The Problems Of Left-behind Children In Rural Areas

As the developing of economy and the changing of society in China, the large number of rural workforce has been flowing into the cities, meanwhile resulting in a number of special populations, namely the left-behind children. The children are in the critical period of growth and development. If they can’t enjoy the help and guidance from their parents in the ideological awareness and values, growing in the absence of love and care from their parents, it is extremely easy for these children to have the understanding of the value, the deviation and personality, abnormal psychological development. Some people may even go to extremes. So we should get to know about the status of the left-behind students, to create left-behind children rights protection law and the Committee of caring for children left behind. It is of great theoretical and practical significance of constructing the socialist harmonious society in china, to help rural left-behind children healthy growth.With the theoretical knowledge of public policy, public administration and social security, this paper investigates the problems of children left behind in rural China by empirical research, literature analysis and comparative research method. The paper makes Donggucheng middle school as the case, and accordingly puts forward some measures and policy recommendations. In this article, according to the results of the investigation, it makes a research upon the healthy growth of rural left-behind children which is the core of this paper under the guide of administration theory. In the first place, define the content of the research,also clear the concept of left-behind children and rural left-behind children, as well as the present situation of Left-behind children. Then study on the causes of problems of unattended children in Chinese rural area after describing the historical development of the problems. If the children remaining in rural areas go on in accordance with the current situation, what will happen to us on individuals, families and society, that is what we say that the left-behind children problems. So this paper introduces different theoretical perspective and analyses the problems of rural left-behind children upon those theories. This paper takes Donggucheng middle school in Guanxian county Shandong province as a case,chooses the students in Grade Seven and Grade Eight as the main object of the study, analyses the influence of rural left-behind children whose parents have been away from home for work. The study involves many aspects of the left-behind children problems, such as behavior development, mental health, safety and learning problem. Based on the case study, the author analyzes the existing problems combined with the overall situation of China’s left-behind children. The number and growth rate of left-behind children in rural China are very impressive. The relatively declining quality of left-behind children and the implicit psychological problems will bring great threat to China’s economic development and social stability. Widespread left-behind phenomenon will exacerbate social differentiation, and even cause social antagonism. This article’s purpose is to find suitable measures that the government, the public or the society needs to take for rural left-behind children on the basis of progress and benefits from various care activities and projects for rural left-behind children in recent years.Finally, through the research results the suggestions given to the government and the society that could solve the left-behind children problems are put forward in six aspects. Firstly, let the world understand and concern of left-behind children. Secondly, the government has a responsibility to improve the lives of migrant workers. Thirdly, the government should make the formulation of social security especially for left-behind children. Fourthly, the government needs to transfer their management about floating population to the new city and also needs to reform the household register system. Fifthly, there should be complete records of left-behind children’s mental and health in school. Finally, it is necessary to establish a sound and effective supervision and management mechanism of left-behind children.