This paper analyzes the present situation of children's ability development in poor rural areas and its influencing factors. The results show that the ability development of poor children in rural areas is not optimistic, far behind the development level of children of the same age in cities, and the phenomenon of insufficient ability development is very common, which is embodied in cognitive ability, social communication ability, self-care ability, language ability and fine motor ability. The level of children's ability development in poor rural areas is significantly related to their formal preschool education. In order to promote the ability development of rural children, we must increase the investment in rural preschool education, improve the service quality of rural preschool education, and encourage parents to send their children to regular preschool education institutions to receive preschool education, thus narrowing the gap between urban and rural education at the starting point and promoting the all-round development of rural children.

First, ask questions.

No matter what standards are adopted, there is a huge gap between urban and rural education in China.

Second, research methods.

In order to ensure the representativeness of the data, we selected children by random sampling during the investigation, and the test subjects were children aged 4-5 in poor rural areas, because children at this stage can already communicate with investigators with the help of their parents.

Third, the research results and analysis

(A) There are huge differences between urban and rural preschool children's ability development.

According to the survey data, there are great differences in the development of urban and rural children's abilities in preschool education.

(B) The development of preschool children in poor rural areas is absolutely lagging behind.

Through the analysis of the total score of the ability development test of poor rural children, we find that the ability development of poor rural children is not only worse than that of urban children, but also backward in absolute sense.

(c) The ability development of preschool children in poor rural areas has not improved with age.

When we compare the development of 4-4.5-year-old children and 4.5-5-year-old children in poor rural areas, we find that with the growth of children's age in poor rural areas, the ability development of children in poor rural areas has not been improved, or even deteriorated.

(d) Whether to receive formal preschool education has a great influence on children's ability development and school adaptation in poor rural areas.

For the children aged 4-4.5 in the sample, the test results show that the average score of the ability development test of children receiving formal preschool education is 7 1, which is slightly higher than the critical value of 70 points representing the development lag.

(e) The educational level of mothers has an important influence on the level of children's ability development.

According to relevant international research literature, the factors affecting children's ability development include not only whether they receive formal preschool education, but also some observable personal and family characteristics.

Four. conclusion and suggestion

The results of this study show that there is a huge gap between urban and rural education, and this gap has existed as early as the preschool education stage. As a result, the ability development of children in poor rural areas is obviously insufficient, generally far behind children of the same age in cities, and it is difficult to meet the needs of the next stage of education. In the future, governments at all levels and education departments should pay more attention to preschool education for poor rural children to ensure that poor rural children can better prepare for the next stage of education.