农村地区学龄前儿童家庭养育现状及思考——基于陕西省国家集中连片特殊困难地区家长调查
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摘要
家庭是儿童接触的第一个环境,家庭养育方式对学龄前儿童发展有重要影响,改善家庭养育现状有助于改善农村学龄前儿童的生存环境,促进其健康发展。本研究采用问卷法和访谈法,从家长教育观念、家长素养、亲子互动和家庭教育指导等四方面通过对陕西农村地区1161名0-6岁儿童家长的调研发现,农村地区学龄前儿童的家长重视家庭养育,存在重智倾向,家庭养育受家长生活环境和家长实践智慧的影响,家庭教育指导难以满足家长不断增长的养育需求等。据此,通过依托社区建构0-6岁儿童的家庭教育指导服务体系,发掘社区本土资源提高家庭教育指导的实效性,建立政府主导的联动机制保障家庭教育指导的可持续性发展等策略,建构适宜于农村的家庭教育指导服务模式。
The family parenting plays an important role.Optimized family parenting tends to improve the living condition and healthy growth of children.The research intend to know the parenting statue by 495 parents of 0-6 years old children from the south rural in Shaanxi Province with the method of questionnaire and interview from the aspects of the parents educational opinion,parents educational equipment,parent-child interaction and family education instruction.It was shown that most parents not only focus on family education but also pay more attention to intelligence development of children; family parenting pattern is influenced by parents social context and family parenting practices; family education instruction can not meet parents educational needs.From these research findings,this paper suggests that we should have appropriate family education instruction pattern; the public service system of early education should be constructed based on local community; the effective of parent-children interaction activities should be improved by exploring local community resources; the assurance system of family education instruction should be enforced by government-directed mechanism.
The family parenting plays an important role.Optimized family parenting tends to improve the living condition and healthy growth of children.The research intend to know the parenting statue by 495 parents of 0-6 years old children from the south rural in Shaanxi Province with the method of questionnaire and interview from the aspects of the parents educational opinion,parents educational equipment,parent-child interaction and family education instruction.It was shown that most parents not only focus on family education but also pay more attention to intelligence development of children; family parenting pattern is influenced by parents social context and family parenting practices; family education instruction can not meet parents educational needs.From these research findings,this paper suggests that we should have appropriate family education instruction pattern; the public service system of early education should be constructed based on local community; the effective of parent-children interaction activities should be improved by exploring local community resources; the assurance system of family education instruction should be enforced by government-directed mechanism.
引文
[1] 王东华,张晓丹,陈付丽,等.我国留守儿童心理研究前沿演进与热点领域——基于citespace的知识图谱分析[J].陕西学前师范学院学报,2016,32(7):138-141,144.
[2] 刘精明,杨江华.关注贫困儿童的教育公平问题[J].华中师范大学学报,2007,46(2):120-128.
[3] 张克云.中西部农村贫困地区的儿童福利现状及需求分析[J].中国农业大学学报,2012,29(4):145-152.
[4] 胡昆.农村留守儿童社会支持状况调查研究[J].中国健康心理学杂志,2011,19(8):976-978.
[5] 刘美华,况晓燕,龚俊,等.家庭养育与儿童体格生长发育的关系及其影响因素分析[J].南昌大学学报(医学版),2014(10):79-84.
[6] Spera C .A Review of the Relationship Among Parenting Practices,Parenting Styles,and Adolescent School Achievement[J].Educational Psychology Review,2005,17(2):125-146.
[7] 李岚溪,李珊珊,岳爱,罗仁福,史耀疆.陕西省南部贫困地区农村家庭养育环境与婴幼儿社会情绪发展现状相关性分析[J].中国妇幼保健,2018(13):3052-3055.
[8] Reti I M ,Samuels J F ,Eaton W W ,et al.Influences of parenting on normal personality traits[J].Psychiatry Research,2002,111(1):0-64.
[9] Maternal and Paternal Parenting Styles in Adolescents:Associations with Self-Esteem,Depression and Life-Satisfaction[J].Journal of Child and Family Studies,2007,16(1):39-47.
[10] Steinberg L .We Know Some Things:ParentaAdolescent Relationships in Retrospect and Prospect[J].Journal of Research on Adolescence,2001,11(1):1-19.
