The Resaerch On Rural Left-Behjnd Preschool Children’s Self-Contral Ablities

Children’s self-control ability refers to the children’s initiative capacity to master their own psychologyand behavior. It is a kind of comprehensive ability that individuals could consciously choose destination,without the outside supervision, inhibit impulses, resist temptations, delay gratifications, control andregulate their behaviors to ensure the implementation of the destination. With the acceleration of China’surbanization process, more and more migrant farmers go to town, and the number of left-behind childrenincreases year after year. In recent years, the left-behind school-age children have been paid more attentionto, but the problems of rural left-behind preschool children are neglected. As young children are at a criticalstage of physical and mental development, their physical and mental development will be affected to acertain extent in the absence of parental education.3-5years old is the critical period to developself-control, even it will influence the development of self-control in childhood and adulthood. So theresearch on the development of left-behind children’s self-control abilities has more important theoreticaland practical significance.Through the means of questionnaire, interview and observation, this research analyzes the differencesbetween living-with-parents children and left-behind children in self-control abilities, and analyses thereasons of variance for further. The conclusions show as follows:(1) Left-behind children’s self-controlability overall level is less than living-with-parents children.(2) In the study that children’s self-control asdependent variable, there is a significant interaction in three independent variable which is gender, classand whether left-behind. Simple effect analysis found that the difference between the left-behind childrenand the living-with-parents children mainly comes from male infants in the top class in the kindergarten.(3)In the motivation dimensions of self-control ability, the left-behind children significantly is lower thanthose living-with-parents children.(4) In the consciousness dimensions of self-control ability, theleft-behind children significantly is lower than those living-with-parents children.(5) In the stickingdimensions of self-control ability, the left-behind children significantly is lower than thoseliving-with-parents children.(6) In the consciousness dimensions of self-control ability, there is no significant difference between the left-behind children and the living-with-parents children.(7) In thesupervision and regulation level dimensions of self-control ability, there is no significant differencebetween the left-behind children and the living-with-parents children.Through the one-way ANOVA, this research analyzes the factor that likely affects the left-behindchildren’s self-control ability. The conclusions are as follows:(1) If the parents’ cultural level is higher, thetimes of going home is more and the time at home is longer, the left-behind children’s self-control ability ishigher.(2) On the aspect of caregiver type, there is no significant difference on children’s self-controlbetween caring of single parent and caring of parents, but the self-control ability of the children that theirgrand-parents (especially their mother’s parents) care is significantly lower than the children that theirparents care.(3) If the caregivers’ cultural level is higher, their left-behind children’s self-control ability ishigher.(4) The children’s number they take care of and the caregivers’ age will impact on the left-behindpreschool children’s self-control ability.(5) From the kindergarten ways, no effective compensatoryeducational is another important reason why it has significant difference between both.According to the above research conclusions, the author suggests that (1) the left-behind children’sparents and caregivers should use a variety of channels to renew their educational idea, learn educationalknowledge and improve their educational skills;(2) in the migrant workers, as far as possible to let oneparent take care of children at home; choosing a closer person as the children’s caregiver if both of theparents have to leave home at the same time;(3) the parents of left-behind preschool children shouldincrease the times they go home and the time they be at home, strengthen the contact with caregivers andoften communicate on children’s education to enhance mutual trust;(4) the kindergarten should givetargeted compensatory education to the left-behind children with the low self-control ability.