(1) security issues. Although left-behind children have some guardians, the guardians entrusted by their parents, such as elders, relatives and surrogate parents, cannot effectively supervise their children due to various reasons such as age, economy and life. Moreover, they often think that as long as they feed and warm their children, they have fulfilled their guardianship responsibilities, and the rest are children's schools. Therefore, after school and holidays, when teachers can't supervise, left-behind children become absolute.
A free man can do whatever he wants. We know that children often lack the awareness and ability of self-protection. Parents are not around, without their direct care and education, children are often vulnerable to attacks by some lawless elements. In addition, because parents are not around their children, children lack the warmth and care of their families, which leads to many cases of children committing suicide. ?
(2) Psychological personality problems. According to most surveys on left-behind children, mental health and personality development are the most common and prominent problems for left-behind children. Due to the lack of opportunities for left-behind children to communicate with their parents, there is a serious sense of "family hunger", and other guardians can not replace the complete guardianship duties that parents should perform. Therefore, when left-behind children encounter different situations such as success, failure, progress, depression, sadness, loneliness, etc., they have no trusted elders to talk to and guide them, and often they can only handle them by themselves. Especially when encountering setbacks, they are unwilling to communicate with their guardians, and tend to go to extremes in psychology and personality, resulting in the following problems:
1, inferiority, self-abandonment, lack of self-confidence and self-motivation. Unwilling to communicate with others, introverted and not cheerful. It is easy for teachers to cry when talking to them. ?
2. Self-esteem is too strong, inner sensitivity, discipline and criticism by teachers, relatives and friends, and it is easy to produce strong rebellious psychology. I always feel that someone is bullying him, haggling over every ounce and being unsociable. ?
I feel resentment towards my parents. I think my parents abandoned themselves to make money. I don't understand my parents going out. Parents went home and even deliberately alienated them. Psychologically. Good family atmosphere and harmonious parent-child interaction play an important role in promoting the formation of healthy psychology. The existing research reflects the psychological problems of left-behind children from different aspects. ?
The mental health problems of left-behind children are: (1) withdrawn and introverted. Due to the lack of parental care and poor communication channels, it is difficult for left-behind children to express their true thoughts to the outside world, and it is easy to form autistic psychology; In addition, in the process of communication with peers, left-behind children can't get timely guidance of their own ideas because of the explicit and implicit reality gap, and are prone to serious inferiority and frustration. (2) indifference and lack of trust. Left-behind children who have not been taken care of by their relatives for a long time are gradually indifferent to their families. According to the survey, 18% children think that their relationship with their parents is "weak", and 4 1% children say that they only contact their parents by telephone, and the main content is "asking for money". Some left-behind children even say that they regard their parents as "cash machines". The lack of family care, children grow up in a lack of warm environment, so that children do not know how to enjoy love and care for others; The lack of psychological support, children can not get the encouragement and affirmation they deserve, which leads to low self-confidence and even low expectations for success. (3) it is narrow-minded. Left-behind children realize the hardships of life too early and that their parents are forced to go out to work because of their livelihood, which is easy to produce the consciousness of social injustice. Therefore, their understanding of society will be more gray, and they will have a psychological tendency to hate others and society. This makes them prone to narrow understanding and excessive behavior when they understand and solve problems. ?
Left-behind children are extreme, suspicious, lonely, introverted, lack of self-confidence, easy to be sad, and their consciousness is worse than others. From the perspective of personality types, left-behind children are unstable and maladjusted, accounting for 38%, and stable, adaptive but negative adaptive 18%. Left-behind children have a strong desire for power, love and belonging, and their needs mainly come from family and society. The biggest difference between left-behind children and non-left-behind children is in the field of unmet needs, family and love needs. Left-behind children are significantly higher than non-left-behind children, but they have not reached a significant level in other 2 1 aspects such as power demand. It shows that the demand of left-behind children from family field is much stronger than that of non-left-behind children. They are more eager for the care of their parents than non-left-behind children, and pay more attention to emotional communication and understanding with their parents. ?