[11] 盖笑松,王海英.亲职教育的发展现状与推进策略[J].东北师范大学学报(哲学社会科学版),2006(6):154-158.
[12] 和江群,李毅.农村地区早期亲职教育探讨[J].陕西学前师范学院学报,2016,32(10):21-24.
[13] 岳爱,张念蕊,李亮亮,等.陕西省南部贫困农村婴幼儿养育行为现状及其风险因素分析 [J].中国儿童保健杂志,2017(9):921-924.
[14] 周群峰.中国农村婴幼儿能力的隐忧[EB/OL].http://www.chinanews.com/gn/2017/07-11/8274328.shtml2018-10-3.
[15] Reid M J,Websterstratton C,Baydar N.Halting the development of conduct problems in head start children:the effects of parent training.[J].Journal of Clinical Child & Adolescent Psychology,2004,33(2):279-291.
[16] 范洁琼.国际早期儿童家庭亲职教育项目的经验与启示[J].学前教育研究,2016(11):3-16.
[17] 许璐颖,周念丽.学前儿童家长亲职教育的现状与需求[J].学前教育研究,2016(3):57-66.
[18] 李洪曾,黄鹤,李杨.新时期家庭教育服务对象的变化及其影响——“80”后与“80”前父母群体比较的实证研究[J].上海教育科研,2014(5):46-48.
[19] 贺琳霞,田方.农村地区家园合作形式的纵向研究——以西部S省为例[J].教育导刊(下半月),2017(2):46-48.
[20] 韩超,徐凌忠,盖若炎.学龄前儿童家庭养育情况对其精神和行为状况的影响分析[J].中国卫生事业管理,2015(3):230-232,239.
[21] Rogoff B .The cultural nature of human development[J].Psychology,2007,82(5):1059-1064.
[22] 李杨,任金涛.中国流动、留守儿童的家庭教育指导服务现状与建议[J].首都师范大学学报(社会科学版),2013(5):152-156.
[23] 陶行知.陶行知名篇精选(教师版)[M].方明,编.北京:教育科学出版社,2006.
[24] Sanders M R .Triple P-Positive Parenting Program:Towards an Empirically Validated Multilevel Parenting and Family Support Strategy for the Prevention of Behavior and Emotional Problems in Children[J].Clin Child Fam Psychol Rev,1999,2(2):71.
[25] Markie-Dadds C ,Sanders M R .A Controlled Evaluation of an Enhanced Self-Directed Behavioural Family Intervention for Parents of Children With Conduct Problems in Rural and Remote Areas[J].Behaviour Change,2006,23(01):55-72.
[26] Sanders M R,Bor W,Morawska A.Maintenance of Treatment Gains:A Comparison of Enhanced,Standard,and Self-directed Triple P-Positive Parenting Program[J].J Abnorm Child Psychol,2007,35(6):983-998.
[27] Bor W,Sanders M R & Markie-Dadds C.The effects of the Triple P -Positive Parenting Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive difficulties[J].Journal of abnormal child psychology,2002,30(6):571-587.
[28] Sanders M R ,Kirby J N ,Tellegen C L ,et al.The Triple P-Positive Parenting Program:A systematic review and meta-analysis of a multi-level system of parenting support[J].Clinical Psychology Review,2014,34(4):337-357.
[29] 王伟,李辉辉,李静.OECD国家促进家长参与早期教育的策略及启示[J].学前教育研究,2015(3):38-43.
[2] 刘精明,杨江华.关注贫困儿童的教育公平问题[J].华中师范大学学报,2007,46(2):120-128.
[3] 张克云.中西部农村贫困地区的儿童福利现状及需求分析[J].中国农业大学学报,2012,29(4):145-152.
[4] 胡昆.农村留守儿童社会支持状况调查研究[J].中国健康心理学杂志,2011,19(8):976-978.
[5] 刘美华,况晓燕,龚俊,等.家庭养育与儿童体格生长发育的关系及其影响因素分析[J].南昌大学学报(医学版),2014(10):79-84.
[6] Spera C .A Review of the Relationship Among Parenting Practices,Parenting Styles,and Adolescent School Achievement[J].Educational Psychology Review,2005,17(2):125-146.
