Model essay on children's family education 1: ways to improve the quality of migrant children's family education
Abstract: Family education is the most basic education for children. For migrant children, good family education can not only promote their physical and mental health development, but also improve their academic performance and promote their integration into school. Actively carrying out family education guidance, cooperating with schools, enhancing the family cultural capital of migrant children and building a social support system are effective ways to improve the quality of family education of migrant children.
Keywords: migrant children; Family education; Effective way
The Research Report on the Situation of Left-behind Children in Rural Areas and Migrant Children in Urban and Rural Areas released by the All-China Women's Federation in 20 13 shows that the number of migrant children in China has reached147,200, an increase of 3.47 million over 2005. As a special vulnerable group in the city, migrant children have made great progress in receiving school education, but the situation of family education is not optimistic. Family education is a basic education, especially for migrant children, which cannot be replaced by school education and social education. Therefore, how to improve the quality of family education for migrant children is an urgent problem to be solved.
First, the importance of family education for migrant children
(A) Good family education can promote the mental health development of migrant children.
Migrant children are integrated into the city with their families. Facing the unfamiliar environment, they can only seek comfort and encouragement from their families. Family education includes family atmosphere, parents' quality, parents' educational concepts and methods, etc. Good family education can play a positive role in the psychological development of migrant children, which is extremely important for their ideological development.
(B) Good family education can improve the academic performance of migrant children.
The parents of migrant children generally have a low level of education and their educational concepts are often relatively backward. The expectation of children's academic performance is often pinned on the school, and the sense of responsibility is not high, and the encouragement of children's learning is often ignored. Good family education can discover the advantages of children, praise and encourage them; At the same time, it will correct children's shortcomings in a way that children can easily accept and increase their self-confidence. Positive and confident children often behave positively in school and get good academic results.
(3) Good family education can promote the school integration of migrant children.
Research shows that the level of urban integration of migrant children and their parents is positively related to the quality of their family education. The higher the level of migrant children and their parents' economic, cultural and psychological integration into the city, the higher the quality of their family education, and vice versa [1]. Good family education can not only promote the level of parents' urban integration, but also promote the level of children's urban integration, thus improving the self-confidence of migrant children and better integrating into school life.
Second, an effective way to improve the quality of family education for migrant children
(A) to carry out family education guidance
The purpose of family education guidance is to update parents' educational concepts and improve parents' educational methods. Guiding the family education of migrant children can not only improve their parents' educational ability and promote their development, but also safeguard the fairness and justice of education and ensure that migrant children enjoy a comprehensive and equal education. To effectively guide family education, we can start with the establishment of parent schools. Education departments and schools should effectively guarantee the actual implementation and operation of parent schools and ensure the quality and quantity of activities. Secondly, teachers need to give full play to their professional advantages to help parents of migrant children master scientific educational concepts and improve their educational ability; Finally, parents can really appreciate the significance of education through various activities.
Home-school cooperation
Home-school cooperation refers to the joint efforts of families and schools to educate students, so that schools can get family support when educating students, and parents can also get school guidance when educating their children [2]. Home-school cooperation can help families and schools learn from each other's strong points, find and solve problems in the education process of both sides in the process of operation, and provide better education for the growth of migrant children. Effective home-school cooperation requires the joint investment of families and schools, which makes home-school cooperation institutionalized and routine. From both sides, schools should regularize home-school cooperation, let parents regard home-school cooperation as the routine work of schools, and let parents participate habitually; Schools should institutionalize home-school cooperation and let teachers regard it as part of their daily work. In this process, teachers and parents should open their hearts and actively cooperate to make the cooperation between home and school develop in an orderly way.
(C) to enhance family cultural capital
French sociologist Pierre? PierreBourdieu believes that cultural capital refers to any tangible and intangible assets related to culture and cultural activities. In the sense of family education, family cultural capital includes family cultural atmosphere, parents' education methods, family books, videos, paintings, parents' diplomas, professional qualifications and so on. Bourdieu attaches great importance to the role of family cultural capital in children's academic achievements. The academic benefits of educational behavior depend on the cultural capital invested by families in advance? [3]。 Family cultural capital is particularly important for migrant children, and enhancing the family cultural capital of migrant children can directly increase their cultural self-confidence. To enhance the cultural capital of migrant children's families, firstly, the government and society should provide a platform for migrant children's parents to become citizens, especially in employment, and should ensure their fair employment, help them seek better economic income and social status, and indirectly increase the cultural capital of migrant children's parents; Secondly, parents of migrant children should also make their own efforts, usually read more books and newspapers, learn more updated educational concepts and methods, and accumulate and enhance their cultural capital.
