Review of the survey report on left-behind children

Survey location: Wantouqiao Town, Wugang City, Hunan Province

Survey time: December 1 to December 6, 2011

Survey objects: Left-behind children in the town

Survey method: questionnaire, interview, etc.

Purpose of survey: What is the current situation of left-behind children? What are the root causes of the current situation of left-behind children? What exists among left-behind children? What are the outstanding problems? How to solve them? In response to these problems and with various confusions, we conducted this survey. Through investigation and analysis of existing problems in the current situation of survival education for left-behind children in rural areas, we can find out the reasons and put forward constructive suggestions.

Investigation plan:

1. Conduct interviews, talk with left-behind children and their guardians, conduct interviews in some schools where left-behind children are concentrated, and conduct detailed investigations on relevant issues , obtain first-hand information.

2. Organize information, conduct rational analysis and thinking on the interview content, review relevant information, form a social practice investigation report, and propose problem-solving countermeasures and suggestions to families, schools, society and the government.

Abstract: Left-behind children in rural areas are not only a family problem, but also a social issue of concern to all sectors of society. We used a questionnaire for rural left-behind children to conduct sample surveys and on-site visits to rural left-behind children in Wantouqiao Town, Wugang City, and analyzed their family life, study, psychological status, etc., and proposed suggestions from the family, school, social levels and the government provided some suggestions for solving the problem.

Keywords Survey on left-behind children in rural areas of Wugang City

1. Research background

Currently, there are 120 million farmers in my country working and doing business in cities all year round, with children under the age of 14 The number of “left-behind children” in China has exceeded 43.9 million. Among them, there are nearly 20 million left-behind children in rural areas of my country. Our city is a major exporter of rural labor. The problem of left-behind children in rural areas caused by population migration has become a social problem that cannot be ignored in our city. Our city's total population is 810,000, including 198,500 children and 119,100 rural children, the vast majority of whom are left-behind children. Taking Wugang City's Wantouqiao Town as an example, we will investigate and study the current situation of left-behind children. The number of migrant workers in Wantouqiao Town exceeds 61%, and only a handful of migrant workers take their children to school at the work site.

2. Survey process and results

(1) Survey process

1. Preparation stage

(1) Formulating the survey Questionnaire

(2) Determine the researchers and provide relevant training to the researchers

(3) Prepare the questionnaire. ①For the general public (make 200 copies), ②For left-behind children (make 400 copies).

(4) Produce promotional materials related to left-behind children.

2. Implementation stage

(1) Group research-each group of 5-10 people will conduct research in different directions.

(2) Division of work among each group - one person talks, one person takes photos, and the rest record (depending on the actual situation during the actual survey.

3. Summary stage

Summarize the results, gains, experiences, papers and other survey results before December 6th

(2) Survey results

We will analyze the survival and education of left-behind children. A survey was conducted and it was discovered that there are many common problems in the survival and education of left-behind children. Looking at the essence through the phenomenon, it is found that the lack of the three major mechanisms of rural families, schools and society is the key to the emergence of the above problems. The specific manifestations are:

1. In terms of life: lack of parental love

Most of the guardians are elderly, and it is not very convenient for them to move around. It is also difficult to take care of the children. It is difficult to cook three meals for the children. The clothes are quite difficult to wash, and some elderly people have to take care of three or four children. Looking at their thin bodies, one child on the left and the other on the right, it is really heartbreaking.

Because. Although it is rare for left-behind children to take care of themselves, or for older siblings to take care of younger siblings, it does happen occasionally. Because the children are young and have little ability to deal with things, they have to take on the responsibility of managing themselves and their younger siblings. These left-behind children are basically laissez-faire about the burden of housework.

2. In terms of learning: they are less involved in learning.

Most left-behind children are fostered by their grandmothers. Waiting for the elderly home.

Moreover, they are under inter-generational guardianship. The age difference between the grandparents and grandchildren is more than 40 years, and their ideological concepts are very different. In addition, the grandparents are not well educated, and some are even illiterate. It is difficult to guide the grandchildren to study normally, and their cultural level is also different. It is relatively low, unable to help children with learning problems, and unable to effectively manage the life and study of left-behind children. Even if one parent is at home, since the father or mother who stays at home is responsible for housework and field work, there is little time to pay attention to the child's study, and there is relatively less tutoring for the child's study. The guardians of left-behind children are mostly farmers with low educational levels. In addition, they usually have heavy farm work and do not pay attention to their children's learning, resulting in a lack of hard restraint on the children. In addition, insufficient investment in school education, especially in village primary schools, cannot solve deeper problems in teaching.

