Research On Daily Life Space And Growing Mechanism Of Left-behind Children

Left-behind children is an unintended consequence of the rural-to-urban migration. Most of media reports and academic researches tend to reveal the various problems of left-behind children, such as lack of family education and paternal care, poor academic performance, little social support for personal growth and psychological problems. According to what I have seen and heard, there exists such left-behind children, who can be identified as the "positive-type" of left-behind children. However, their daily life and growth has not yet drawn enough academic attention.In view of this, the thesis selected three "positive-type" left-behind children as research participants, starting from their life history, using narrative mode, to reveal the growth environment and situation of these normal left-behind children. The thesis consists of four parts:1.brief introduction to the three research subjects selected for this study, explaining why they could be seen as positive-type left-behind children; 2. presenting daily life of positive-type left-behind children from the aspects of family, school and social environment; 3. revealing the positive growth experience of the three left-behind children and analyzing the formation mechanism through the key events (difficulties and challenges) in their growing process; 4. based on the research results and relevant investigations, discussing how to improve our knowledge on rural left-behind children and our aids to them on both theoretical and practical level, in order to make the growth story be of help to more left-behind children in their growth.The thesis aims to demonstrate that not all the left-behind children are problematic and thus in urgent need for effective intervention, which are often assumed by many studies and reports. In fact, the group of "positive-type" left-behind children disagree with the popular discourse that labels them as children with problem. From their daily life in family, school and social environment, even when running into material or spiritual problems and difficulties, they could try to solve them on their own, and thus form a lot of positive growth experience. In-depth study of this group of left-behind children’s daily life can not only enrich and deepen the existing knowledge of problem-style left-behind children, but also optimize present rescue practice for those being left-behind.