The Influence Of Growing Environment On The Language Development Of Left Behind Children In Rural Area

Left-behind children in rural places are one of the most serious problems in China nowadays, which is caused by the nation’s urbanization. Recently this group’s development has attracted more attention of relevant government departments, scholars and the public, but the problem of left-behind young children who are not old enough to go to school have not attracted enough concern, and also the research for these young children’s verbal development is very little.Verbal language is the basis of advanced intellect activities among people, and speaking and listening are the two important aspects of language activities, if young children are poor in listening and speaking, it will directly influence their future. Left-behind young children in rural area were far from their parents shortly after they were born, vicegerent guardians’ care are impossible to replace what the little can receive from their parents. The less concern about children’s verbal development resulted in the problem in children’s linguistic development. What’s more, the place where left-behind young children live in are poor, and so their early childhood education is relative poor, as poor as the belief of the old who are guarding the children.This study makes the listening and speaking ability of left-behind young children in rural areas in research through questionnaires and interviews, to reveals the outside factors which affect the verbal language ability of the left-behind young children in rural areas by comparing with non-left-behind young children in rural areas, and suggests the countermeasures or suggestions to these problems.This study is based on children’s cognitive development stage theory of Piaget. Firstly, this study shows the cognitive situations of the left-behind children in the study region; secondly, the study analysis the psychology situations of the left behind children by having games with them,; at last this study’s results show left-behind young children’s basic situation on the development of verbal language : they are not good at listening to others and they have poor ability of verbal expressions; they cannot use mandarin normally as well.According to the situations of these left-behind children’s verbal language ability, this study analyzes two affecting factors-- family and society(kindergarten included). As for the young children’s individual factors, listening and speaking ability of left-behind young children in rural areas has highly related with their other aspects’ development, such as cognition, sociality and emotion and so on. As for the family, the type of left-behind young children’s family guardian, main guardian’s educational level, and family’s educational resource(parents and children’s activities included) influence the left-behind young children’s listening and speaking abilities. As fro the society, kindergarten’s quality is one aspect, while the concern of the society is another.Finally, the study gives corresponding recommendations form the aspects of family, kindergartens and society.