3. In terms of psychology: lack of correct guidance.

Left-behind children usually behave in a loose manner and go their own way. Some students behave strangely and are immature. Students interact with each other in uncivilized manners and use vulgar language. About 30% of the students have a catchphrase that they call themselves "Lao Tzu." Some left-behind students have poor self-care ability, are disheveled, have dirty clothes, messy hair, etc. The misbehavior of left-behind children is related to the upbringing of left-behind children by their guardians. Most left-behind children are taken care of by their grandparents and lack the love of their parents. Over time, they develop psychological disorders and character defects. In addition, relatives do not dare to strictly discipline the left-behind children they accept for fear of accidents and difficulties in communicating with each other. They have little or no interference with the children's behavior. They only care about the children's food and clothing, and allow the children to develop freely, hoping that they will be able to develop freely when the time comes. Leave a complete person to the parents of the children left behind, and everything will be fine. If left alone for a long time, it is easy for left-behind children to embark on the path of illegal crime, and the crime rate of left-behind children is increasing year by year.

3. Analysis of the current situation of the survey

In the questionnaire for social adults:

(1) In the survey, "Do you know what rural left-behind children are?" ?". 20% know, 30% don’t know, 50% have some impression but don’t know the details. To this end, the government and the media should play an active guiding role, prompt the whole society to pay deep attention to and understand this issue, and use the power of society as a whole to provide more care and help to left-behind children.

(2) According to the survey, the fundamental cause of the problem of left-behind children is the economic poverty and backwardness of rural families and the obvious gap between urban and rural areas. As a result, most rural families have gone out to work in order to improve their living standards. They have been separated from their children in two places all year round, and there is a lack of psychological communication and emotional connection.

(3) The public is willing to have a deep understanding and awareness of the problem of left-behind children. The public believes that the government should play a leading role in the issue of left-behind children, which is a fundamental solution to the problem of left-behind children.

Problems reflected in the questionnaire survey on left-behind children themselves:

1. The number of left-behind children is large. 42.4% have both parents working outside the home; 57.5% have one parent work outside the home. In fact, 59% do not have direct parental supervision, and the total number of "left-behind children" with one parent working outside the country accounts for 80% of the total. These children lack parental care and are, of course, most likely to suffer from lack of character development. In particular, there is a lack of due care and love in their management and living arrangements. As a result, many of their problems cannot be solved in time, which affects their own development, the school and society.

2. Guardianship cannot be implemented. The survey results show that 77.9% of the cases are under the guardianship of grandparents; 21.1% are under the supervision of other relatives, friends and others (unsupervised). The first reason for intergenerational guardianship is that the psychological generation gap is too deep and it is difficult for grandparents and grandchildren to communicate; the second reason is that the grandparents are overly doting and obedient; and the third reason is that they have no educational philosophy; under the guardianship of relatives, as time goes by, the children will make more or less mistakes, and as long as the relatives Criticizing and blaming may lead to psychological estrangement and serious conflicts between them; without supervision, not only will these children feel psychologically insecure, but they may also make mistakes in many things due to uncertainty.

3. Parents have weak affection. 14% of left-behind children have no contact with their parents, and 54% have no regular contact; 12.5% ??have regular phone calls with both parents; only 46% have parents who often call me. The survey also found that 81% do not want their parents to go out to work; 49% of left-behind children feel that they lack security when their parents are not around. Parents' love cannot be replaced by anything. This shows that parents have less communication and communication with their left-behind children, let alone provide proper family education to their children.

In this way, the child feels that he has no foundation, no support, no autonomy and no purpose, like fallen leaves in the sky, and is often at a loss as to what to do.

4. Do housework passively. 90% of left-behind children have done housework, but they are passive, so most of them are tired of housework. This brings psychological depression and specific difficulties to left-behind children.

5. Studying is stressful. 84% of left-behind children feel a lot of pressure to study and feel tired of studying; 36.3% of left-behind children clearly express poor academic performance; 56% cannot be tutored in their studies. Appropriate pressure is beneficial to learning, but pressure on left-behind children comes from many aspects and is too stressful. In this situation, if no one can provide him with timely guidance, the pressure may become greater and greater, which will affect his study and life.

6. Too much psychological pressure. 22.6% often feel lonely; 31% have troubles coming from their families. From this point of view, the lack of family care and love is very serious. It can be seen from the survey that 36.5% of students do not often communicate with their parents, which has a great impact on the formation and development of their personality and psychology. 63.7% of students only make a few phone calls or write a few letters. , which is far from meeting the requirements of family education. More than 60% of left-behind children said they could not cook or wash clothes, could not make up their own minds when things happened, and missed their parents. 21% of left-behind children felt unfit for life, and 63% were lonely and helpless. Some left-behind children had to take care of themselves as well. , I also have to arrange the living arrangements for my younger siblings, grandparents, and grandparents at home. I have to handle all the family affairs by myself; I am not understood by my classmates; sometimes I am discriminated against by others. Child psychology tells us that after children enter adolescence, although they have a sense of independence, they do not have enough experience and abilities, and they are still very dependent on their parents. However, these left-behind children do not know how to cook and wash clothes. They are undecided when things happen, miss their parents, feel lonely, disappointed, troubled, not understood, discriminated against, and even anxious about their future life, etc. Obviously, for the same left-behind child aged 12 or 13, the load he bears is definitely overloaded.

