional development, based on data from the China Family Panel Studies. We find that adolescents do worst when both parents are absent in all developmental indicators we examined: short-term and long-term word recall tests, numeracy test, self-concept, and self-expectation of educational attainment. However, the differences between left-behind children and those in rural two-parent families are not statistically significant. Left-behind adolescents do have significantly lower well-being than those in urban two-parent families. These differences can largely be accounted for by father's education, family spending on the adolescent's education, quality of parenting, and the social support available to an adolescent. The gap in Chinese adolescents' development is, thus, not so much related directly to how many parents one grows up with as it is to whether one grows up in a rural or urban environment. 相似文献
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Abstract For many middle‐income Asian families from the region's less developed countries, the education of children in a more developed country has become a major ‘project’ requiring the transnational relocation of one or more members of the family. As an aspiring global education hub, Singapore has been a recipient of many international students. In our article we examine the case of ‘study mothers’ from the People's Republic of China who accompany their children to Singapore during the course of the latter's study, while leaving their spouses at home. In the analysis we demonstrate that the transnational ‘project of education’ for these young Asian children hinges crucially on the notion and realization of the ‘sacrificial mother’. Unlike the women in elite Chinese transnational families who enter western countries as potential citizens and are able to regain their relatively privileged lifestyles after a period of transition, the study mothers are admitted to, and remain in, Singapore as transient sojourners whose lives are characterized by continuing challenges and fluidity. 相似文献
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Killian Mullan 《The British journal of sociology》2019,70(3):997-1024
This paper examines change in school‐age children’s (8–16 years) time use in the United Kingdom between 1975 and 2015. Over this period, concerns for children’s safety, technological change, and increased emphasis on success in school are widely argued to have altered children’s daily lives, leading for example to less time outdoors, more time in screen‐based activities, and more time focused on education. Using data from three national time use surveys collected in 1974–5, 2000–01 and 2014–15, this paper explores the extent to which these arguments reflect actual change in how children spend their time throughout the day. The results show that between 1975 and 2015 children increased their time at home, and spent more time in screen‐based activities and doing homework. Decreases in time in out‐of‐home activities were concentrated in time in unstructured play, partially offset by increased time in sport. A decomposition of trends revealed that, despite a narrowing of the gender gap in time in housework, gender remains a significant factor determining many aspects of children’s time use. In contrast, the significance of age declined in most leisure activities, with the exception of screen‐based activities where significant age differences emerged in 2000 and widened further in 2015. 相似文献
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May-Britt Solem 《Child and Adolescent Social Work Journal》2013,30(1):61-78
As a corrective to an unbalanced focus on children’s problem and diagnoses, this study addresses the importance of recognizing the place of parenting within the context of clinical social work. Sixteen parents of children with or without behavioural problems were selected according to parents’ appraisal of the child-rearing situation, children’s problems and ages, parents’ marital status. The main finding was the seriousness of the situation for parents who have other problems in addition to a child’s behavioural problems. Knowledge of variations in family structures and normal family processes are important to prevent clinical cases from always being seen as deviant. 相似文献
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Philip Garner 《Children & Society》1996,10(3):187-196
Recent changes in provision for children who have been excluded from school have involved the establishment of Pupil Referral Units (PRUs). This paper proposes that many of the difficulties which face both teachers and young people working in PRUs are replicating problems that have traditionally existed in segregated education. Using the views of young people who have been excluded from school and those of their teachers it notes the similarities between current provision and the ‘off-site units’ for so-called disruptive children of the 1970s and 1980s. What results, it is argued, represents an often well-meaning but hopelessly inadequate response to the needs of these children. 相似文献
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Katja Uusihakala 《Identities: Global Studies in Culture and Power》2015,22(3):273-287
This article examines a child migration scheme which aimed at permanently resettling British children to Southern Rhodesia during 1946–1962. First, the philanthropic scheme was framed in terms of child welfare; it sought to benefit selected children by removing them from their homes and resettling them at Rhodesia Fairbridge Memorial College, a boarding school and children’s home. Second, the scheme aimed at advancing Empire building more broadly by increasing the number of white citizens in Africa. The article considers how the Fairbridge scheme distinctively combined physical and social mobility. The children were expected, through first-class education, to rise to privileged positions, thus maintaining the colonial, racially segregated social hierarchy. By focusing on implicit forms of education at the boarding school, analysed as a ‘Goffmanian’ total institution, the article considers the ambiguous intents and outcomes of a very particular project of colonial social engineering. 相似文献
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Johan Vanderfaeillie Frank Van Holen Femke Vanschoonlandt Marijke Robberechts Tim Stroobants 《Children and youth services review》2013
Due to prior experiences of trauma and abuse, many foster children have behavioral problems. The placement of the child in a family foster home is expected to reduce the behavioral problems. However, this expectation is seldom met and mostly behavioral problems increase or remain stable during placement. Research on the development of behavioral problems in foster children is scarce. Moreover, most of the research results are situated on a group level, which obscures the development of problem behavior on a case level. This study investigated the development of problem behavior of 49 foster children on a case level and the association of global, contextual, familial and child factors with the increase or decrease of problem behavior. Over a two year period 18 foster children had more, 23 just as much and 8 less problem behavior. An increase was associated with the use of more negative parenting strategies by the foster mothers. A decrease was related to the use of supportive parenting. Support of foster parents aiming at reducing the use of negative discipline practices and promoting the use of supportive parenting may have a positive effect on the development of foster children. 相似文献