(d) Establishing a social support system.
Migrant workers' families belong to outsiders in the city, but their contribution in the city cannot be underestimated. Facing the educational difficulties of migrant workers' families, we believe that we should establish and improve the social support system, provide services and help for migrant workers' families, make them feel the social concern of the city, increase their sense of belonging to the city, promote the social integration of migrant workers' families, and then promote the healthy growth of migrant workers' children. To build a social support system for migrant children's families, we need the power of the government to ensure the existence of the social support system by playing the role of overall planning and guidance and formulating policy documents. Secondly, the community and other social voluntary forces need to play the role of action and work together to provide concrete help for floating families. The family education of migrant children is not only related to the healthy growth of this special group of migrant children, but also related to the healthy growth of the next generation of the motherland, which is a comprehensive social problem. Improving the quality of family education for left-behind children requires the joint efforts of the government, society, schools and families, as well as our patience and time to contribute to the growth of floating children.
References:
[1] Zhou Guangju. Investigation on the current situation of family education of migrant children [J]. Journal of Jiangsu Institute of Technology, 20 14(5):6-20.
[2] Ma Zhonghu. Home-school cooperation [M]. Beijing: Education Science Press, 1999.438+052.
[3] (France) Bourdieu. Cultural capital and social alchemy [M]. Bao, Shanghai translation: Shanghai People's Publishing House, 1997.
Children's Family Education Fan Wener: Reflections on the Family Education of Left-behind Children in Rural Areas
Abstract: With the advancement of urbanization in China, tens of millions of farmers have left their homes and flocked to the cities to seek survival. At the same time, on a large scale? The group of left-behind children followed. Because of the separation of parents and children, this long-term family model of parent-child separation hides many problems. At present, the family education of left-behind children has become a major social problem to be solved urgently. The main purpose of this paper is to analyze the problems existing in the family education of left-behind children and put forward countermeasures to improve the present situation.
Keywords: left-behind children; Family education; Solution countermeasures
20 13 in may, the all-China women's Federation released the research report on the situation of left-behind children in rural areas and floating children in urban and rural areas in China, which pointed out that the number of left-behind children in rural areas in China has exceeded 60 million, and the number will continue to rise [1]. According to the data of the sixth national census in 20 10, there were 6 1025500 left-behind children in rural areas, accounting for 37.7% of rural children and 21.88% of the national children [2]. The long-term separation of parents and children has brought negative effects on children's growth and development. In the process of children's growth, family education is the foundation and plays an irreplaceable role in every critical period of children's development. However, the educational problems caused by improper family education affect children's physical and mental development, personality and morality, hinder the improvement of the quality of the national population and restrict the civilization and progress of society.
First, the problems in the family education of left-behind children
1. non-ideal family education model
A sound family is an important prerequisite for the healthy development of children's body and mind, but for left-behind children in rural areas, it is an extravagant hope to live with their parents and have heart-to-heart talks. The problems in the family education of left-behind children do not happen overnight. First of all, they are embodied in several non-ideal family education models. This family education mode is that one parent of the child goes out to work. In the countryside, by? Men are in charge and women are in charge? Under the influence of traditional ideas, it is common for mothers to accompany left-behind children. Such a family model is easy for children to live in? Single parent family? Anxiety and anxiety. At the same time, because of the heavy farm work and trivial housework, the left-behind party often has no time to communicate with the children, which leads to the children often hesitating when they encounter problems, and over time, they have formed a withdrawn and indifferent character. Secondly, these parents usually have low cultural quality and lack timeliness and scientificity in their children's learning guidance. This family education mode is that some parents of left-behind children leave their children in the custody of grandparents after going out to work at the same time. Like this? Intergenerational education model? It further weakens the function of family education. Are you online? Intergenerational education model? In the environment, the generation gap? Problems often lead to differences of opinion between grandparents and children, especially in the case of deviation in children's personality and psychological development. Older grandparents are often difficult to detect, and when children have disputes with others, they blindly take sides to meet the various needs of children. This kind of intergenerational doting psychology is not conducive to the left-behind children to develop good behavior habits, and it is easy to lead to the children's overbearing and independent personality characteristics. Finally, at? The previous generation education model? The family education of children growing up in middle school is even more worrying. On the one hand, it is difficult for close relatives and friends to grasp the education of left-behind children, and being too strict can easily bring depression and resistance to children; Too loose is likely to cause children to drift with the tide, which is not conducive to the formation of a correct outlook on life, world outlook and values for left-behind children.