[7] 李岚溪,李珊珊,岳爱,罗仁福,史耀疆.陕西省南部贫困地区农村家庭养育环境与婴幼儿社会情绪发展现状相关性分析[J].中国妇幼保健,2018(13):3052-3055.
[8] Reti I M ,Samuels J F ,Eaton W W ,et al.Influences of parenting on normal personality traits[J].Psychiatry Research,2002,111(1):0-64.
[9] Maternal and Paternal Parenting Styles in Adolescents:Associations with Self-Esteem,Depression and Life-Satisfaction[J].Journal of Child and Family Studies,2007,16(1):39-47.
[10] Steinberg L .We Know Some Things:ParentaAdolescent Relationships in Retrospect and Prospect[J].Journal of Research on Adolescence,2001,11(1):1-19.
[11] 盖笑松,王海英.亲职教育的发展现状与推进策略[J].东北师范大学学报(哲学社会科学版),2006(6):154-158.
[12] 和江群,李毅.农村地区早期亲职教育探讨[J].陕西学前师范学院学报,2016,32(10):21-24.
[13] 岳爱,张念蕊,李亮亮,等.陕西省南部贫困农村婴幼儿养育行为现状及其风险因素分析 [J].中国儿童保健杂志,2017(9):921-924.
[14] 周群峰.中国农村婴幼儿能力的隐忧[EB/OL].http://www.chinanews.com/gn/2017/07-11/8274328.shtml2018-10-3.
[15] Reid M J,Websterstratton C,Baydar N.Halting the development of conduct problems in head start children:the effects of parent training.[J].Journal of Clinical Child & Adolescent Psychology,2004,33(2):279-291.
[16] 范洁琼.国际早期儿童家庭亲职教育项目的经验与启示[J].学前教育研究,2016(11):3-16.
[17] 许璐颖,周念丽.学前儿童家长亲职教育的现状与需求[J].学前教育研究,2016(3):57-66.
[18] 李洪曾,黄鹤,李杨.新时期家庭教育服务对象的变化及其影响——“80”后与“80”前父母群体比较的实证研究[J].上海教育科研,2014(5):46-48.
[19] 贺琳霞,田方.农村地区家园合作形式的纵向研究——以西部S省为例[J].教育导刊(下半月),2017(2):46-48.
[20] 韩超,徐凌忠,盖若炎.学龄前儿童家庭养育情况对其精神和行为状况的影响分析[J].中国卫生事业管理,2015(3):230-232,239.
[21] Rogoff B .The cultural nature of human development[J].Psychology,2007,82(5):1059-1064.
[22] 李杨,任金涛.中国流动、留守儿童的家庭教育指导服务现状与建议[J].首都师范大学学报(社会科学版),2013(5):152-156.
[23] 陶行知.陶行知名篇精选(教师版)[M].方明,编.北京:教育科学出版社,2006.
[24] Sanders M R .Triple P-Positive Parenting Program:Towards an Empirically Validated Multilevel Parenting and Family Support Strategy for the Prevention of Behavior and Emotional Problems in Children[J].Clin Child Fam Psychol Rev,1999,2(2):71.
[25] Markie-Dadds C ,Sanders M R .A Controlled Evaluation of an Enhanced Self-Directed Behavioural Family Intervention for Parents of Children With Conduct Problems in Rural and Remote Areas[J].Behaviour Change,2006,23(01):55-72.
[26] Sanders M R,Bor W,Morawska A.Maintenance of Treatment Gains:A Comparison of Enhanced,Standard,and Self-directed Triple P-Positive Parenting Program[J].J Abnorm Child Psychol,2007,35(6):983-998.
[27] Bor W,Sanders M R & Markie-Dadds C.The effects of the Triple P -Positive Parenting Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive difficulties[J].Journal of abnormal child psychology,2002,30(6):571-587.
[28] Sanders M R ,Kirby J N ,Tellegen C L ,et al.The Triple P-Positive Parenting Program:A systematic review and meta-analysis of a multi-level system of parenting support[J].Clinical Psychology Review,2014,34(4):337-357.
[29] 王伟,李辉辉,李静.OECD国家促进家长参与早期教育的策略及启示[J].学前教育研究,2015(3):38-43.
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