At present, there are mainly two kinds: one is intergenerational guardianship, that is, grandparents or grandparents, and there are many ways to supervise "left-behind children". For this kind of guardianship, parents who go out are more at ease. But this kind of guardianship has insurmountable problems in the process of children's growth.
First, due to consanguinity and consanguinity, guardians often adopt doting discipline. Give more material and life satisfaction and too much tolerance, and less spiritual and moral control and guidance.
Second, there is a big age gap between grandparents and grandchildren, and their concepts are different. Their views on many things are often very different, and the "generation gap" is obvious, making it difficult to communicate with each other. Generally speaking, grandparents often educate their grandchildren with their own growth experiences, with conservative ideas and simple educational methods. Today's children are well-informed, like to catch up with new trends, seek excitement and innovation, and do things in an eclectic way. The old people's ideas and educational methods are hard to be accepted by their grandchildren. Coupled with the old age, lack of energy and poor health, some elderly people still have several "left-behind children", which is really beyond their power.
The above situation shows that it is difficult for grandparents to undertake the responsibility of guardianship education. The second is the guardianship of the previous generation, that is, the guardianship mode raised by parents' peers, such as uncles, aunts, uncles and other relatives or others. Because the object of guardianship is not his own son, the guardian will inevitably have some concerns in the process of raising and dare not strictly discipline him. In this way, the guardianship of the previous generation mostly belongs to material and laissez-faire discipline, which is easy to develop children's wayward psychological behavior. For sensitive children, it is easy to feel dependent on others, thus forming a timid, withdrawn and introverted character.
The relationship between left-behind children and their parents
From the phenomenon of parent-child separation and poor supervision of left-behind children, we can see the current survival crisis of children, as well as the hidden development risk that is temporarily invisible due to the lack of family affection and emotional indifference and has a more important impact on children's life.
A considerable number of left-behind children's families, although the family structure has not broken, both parents have children, but the fact that both parents or one of them is far away from the children has greatly changed the above characteristics of the family: the face-to-face relationship between parents and children, high-frequency interaction and the influence in daily life have been greatly weakened or even disappeared. Therefore, the positive influence of family on children is bound to be greatly reduced in effect.
Due to the lack of affection, insecurity, guidance and positive emotional interaction and psychological support between parents and children, families of left-behind children will inevitably lead to more psychological and behavioral problems, which will have a very adverse impact on children's lives in the long run.
Causes of left-behind children's learning disabilities
Left-behind children generally have poor learning. What is the reason?
Because these "left-behind children" have poor long-term learning initiative and their family education can't keep up, these children have a hard time learning. Despite the supervision and restraint of teachers during school. But when they got home, their grandparents didn't supervise them well, which led these students to develop the habit of tightening up and loosening up. Schools and families can't form a joint force of education, which has little effect. Personally, I think that in order to alleviate the current situation of these "left-behind children", we must mobilize students' enthusiasm and initiative in learning. How to do this? We should change the traditional education mode, apply participatory teaching methods, let students participate in the teaching process, form interaction with teachers, try our best to mobilize students' creative thinking, make the classroom atmosphere active, make students study happily and diligently, and gradually get rid of their previous weariness, thus improving learning efficiency and academic performance.
The problems encountered by "left-behind children" in the process of education are far more than the above. Some of them have to face the pressure of life and the ridicule of their peers (children whose parents are divorced and stay in the countryside). After a long time, it will cause subtle psychological harm and influence to children, and more seriously, it will affect children's future life. Therefore, it is very important to educate them, especially family education, to make their study and living environment relaxed and tense, and to make their childhood life full of interest. This is also the unshirkable responsibility and obligation of our educators and parents.
Mental health problems of left-behind children
Among the psychological problems left by left-behind children, lack of security is the biggest psychological hidden danger.
Children's attachment to parents is determined by the characteristics of parent-child relationship. Children can get a sense of security from their parents, which is a sign of stable parent-child relationship and a basic condition for maintaining a healthy psychology. After the mother leaves, the child will have separation anxiety, which will lead to the emotional crisis of the child, and it will be manifested in the form of sudden depression or anxiety in later life, which has nothing to do with the current life pressure. Therefore, the formation of children's early attachment and contact with their parents will affect their lives. Many studies on left-behind children show that the detection rate of psychological problems of left-behind children is significantly higher than that of non-left-behind children, which is not unrelated to the destruction of their attachment and lack of security.
Lack of imitative objects affects correct social cognition. Children who have been separated from their parents for a long time can communicate with their parents through modern communication means such as telephone and video. Although grandparents or other relatives live together, they have not lived with their parents for a long time, and their feelings about family life and parent-child communication are often incomplete, which greatly affects the correct social cognition.
Lack of positive emotional interaction leads to personality alienation. Left-behind children have largely cut off direct contact with their parents or one of them. Without the intimate family environment created by parents and children, children are prone to loneliness, inferiority, indifference and even self-abandonment. Over time, their personality development will be distorted, and the health and happiness of personal life will be seriously damaged.
Psychological counseling for left-behind children
For left-behind children, most of the time is spent in school. Therefore, it is particularly important to strengthen the management and supervision mechanism of the school and adopt appropriate psychological counseling methods.
First of all, as a school, we should make full use of holidays, hold parent-teacher conferences for left-behind students, and have extensive exchanges with parents, so that the psychological influence of left-behind children inside and outside the school can be combined; Pay attention to the ideological and moral construction of left-behind children, use lively and interesting extracurricular activities to continuously improve their legal and moral concepts and cultivate a healthy and positive psychological state; Strengthen the mental health education of left-behind children. In schools with a large number of left-behind students, it is suggested to set up psychological counseling centers, carry out mental health surveys, and offer courses of psychological counseling activities to help them solve various puzzles and problems, guide them through the critical period of their lives, and help them develop harmoniously and healthily.
Secondly, as teachers, we should use the form of home visits, especially those left-behind students, to deeply understand their living conditions and psychological dynamics and provide targeted psychological counseling; At the same time, such students should be encouraged and supported to speak more in class and praise their achievements publicly to make them feel confident. Students should also be encouraged to communicate with them more, study together and play together to improve their withdrawn and introverted personality.
Finally, from the perspective of classmates, adopt a "one-on-one" assistance system. Let the students help each other and exchange ideas. There is no scruple among peers. Only in this way can we promote common progress, help those left-behind students find their place and restore their lively and cheerful nature.