During the interview, we asked the left-behind children "what are the problems they are currently facing". The choices were "no one to take care of them in life", "no one to talk to when they feel wronged", and "discord with caregivers". 78%, 82% and 86%. The proportion of people who hope that their parents will come back soon has also reached 70%.

4. Suggestions on caring for left-behind children

In response to the social problem of left-behind children, we make the following suggestions to families, schools and society:

1. Family aspects:

(1) Remind families to ensure adequate supervision and change the way parents go out. If both parents go out, it will have a greater impact on children's academic achievements. However, if one is at home, the impact is relatively less. It is recommended that when parents go out to work, if their children are already in school and there is no reliable person to take care of them, they should leave one person at home to supervise their children's study and life. At the same time, improving the level of supervision requires both nurturing and nurturing.

(2) Change the communication methods between out-of-home parents and their children. Time for communication: Make sure you can call your child once a week and communicate with your child once. If possible, come back once in the middle of a semester and take your children with you during the winter and summer vacations. Regarding the content of communication: we should not just talk about studies and exams, we should pay more attention to their psychology, physiology, and emotions, and pay attention to what they think, think, and do. In terms of communication methods: in addition to telephone contact, letters can also be used. In our investigation, we found that many left-behind children like to write diaries to express and vent their inner secrets and dissatisfaction. If they communicate through letters, the children can use their parents as a person to confide in.

2. School aspects:

(1) Establish and improve the "parent school" mechanism. In terms of study time, it can be combined with busy farming and leisure time. In terms of teaching method, it can be combined with point and surface. In terms of activity form, it can be combined with teaching and activities. In terms of assessment method, it can be written test and oral test. unified way. Through a variety of methods and channels, we can change parents' educational concepts, improve the quality of education, and shorten the communication distance between left-behind children and their parents.

(2) Schools should establish personal files of left-behind children, implement dynamic management, conduct classified management according to different characteristics of left-behind children such as their personalities and families, establish growth record cards, and strengthen contact with parents. Give left-behind children more life and psychological attention. In terms of contact with parents, it can be through phone calls, the Internet, letters, etc. The content highlights the child's learning situation, psychological status, teacher's suggestions, and tutoring knowledge promotion, etc. Each school should establish a "left-behind children's home" and teachers should act as a "surrogate parent system", implement closed management of all "left-behind children", reduce the time children spend alone, and avoid the phenomenon of some children coming into contact with bad youths in society. I also feel the warmth of home in school.

(3) Schools should make full use of effective resources and increase psychological education for left-behind children. Schools should offer a full range of courses, and teachers should pay more attention to students' psychology, thoughts, living conditions, health, learning and other aspects. Through a variety of extracurricular activities, left-behind children can receive more care and help from schools and teachers. Set up a caring telephone number and email address to facilitate left-behind children to contact their parents; regularly provide left-behind students with school supplies, books and other material assistance. At the same time, the school is equipped with full-time psychological counselors to educate and guide left-behind children whose family functions are lacking. Use more advanced examples to guide them to work hard, enhance and cultivate children's awareness of moral growth, so that left-behind children can have better family ties and educational compensation.

3. Social aspect:

(1) Increase investment in education. Run boarding schools well and improve the school's software and hardware environment.

(2) Purify the educational environment. Internet cafes, game halls, billiard rooms, etc. around schools should be resolutely stopped and banned.

(3) Strengthen social care. The first is to set up a support fund to provide certain fund support to some poor families. The second is to provide a good background environment for rural migrant workers in the city and solve the problem of education for the children of rural migrant workers in the city. The third is to give full play to the role of the relevant work committee, the Women's Federation and the Youth League Committee, organize cadres, workers, social volunteers and left-behind students to pair up, hire local veteran teachers and veteran cadres to serve as off-campus voluntary counselors, educate and guide them to grow up healthily. Fourth, administrative villages and natural villages where conditions permit should set up libraries, activity rooms and other activity venues to provide left-behind children with a place for activities. Fifth, we must vigorously develop the local economy. To this end, governments must do everything possible to increase the income of villagers, take various measures to enrich villagers, and try their best to enable villagers to find ways to make money without leaving their hometowns.