(3) Moral conduct. Left-behind children are generally preschool children, primary school students and junior high school students, who are at a critical moment of psychological growth. If grandparents raise education from generation to generation, it often means that illiterate people will raise children; And entrusted to relatives to take care of, relatives generally think it is inconvenient to discipline too much or often ask questions, after all, not their own children; However, due to the limitation of educational conditions, rural teachers pay very limited attention to each student. Therefore, because left-behind children have been in this situation for a long time, it is easy to have negative changes in their behavior habits, and it is difficult to correct them in time. Some even have serious violations of law and discipline, which seriously affects their healthy growth. Morality. Left-behind children can't feel the emotional care and care of their parents because their parents have been away for a long time, and they lack due guidance in values, ethics and behavior demonstration. In addition, there are many disadvantages in intergenerational education itself, such as connivance and indulgence, emphasizing material satisfaction over moral education, and because of the particularity of rural environment, left-behind children are prone to negative changes in moral evaluation and behavior habits. Mainly manifested in laissez-faire, disobedience to orders, violation of school discipline, petty theft, watching bad videos, indulging in online games, or ganging up with classmates, combining with troubled youth in society, smoking, drinking, gambling, robbery and so on. , and finally embarked on the abyss of sin. Zuo's survey found that 13% of left-behind children usually have the habit of lying; 15% of people have had bad behaviors such as stealing money, destroying public property, smoking and drinking. According to statistics, nearly 20% of teenagers who have committed crimes over the years are such children. Left-behind children are in a critical period of establishing ideals and understanding life. If they can't get help from their parents in their ideological understanding and values, they will easily deviate from their outlook on life and values, and some even go on the illegal road. ?
(4) learning problems. Those children raised by grandparents can't get help and guidance in their studies because of their low educational level. The father or mother who stays at home undertakes all the housework and field work alone, and has no time to pay attention to their children's study. The vast majority of migrant workers choose to leave their homes to go out to work, hoping that through their own efforts, their families' lives will get better and better, their children will receive a good education and have a bright future, and they will no longer go their own way. However, it often backfires. According to some surveys, most left-behind children's grades are generally or below average. Of course, some left-behind children study hard, but their parents' expectations are too high and their children are under great pressure to learn. Once they encounter setbacks, they will easily collapse. Some children, because of poor self-control, have no one to urge them to study, and are influenced by the outside world. They think that learning is the same or different, and they are not interested in learning. Left-behind children are in the golden age of learning. They should receive a complete education in a good family and social environment and make continuous progress in their studies. However, due to the lack of effective supervision by parents, it is difficult for left-behind students to form good study habits. There are often cases of not completing homework, playing truant and dropping out of school. According to the survey results of Sichuan Women's Federation in 2005, the enrollment rate of rural 14-year-old left-behind children is only 88%, while among junior high school dropouts, the proportion of left-behind students is high. 60%, 9 1% and only 6% have achieved excellent results. It is particularly noteworthy that some left-behind students are tired of learning and become a new group of lost students. According to the sampling survey of several rural junior high schools, the calculation of the final exam results of the first semester of the 2008-2009 school year in Grade Three1Class 6 shows that there are great differences between left-behind children and non-left-behind children in their academic achievements. The average excellent rate of academic performance of left-behind children is only 4.8%, while that of non-left-behind children is as high as 16.7%. The gap between left-behind children in learning shows that children of this age are in the stage of gradually forming independent personality and the critical period of socialization process, and their learning consciousness has not yet been formed stably. Therefore, parents' care, supervision and providing necessary conditions are important prerequisites for children to make progress in their studies?
Third, how to solve the problem of left-behind children in rural areas?
The problem of left-behind children in rural areas will not only endanger the healthy growth of these children, but also have a greater negative impact on rural education and social development. It is of great significance to solve this problem. The solution of this problem will contribute to the real implementation and quality improvement of nine-year compulsory education in rural areas. The solution of this problem depends on the joint efforts and cooperation of family, school, society and government. ?
? (1) From the perspective of family education.