2. Parental role participation is negative.
In family education, the roles of father and mother are equally important and irreplaceable. Hetherington and other studies believe that fathers play an important role in children's development, especially in his self-identity. Father helps children communicate with their mothers psychologically. Separation? Teach them to control their impulses, learn various norms and rules, and help mothers avoid handling the relationship between her and her children excessively emotionally [3]. Family education needs the participation of mothers, but more importantly, it calls on fathers to devote more time and energy, because a good father will try his best to show things outside his mother's life in front of children and become a guide and source of strength for children to explore new fields [4]. The reality is that the parents of left-behind children in rural areas have weak awareness of family education. For example, some mothers leave home when their children are still in infancy and go home to visit their children once a year or two. Some mothers don't even reunite with their children during the Spring Festival. For another example, parents of left-behind children think that going out to work is to create a better reading and living environment for their children. Do these parents often? Pay more attention to academic qualifications than education? It is believed that giving money is nurturing and teaching, and some people blindly meet children's material needs in order to make up for the sense of being absent. They think that material satisfaction can be exchanged for children's family comfort. But? Companionship is love? The lack of parental companionship will bring mental harm to children. As time goes by, some parents who have been working outside for a long time place their hopes on their grandparents, relatives and friends at home and teachers at school. On the one hand, they lack emotional communication with their relatives in spirit, on the other hand, the realistic living conditions run counter to the original ideal life in material terms. These people can't find a sense of belonging in a strange city, and the opposite sex companions who also work in the city have become their goal of finding a sense of belonging. Temporary couple? The phenomenon has risen. In such an environment, the parents of those left-behind children have no time to take care of their living conditions, and their role in family education is even more negative.
3. Lack of targeted guidance in school education
Family education plays a fundamental role in children's growth and development, while school education plays a leading role in children's growth and development. Compared with family education, school education affects children's physical and mental health development more professionally, systematically and comprehensively. But the reality is that some schools blindly pursue the enrollment rate; The education of left-behind children mainly focuses on their common development rather than their individual needs; Lack of targeted attention to left-behind children who need key help. Ignoring the family status of left-behind children is the fundamental reason why schools are out of touch with their parents, especially in economically underdeveloped areas. On the one hand, there is a lack of excellent and responsible teacher resources, on the other hand, parents and school teachers lack understanding and communication about their children's study life and physical and mental development, which leads to the disconnection between family education and school education.
4. Lack of effective social education support
Social education plays a decisive role in children's growth and development. The help and support from all walks of life is conducive to promoting the socialization development of left-behind children and the formation of sound personality. However, the reality is that there is a lack of systematic institutions to provide effective help for left-behind children. In addition, due to the backward economic construction and low education level in rural areas, the role of rural community education service system is minimal. The lack of social education for left-behind children weakens the decisive role that society should play in the education of left-behind children, and even causes some left-behind children who have embarked on the society to feel confused and helpless when facing the choices at all stages of their lives, which intensifies the contradiction between their own cognitive style and problem solving.
Second, how to effectively improve the family education of left-behind children in rural areas
1. Promote policy adjustment to alleviate the problem of migrant workers' children going to school.
All regions should take the actual situation as the basis, adjust measures to local conditions, strive to increase local employment, encourage, guide and help workers to find jobs or start businesses on their own, and develop the local economy; Take political and economic measures to increase the development of county economy, improve farmers' living conditions and create as many jobs as possible, so that migrant workers have good employment choices in their hometowns, thus narrowing the real income gap between urban and rural areas and realizing the local transfer of rural labor [5]. The government should encourage and guide migrant workers to return home to start businesses, increase jobs and improve the flexibility and diversity of migrant workers' employment choices. In addition, the dual household registration management system of urban-rural separation is the key to solve the problem of migrant workers' children going to school. For example, provide left-behind children with the opportunity to go to school normally with their parents in the inflow area, build new public schools for left-behind children where conditions permit, and reduce the tuition fees for left-behind children. Only by solving the school problem of left-behind children can they end their left-behind life and return to their parents' arms.
