Problems Of Family Education Of Pre-school Migrant Children And Resolutions

The floating population is the special group in the changing society of current China. Since 1990's, under the influences of the economic and social transformation, the floating population size has increased substantially; meanwhile the population structure has also been changed. The most significant structural changes in the floating population are"family"floating. Therefore, the problem of the children's education of the floating population becomes evident.Currently, the compulsory education of the migrant children receives much attention, while the education of pre-school children of the migrating families received less consideration. And even few people are concerned with the family education of the pre-school children of floating families.Family education is the fundamental education. It cannot be replaced by the school education and social education. To some extent, family education plays a much more important role in shaping children's personality and character and culturing their taste and value. With the intentions of studying the views of the parents of the pre-school migrant children and finding the effective ways to solve the relevant social problems, an integrated research method based on the Education Science, Psychology, Pre-primary Education and pre-school-related disciplines was used to study the problem of the family education of the pre-school children of migrating families and the relevant problems. Specifically, the survey and interview were used to finish this research program. Based on the effective statistics, the migrating families were chosen at random in order to keep the efficiency of survey and interview. The main contents of the questionnaire aim at understanding current conditions of the pre-school education of migrant children, the views of migrating parents on the pre-school education and their actions and needs.The research results demonstrate the pre-school education of migrating families was neglected and hence this results in many serious social problems. First, with comparison to other children, the migrant children take much less public education resource from the central and provincial government and this reflects the unfair distribution of public education resources. Second, most of the interviewed parents recognized the importance of the pre-school family education of migrant children, but few took the actual actions. Especially, the relatively poor economic and family conditions of those migrating families determine that they can only invest a few of their family gross on the pre-school education of their children. Third, research results also show that the time which the fathers of floating families spend on their children is limited; however, previous researches prove that the interaction between the fathers and pre-school children play a critical role in the pre-school education. Fourth, our research also demonstrates that the communities where those migrating families live provide less supports to improve the pre-school education of migrant children.There are many reasons responsible for these serious conditions of the pre-school education of migrant children. The special social structure of China, the economic and family conditions of migrating families, and the lack of participation of local communities are the main reasons which results in the stagnancy and even the regradation of pre-school education of migrant children. Therefore, except the migrating families, the whole society, the central, provincial, and local governments should give much more attention to the education of pre-school children of floating families in order to achieve the actual education equality.