The Research On Pre-school Education’s Demand Of Left-behind Children In Jiangxi’s Rural Areas

Since the reform and opening up, with the intensification of the process ofChina’s rapid economic development and urbanization, there has been a large numberof migrant workers into the cities, and some of their children are brought into the city,while others stay in the rural areas. Become a left-behind children and childrenseparated from their parents to stay in rural areas. These left-behind childrenseparated from their parents for a long negative impact of the varying degrees ofpsychological mental also been a lot of tragic events. This special group caused themajority of scholars and the public’s concern. This paper is focused on the needs ofrural left-behind children of pre-school education, and to discuss this phenomenon.In this study, based on Maslow’s hierarchy of needs and demand theory ineconomics, using the questionnaire method, observation, interviews and othermethods to carry out the research. Conduct a survey of three different villages inNanchang and Ji’an City, Jiangxi Province，kindergarten children left deep exchangeswith the kindergarten principal and teachers. And depth of rural households do someaccess. Pre-school status and demand situation of children left behind in rural areas,trying to find out through these questionnaires and interviews obtained pre-schoolchildren left behind in rural areas needs unmet conclusion. And to find out theproblem of institutional reasons, first, long deprived of the "three rural" urbanizationdevelopment strategy led to the migrant workers can not be with their children,Second, the city the economic and institutional exclusion of migrant workers ’children in kindergarten; Third, public finance long-term abandonment of ruralpre-school education services; fourth, low-income private kindergarten fees survivalstrategy is difficult to provide a quality kindergarten education.In the final section, the article has suggested to put forward countermeasuresand suggestions of some reforms to meet the pre-school education needs of ruralchildren left behind. The first to break the urban-rural dual separator system, speed upthe integration of migrant workers with their children,"into the city pace. Second, theurban and rural economic development, to help migrant workers return home business,rural children is no longer the "Left". Again, progressive, urban-rural integration ofpre-school education investment system, rural children to enjoy the treatment of"public" education.