2. Improve the role identity of parents.
Improve the role identity of parents as parents, so that parents of left-behind children can establish a scientific concept of family education. Christian, the famous French youth program host? Dr. Shpits once advised parents: Cultivate your children and spend more time with them, because the comfort and care of family members will help them grow up [6]. 1. Should the parents of left-behind children change? Giving money is nurturing and teaching? Only by communicating with children regularly, cultivating children's emotions, keeping abreast of their physical and mental development trends, and establishing mutual trust with children, can children turn this kind of companionship love into a driving force to motivate themselves, and can they avoid turning their parents' preaching into deaf ears in the critical period of development. Therefore, parents of left-behind children should keep stable contact with their temporary guardians and school teachers in order to keep abreast of their development trends and share scientific and reasonable educational methods. Second, when communicating with children, we should pay attention to avoiding too long time interval, adopting various communication methods and paying attention to the healthy development of children's body and mind. Parents are the first teachers of the children. Only by strengthening parent-child awareness and their sense of identity with their roles can parents help the next generation form a correct family concept.
3. Integrate family education, school education and social education.
? Successful education is the result of school education, family education and social education, which should not be neglected? [7]。 Only by forming three educational forces can children's own socialization be promoted. Therefore, when there are problems in the family education of left-behind children, school education and social education should give timely help and support. First of all, in the process of school education, teachers should pay attention to the physical and mental health development of left-behind children, cultivate children's moral literacy and promote the development of sound personality. Secondly, in the daily management of the school, we should give more help and care to the left-behind children, such as establishing updated population flow files for their families; Make effective use of the opportunity for parents of left-behind children to go home to visit relatives, communicate with parents about their children's recent academic achievements and psychological development, and tell parents that family care is the key to untie their hearts. In the school curriculum, it is necessary to set up courses that are conducive to strengthening the family awareness of left-behind children, teach them scientific methods of getting along with their families, cultivate children's good behavior habits of dealing with others, and gradually form family awareness, so that they can gradually understand their parents' behavior of going to work in cities psychologically, and transform this understanding and yearning for their parents into initiative in learning and autonomy in life. Good family awareness is conducive to the formation of a harmonious family atmosphere, which will promote the formation of a good interpersonal atmosphere in the whole society. Finally, the rural community education consultation service center and the left-behind children's activity center should be added, so that the left-behind children can form a positive and optimistic attitude towards life and a sound personality while interacting with others. Family education of left-behind children in rural areas needs extensive attention and support from all walks of life. Family education legislation is only a condition to promote family education. Only by combining family education, school education and social education can children's physical and mental health and all-round development be truly promoted.
References:
[1] Xinhuanet. All-China Women's Federation: There are more than 60 million left-behind children in rural areas of China.
[2] Research Group of All-China Women's Federation. Research report on the situation of left-behind children in rural areas and floating children in urban and rural areas [R].1996617
[3] Yang, Dong Guangheng. Father's absence on the psychological development of children [J]. advances in psychological science, 2005 (03): 260? 266.
[4] Liu,,. Father's role involvement and children's growth [J]. Foreign Education Research, 2006 (11):13? 18.
[5] Yu Zhou and Yu Yang. The problem of left-behind children from the perspective of social management innovation theory [J]. Science and Technology Entrepreneurship Monthly, 20 13 (08): 167? 168.
[6] Zou, Luo Chunxian. The role of family education in children's growth [J]. Literacy Education Forum (Teacher Edition), 20 10(03).
[7] Huang Xiaohui. Reflections on the lack of family education for left-behind children in rural areas [J]. Contemporary Education Forum, 2006( 10).
Related articles of children's family education papers:
1. Children's Family Education Papers
2. Primary school family education papers
3. Research papers on children's socialization based on family education function.
Present situation and countermeasures of family mental health education for children aged 4.3-6
5. The role of family education in the development of primary school students' self-awareness.