The Study Of Rural Left-behind Children In Gannan

With the high speed urbanization of China , more and more farmers flow into the city , Most of the peasants who work in the city left their children in their hometown . Thus the population of Left-behind Children is increasing too . Many Left-behind Children meet serious problems for separating from their parents . This phenomenon has aroused widespread concern . Howhever, study on Gannan Left-behind Children still very limited. Using self-make questionnaire , Rutter childhood behavior scale (teachers use) , Piers-Harris children's self-concept scale to investigate learning psychological and behavioral conditions of Left-behind Children in three different primary schools of Ganzhou . Base on investigation , this paper try to analyze the existing problems and causes of them . Then , it points out some strategies in terms of family school and community .Study on the psychological development of Left-behind Children in Gannan region . The test result of Piers-Harris children's self-concept scale show that children's self-concept levels are normal . Total score and factor score of left-behind child are lower than non-left-behind children . In anxiety , gregarious , satisfaction aspects , factor scores between left-behind child and non-Left-behind exist significant differences . In behavior anxiety happiness satisfaction teamwork and other aspects , factor scores of different gender children are also different . So we can conclud that self-concept levels of left-behind child are normal , but they feel more inferior lonely depressed and take more pessimistic attitude towards life . Left-behind children meet more interpersonal difficulties especially boys . Girls meet more emotional problems such as inferiority, dissatisfaction, pessimism. Through investigation we found that there is a wide gap between Left-behind Children and Nonleft-behind Children in academic performance . Left-behind Children do poorer in academic performance than other students in general . Piers-Harris children's self-concept scale .Test result show that left-behind children who take care by mathers get higher factor score of academic performance than other left-behind Children . This demonstrate that the academic condition of children who take care by mothers are better than other left-behind children . Moreover , we found that the higher the education level of caregivers , the better the academic condition of children . But most of the left-behind children's caregivers'education level are low . As a result of the low level of education , old fashioned educational idea and outdated teaching methods , it is difficult for caregivers to help child's learning effectively . In addition , Caregivers are often too busy in doing housework and farm work to help children in learning . Young Left-behind Children are poor in self-management and self-discipline , without supervision and guidance in study , it is difficult to achieve high academic record .Test result of Rutter Childhood behavior scale (teacher use) show that they stay with a higher rate of behavioral problems , They exhibit more neurotic behavior including anxiety fear depression interpersonal difficulties , but less antisocial behavior such as attack disobedient stealing and truancy . Boys'problems are more serious than girls'. A-score of of boys are significantly higher than those of girls', boys have more discipline offenses behavior than girls .Left-behind children lack of love and care from their parents in long-term . They lack of necessary moral education and behavior guidance . If caregivers can not fill this education vacancy effectively , left-behind children will suffer from psychological crises , bad conduct and poor academic performance etc. This article put forward many practical suggestions in terms of the school , the family and social aspects , such as intensifing the school education , contacting between parent and child, breaking the dualistic structure of society , unfolding loving-care project ect.