The Life-world Of Village Children

Comprehensively promoting rural revitalization is an important strategy for the party and government to build a modern and powerful socialist country.The key to rural revitalization is the revitalization of people.Village children,as important groups and future human resources in the village,their healthy growth and development are the key to realizing rural revitalization.The important prerequisite for promoting the healthy growth of children is to walk into the life of children and see their growth needs.In the pull of traditional and modern civilization,urban and rural culture,what kind of situation the children in the village are in,what they are experiencing,to find the answers to these questions is the search for the origin of education.This research constructs an analysis framework of the life world of village children based on life world theory and new childhood sociology.Using the ethnographic research paradigm,with M Village in Liangshan Yi Autonomous Prefecture of Sichuan Province as the main research field,the research described the life world of children in the village from the three dimensions of time and space of the life world of the village children,social interaction,and subjective experience,analyzed the value and crisis of the life world of the children in the village,and conceived the development and education of the children in the village that originated from the real life world.This research consists of seven chapters,divided into three parts:The first part is the theoretical explanation and analysis framework construction,including chapter I and chapter II.The first chapter is mainly through the ontological interpretation of the children’s life world,explaining that the children’s life world is the concrete and natural world in which the child lives and experiences,including the sum of children’s survival and development activities;The world of children’s life has the basic characteristics of originality,naturalness,integrity,playfulness,emotion,and independence;the life world of children is the foundation of education,and education transforms the life world of children.The second chapter mainly constructs the generation logic and analysis framework of children’s life world based on the life world theory and the new sociology childhood.The child’s life world is a network of relationships formed by the child’s living body and the outer world.In this network of relationships,on the one hand,the power that drives the growth of children’s lives comes from the natural capacity required for life growth,on the other hand from the external world(people,things,things,etc.connected with children)on the lives of children.The role of education is to give consideration to and balance the two forces.Therefore,to explore the life world of children needs to pay attention to the children’s own subjective experience and the outer temporal and spatial forms and social interactions.The second part is a field investigation,including chapter III,chapter IV and chapter V.This part focuses on the relocation of M village in Liangshan Yi Autonomous Prefecture for poverty alleviation and relocation as the main research field,and the preschool education center in W Town is an expanded research field.Through interviews with parents,teachers,villagers,and cadres in the village,participatory observations of local bodhisattvas,banquets and other activities,as well as the collection and analysis of local chronicles,genealogy,photos and other documents,the time and space patterns and society association of children’s life world are studied.Mainly used the Mosaic method of children’s interviews,children’s photographs,and children’s paintings to study children’s Subject experience.Chapter three describes the temporal and spatial patterns of the life world of children in M Village.It presents a more concentrated,convenient and complete space pattern after the relocation,and the loose and random non-institutionalized "biological time" in daily life,and the institutionalized time pattern with high control but low structure in the rural kindergarten.The fourth chapter shows the social interaction of children in M Village.The social interaction of children in Village M includes the children’s relationship with others(family,teachers,companions and "new friends"),relationship with self,nature,and children’s play.In the relationship with others,children love to attach to their family,obey their parents,and be teachers and friends with their brothers and sisters,interact with peers.peer conflicts often occur,and use force to resolve conflicts;the teacher-child relationship lacks emotion and has communication barriers;and they built deep and love interaction with a "new friend".In the relationship with themselves,children are trying to find themselves,feeling,knowing and constructing themselves;they aspire to be outstanding and powerful "I".In the relationship with nature,village children fully demonstrate the pro-life nature of human life,they are full of curiosity about nature,love and enjoy the beauty of nature.Games are an important content in the life world of children in M Village.Children communicate,learn,create and grow in games.Feeling their own strength in the eagle catching the chicks and you chasing me and running,experiencing the joy of being "discovered" and "selected" in hide-and-seek and throwing a handkerchief,gaining the sense of accomplishment of mastering the motor skills in the grabbing stones,playing cards/bottle caps,rolling hoops and skipping ropes,experiencing the joy of creation in the building blocks,getting the satisfaction of self-growth in role-playing,feeling the beauty of rhythm in the beating of nursery rhymes and the joy of "Tucao",Getting love and growth in the night with mom’s riddles and storytelling.The fifth chapter mainly presents the subjective experience of children in M Village.Children in M Village feel hungry about their bodies.They like things with bright colors,cute cartoons,vivid images,warm objects and places,humorous and familiar people and things;they like teachers who can communicate with emotionally and tolerate themselves.They have their own thinking and understanding of ghosts and death.The third part is the reflection and educational construction about the life world of village children,including chapter VI and chapter VII.The sixth chapter mainly reflects and analyzes the value and crisis of the life world of village children.The life world of children is a world full of love,a happy game world,a "defamiliarized" detail world,a world blended with nature,a relatively independent world,and a mobile world constructed in both directions with adults.At the same time,there are many crises in the life world of village children: the rural education and real life world of village children are gradually moving away and losing their foundation;factors such as dislike of children,dull life,and low income are intertwined are reducing the inherent motivation of rural teachers.Information technology invades children’s lives,bringing complex effects of joy and fear to children’s growth;common beatings and scolding,two meals a day life system have also become a shadow of the children’s life world,which affected the healthy growth of children in the village.The seventh chapter is based on the needs of children’s life growth,the historical mission of comprehensive rural revitalization,and the crisis in the life world of children in the village,from three aspects including children’s world rooted in the local life,the reshaping of the "I-you" social relationship,and the construction of the children’s standard in the context of education modernization,the part proposed educational constructions such as following the inner order of the lives of village children and traditional village "time",creating a natural and open educational space for village children,making the curriculum construction of kindergarten return to local village,establishing a teacher-child relationship like friends as well as teachers,a parent-child relationship that understand and communicate with each other and a close and warm remote relationship,liberating children’s body and respecting natural children.