First of all, before entrusting a guardian, parents should carefully consider whether the entrusted person has guardianship ability, such as physical, economic, ideological and moral status. If the client is very old, in poor health and limited ability, then this kind of entrustment is not only meaningless, but even harmful. Secondly, parents should care, educate and guide their children in their hometown in all aspects of study and life, such as calling their children, their clients and teachers more often to ask about their basic situation. Third, if possible, try to take children to their work places and let them grow up beside them. Now the state has been taking measures to solve the problem of migrant workers' children going to school. Fourth, parents should be good at educating their children about the experience of going out to work in an appropriate way. At present, people pay more attention to the difficulties faced by left-behind children. But in fact, there is huge educational wealth behind staying behind. If parents who go out to work can educate their children about the hardships and hardships of life away from home, as well as the advanced deeds of various efforts and struggles, from this perspective, the connection between parents and children is not weakened but strengthened. Therefore, it should be the main measure to strengthen the communication and exchange between left-behind children and their parents by taking all kinds of positive experiences of parents going out to work as educational media. ? Finally, improve parents' educational awareness of their children. Parents are children's first teachers, and parents have the greatest influence on children. Parents should do their best to cultivate their children's sound personality, healthy physique, good moral character and excellent talents. Therefore, parents should have a broad vision and long-term planning in this regard. When the material conditions are basically satisfied, we should think more about the next generation and care more about their growth and development. The author believes that children in compulsory education should have at least one parent left behind, which is conducive to the cultivation of children's character and the improvement of academic performance. On the one hand, parent-child relationship directly affects children's personality development. Parent-child relationship and early family education are the core and main motive force of children's socialization and personality development, which have a decisive influence on children's development. On the other hand, there is a clear relationship between parent-child relationship and children's academic performance. Children's learning difficulties can be caused by poor family environment and poor parent-child relationship. For children with learning disabilities, family resources have a significant impact on their learning motivation; Learning motivation also has a significant impact on cognitive level; Family environment, parents' relationship and parents' simplification strategies have a slight influence on cognitive level; Family resources of children with learning disabilities have a causal relationship with learning motivation and cognitive level. ?
(2) From the perspective of school education. School education should be the main channel to influence the growth of left-behind children. Strive to make school education, social education and family education form a joint force. This requires that school education should not only complete the education of left-behind children at school, but also consciously extend the life of left-behind children outside school to make up for their life vacuum outside school and promote their healthy development. In this regard, schools should give full play to their educational advantages, pay special attention to contact and communication with parents, and improve parents' understanding of education. For students whose parents go out to work all the year round, teachers should increase home visits, or report their children's study, life and thoughts to their parents by telephone or letter, and provide targeted education and guidance. In view of the moral behavior deviation and psychological obstacles of left-behind children, psychological counseling and psychological correction are carried out regularly. At the same time, the school can hold class meetings around the families of left-behind children to guide students to form a correct understanding of the phenomenon of parents going out to work; Parents who go out to work can also be invited to attend the class meeting. Left-behind children can understand and respect their parents and form a correct outlook on life through the narration of working experience and the direct communication between migrant workers and students. ?
(3) From a social point of view. Compared with ordinary children, left-behind children are more easily influenced by the surrounding bad environment because of the lack of restraint, communication and guidance in their living environment. Therefore, we should mobilize all social forces to create a good external environment for the healthy growth of left-behind children in rural areas. Although school life is one of the most important lifestyles of left-behind children, any factor in the whole social life will directly or indirectly affect the growth and development of left-behind children. Therefore, it is necessary to strengthen the cultural construction of rural villages and towns, vigorously rectify the surrounding environment of the campus, severely crack down on illegal internet cafes and video game rooms, eradicate the poison of various mental pollution to children, and let rural primary and secondary school students receive education and edification in a good environment. ?
(4) From the perspective of the government. To completely solve the problem of left-behind children requires the concerted efforts of all departments and governments at all levels. Horizontally, ministries and commissions should coordinate and perform their duties, such as public security, news and other government functional departments, and should earnestly perform their functions and jointly undertake the responsibility of education and protection of left-behind children with schools. From a vertical perspective, the central, provincial and local governments should coordinate policies and resources to effectively solve this problem. For example, the relevant government departments should guide and educate rural parents who work in cities, strengthen the family education concept of migrant parents, and let migrant parents learn the correct way to communicate with and educate their children, and give full play to their unique educational functions. The government should take the initiative to bear the corresponding responsibilities and make preparations in advance. In rural areas where conditions permit, local governments can create conditions to establish boarding schools, and try their best to provide accommodation convenience for left-behind children while making them feel warm among teachers, classmates and other groups.