Research On Verbal Problems Of Left-behind Young Children In Rural Area

Left-behind children in rural areas are vulnerable groups, giving birth to the course of our country's urbanization. Nowadays this group's survival and educational development has attracted highly attention of relevant government departments, scholars and the public. However, the problem of left-behind young children who are in the early-childhood stage in rural area have not aroused enough concern, and also the research for left-behind young children's verbal ability is very little.Verbal language is the basis of human's advanced intellect activities, while listening and speaking are the two important aspects of language activities, if young children have poor ability of listening and speaking, it will directly affects their learning, communication and so on during their growth, and also restricts their cognitive and social development. Left-behind young children in rural area separate from their parents in their early childhood, vicegerent guardians' care are less sensitive and careful than children's parents. They give less concern about children's verbal development, resulting in the problem in children's linguistic development. In addition, the climes where left-behind young children live in are poverty, and their early childhood education is relative poor. This makes the verbal problems of the left-behind young children in rural areas cannot be rectified and improved.This study explores the listening and speaking ability of left-behind young children in rural areas through questionnaires and interviews, to ravels the factors which affect the listening and speaking ability of the left-behind young children in rural areas by comparing with non-left-behind young children in rural areas, and puts forward the countermeasures or suggestions to these problems and its factors.This study's results show left-behind young children's basic situation on the development of listening and speaking abilities: they are not good at giving ear to others; they learn verbal expression very late; they have poor ability of verbal expression, poor ability of listening and speaking ability on Putonghua; there is no gender difference in their listening and speaking ability; As they grow up, their abilities of giving ear to others and verbal expression have been greatly developed. In addition, the longer kindergarten education they accept, the smaller differences they get on listening and speaking. From the aspects of young children's individual factors, family, kindergarten and society, the study analyzes the cause of left-behind young children in rural areas on listening and speaking ability. It found that, as for the young children's individual factors, listening and speaking ability of left-behind young children in rural areas has highly correlation with their other aspects' development, such as cognition, emotion and sociality; As for the family, the type of left-behind young children's family guardian , main guardian's educational level, parents' contact with the family, family's educational resource and the situation of parents and young children's activities all have significant correlation with left-behind young children's listening and speaking ability; As for the kindergarten, kindergarten's hardware implementation, teachers' qualities and the language curriculum and teaching have an obvious impaction left-behind young children's listening and speaking ability; as for the society, the concern of the society given to the left-behind young children, language environment of the community and the exploitation of community's educational resource also have an impact.Finally, the study gives corresponding recommendations from the aspects of family, kindergartens and society. It proposes that family should provide a good environment for young children's language learning; kindergarten should provide effective education for remedying language; society should arouse more social concern on left-behind young children's verbal problem through all levels of government's regard and the media's propagandize, and develop community's function of language education fully; these three parts' cooperation create a complete and good learning environment for the development of left-behind young children's verbal language.