Comparative Study Of Ecological Assets And Positive Development Of Migrant Children In Migrant School And Migrant Children In Public School

Migrant children are a special group during the developing of city. With the growing scale of migrant workers groups, follow more migrant children and their parents into the city. Children with their parents came to the city, facing changes of school environment, community environment. School ecological assets and community ecological assets of migrant children may have an impact on their positive growth. For many reasons, some migrant children in city successfully enrolled in public schools, but some migrant children can attend school for children of migrant workers. The different environment of children in migrant school and children in public school may lead to the difference in ecological assets of children in migrant school and children in public school. In this study, work of this particular group of children of migrant children schools and public schools for migrant children as the object of study, the local public school students as control group, using the method of questionnaire. From Beijing City, 502 junior high school students as subjects, there are 190 migrant children are in migrant school, and there are 148 migrant children are in public school, and there are 164 public school children. To understand the relationship between the characteristics and the ecological assets and the positive growth of the school children of migrant workers migrant children and public schools in the floating children’s social capital and positive growth among, for the healthy development of migrant children better and adapt to the city life provide the empirical basis.The research mainly include the following aspects: The first is to analyze the development situation of the school children of migrant workers, migrant children in public schools and public schools for children of migrant children in three groups of local and migrant schools of migrant children and public schools for migrant children the difference between the two groups. The second is the analysis of assets difference school for children of migrant children in public schools, public school migrant children and local children in three groups and between two groups.The results are as follows: 1. School for children of migrant children in public school, migrant children and local children in public schools in three groups of resilience, general self-efficacy, achievement feeling and mental health differences. 2. School for children of migrant children in public schools for migrant children and two groups in the resilience, general self-efficacy, achievement feeling and mental health differences. 3. Public school children and local children in public schools in the two groups of resilience, general self-efficacy, achievement feeling and mental health does not exist significant differences. 4. School for children of migrant children in public schools, public school children of migrant children and local three groups in the community ecological assets are different, there are differences in most dimensions of family ecological assets. 5. School for children of migrant children in public schools for migrant children and two groups in the community ecological assets are different, there are differences in most dimensions of family ecological assets. 6. Ecological assets of migrant school are less than public schools. 7. Public school children and local children in public schools in the community ecological assets of two groups have no significant difference, there was no significant difference in most dimensions of family ecological assets. This study analyzes the differences in positive growth and ecological assets among children in migrant school, migrant children in public school and local children in public school. This study provides implications for social work to strengthen the floating children’s ecological assets construction so as to promote the positive development of migrant children.