The phenomenon of "left-behind children" is a new thing after my country's reform and opening up. It is a microcosm of the progress of our country and nation. It is not enough to rely solely on the education and management of school teachers. It requires the attention of the whole society. Only by the joint efforts of the trinity of school, family and society can they grow up safely and healthily. We call on schools, families, and society to develop awareness and pay close attention to left-behind students.

Part 2: Survey report on left-behind children

1. Research purpose:

I hope that through this survey, we can help people in Rucheng solve the problem of left-behind children. Provide some reference materials and help.

2. Research format:

Left-behind children questionnaire, home visit, one-on-one communication

3. Research participating organizations and personnel:

< p>Rucheng University Student Liaison Promotion Association

He Xinshun, Ou Yawen, Zhu Qinfei, He Ning, Zhu Zhihao, Zhu Ying, Zhu Xinxin, Ou Touhong, Zhu Jingmin, Zhu Zhongbo, Deng Ziwen, Zhu Xianfeng, Zhu Lijuan, He Rong, Zhu Chenxing, Zhu Jianan, Hu Yunke, Hu Zhigang, Yuan Asu

4. Research time, location, and objects:

July 28, 2011 - August 2, 2011

p>

Miaopu Hope Primary School in Shiquan Village, Maqiao Township, Rucheng County, Hunan Province

85 left-behind children among the 250 students in Shiquan Nursery Hope Primary School

5. Research content:

This volunteer teaching activity organized by the Rucheng University Student Liaison Promotion Association has a total enrollment of 250 students, of which 85 are left-behind children, accounting for 34% of the total number of students.

1. First of all, our members of the Rucheng University Student Liaison Promotion Association conducted a questionnaire survey on 85 left-behind children in Shiquan Nursery Primary School in Maqiao Township. 85 questionnaires were sent out and 85 were recovered, with a recovery rate of 100%. .

The following is the data obtained from the survey:

Survey Questions Survey Results Survey Percentage %

How often do you usually contact your parents? Rarely do you contact them 39.9

How long have you not seen your parents? Nearly half a year 49.7

How often do you want your parents to contact you every day 65.5

Do you miss your parents who work outside the home? 76.7< /p>

Who do you want to talk to most about your feelings? Parents 77.4

Who do you want to live with? Parents 70.0

Have you ever been bullied while your parents were working? None or rarely 53.6

If you were bullied by others, what was the reason? Others deliberately provoked 45.5

Do you like group activities? Like 80.0

Do you like making friends? Like 93.4

What kind of people do you like to make friends with? Classmates 77.8

Do you like going to school? 90.7

Are you satisfied with your current learning situation? Satisfied 61.8

Is there anyone at home to tutor you in your studies? Yes, tutoring part 58.1

What is your wish? I hope your parents will make a lot of money and go home as soon as possible 46.2

As for your attitude towards learning, I hope your parents will Counseling by your side, bringing honor to your parents 44.4

99.0 Those who most want to say to their parents something like "Mom, Dad, come back soon"

Who do they most want to seek help from when encountering difficulties in study and life? Parents 90.0

What do you want to do to make money in the future? 49.5

2. Secondly, members of the Rucheng University Student Liaison Promotion Association conducted home visits to left-behind children. The number of left-behind children was 85, the number of households visited was 61, and the home visiting rate was 71.8%.

Among the left-behind children, the vast majority are under the supervision of "single parent", and there are also those under the supervision of grandparents or relatives and friends.

The main characteristics are: incomplete care and lack of father's or mother's love, resulting in the lack of father's or mother's love. Left-behind children are at an age that requires care and supervision, and the lack of supervision will inevitably lead to problems.

Left-behind children rarely have contact with their parents. 49.7% have not seen their parents for half a year, 22.2% have not seen their parents for a year, and 10% have not seen their parents for more than two years. Left-behind children lack family ties and most have guardians. The person is illiterate or semi-illiterate, and his ideas are very different from those of his grandchildren, making it difficult to communicate with his children. According to guardians, children generally do not open up to them and have inner communication. Some guardians have to do farm work and have no energy to take care of their children. In addition, they lack scientific knowledge of family education. They often only meet the needs of material life and lack correct spiritual and moral guidance. Guardians usually put their children's safety first, followed by academic performance and material satisfaction, and pay less attention to the development of children's behavioral habits and psychological and spiritual needs.

According to reports from some parents, the quality of some primary school teachers is not high enough, and some teachers often belittle their children’s performance in school in front of their parents. This is very serious. First, the child's confidence is hit; second, the parent cannot correctly understand the child, and the resulting extreme psychology puts pressure on the child with inappropriate behavior. As a result, children develop a rebellious mentality and form a vicious cycle.