Cross-Case Study On The Social Support System Of The Rural Left-Behind Children’s Early Education

China is during the rapid transformation period from the traditional society to the modern society, a large number of people in rural areas leave their homes to the city in order to make a better living, and their children are left in hometown and accept education. Therefore, in the society of China, a special group has been formed-the rural left-behind children. In the macro context of building a new socialist countryside, how to provide a good support for the early education of the rural left-behind children has become an increasingly important issue which receives more and more attention from the whole society.This research used the qualitative method, and used the purpose sampling strategy to select three rural left-behind children as cases. Using observation, interview and physical analysis methods to gather, collect and analyze the research materials, the researcher stepped into the real research site to look into and understand the rural left-behind children’s real surviving state, and probed into the support condition of the factors consist of family, kindergarten and community public system to their early education by cross-case research. Then the researcher discussed the overall level and the influencing factors on the social support system of the rural left-behind children’s early children. Finally, in order to improve the social support system of the rural left-behind children’s early education, the researcher put forward some suggestions and measures.This research shows that:the rural left-behind children obtain the support from family, kindergarten and related personnel outside kindergarten, and these support elements constitute a dynamic social support system of the rural left-behind children during their early education. Firstly, in the micro-system, the support elements from family and kindergarten are the most direct and the most important supporters of the rural left-behind children’s early education; some important others and relatives also could offer some material support and emotional support. Secondly, in the mesosystem, the contact and communication between family and kindergarten has an apparent effect on the rural left-behind children’s early education. The lack of individual communication between family and kindergarten or not and the nature of individual communication would affect the nature of mesosystem, thereby affecting the support from the kindergarten teachers to the rural left-behind children in their early education. Currently, the contact between family and kindergarten still exists great room for improvement. Thirdly, in the exosystem, parents’occupation also has profound impact on the rural left-behind children’s early education, which means:the differences of parents’work content and work environment will lead to the differences of the quality in the support of the rural left-behind children.