Research On School Readiness Of Left-Behind Children In Rural Areas

The research probes into the development of rural left-behind children' s school readiness, and investigates static factors(such as gender, whether or not the only) and dynamic factors that affect rural left-behind children(social interaction, etc.). Based on ecology theory, the study analyses the mechanism of action between these factors. It can enrich the education theory about rural left-behind children and the vulnerable group, and provide theoretical basis for related policies and practices.This research in the form of individual survey and the questionnaire, collected the related data of 275 left-behind and non-left-behind children in rural areas of city X and city A in Henan province. Numerical analysis via SPSS19.0 and AMOS22.0 and the results are as follows:1. Compared with the rural norm score, the level of rural left-behind children' s school readiness is in the medium state, and left-behind children fared the worst in the field of learning styles.2. Left-behind children and non-left-behind children have significant differences on the level of school readiness of physical well-being and motor.3. For Left-behind children, gender has significant effect on the level of school readiness of physical well-being and motor, and teacher-child relationship; temperament has significant effect on the level of school readiness of cognitive and general knowledge, language, emotion and sociality, and parent-child relationship and peer relationship.4. For Left-behind children, mother degree has significant effect on the level of school readiness of emotion and sociality, and teacher-child relationship; father degree has significant effect on teacher-child relationship; Annual household income has significant effect on peer relationship and teacher-child relationship; Annual household income and mother degree exist significant interaction effects on the level of school readiness of emotion and sociality, and parent-child relationship and teacher-child relationship; Annual household income and father degree exist significant interaction effects on teacher-child relationship, the higher father degree, the better left-behind children' s teacher-child relationship.5. For Left-behind children, there is significant correlation between Self-control, peer relations and school readiness; But, for different temperament types of left-behind children, the correlation between the Self-control, peer relations and school readiness has some difference.6. For tendency Left-behind children, the peer relations plays a partial mediating role between the attention control ability and school readiness.This study represents a much-needed addition to the current research on rural left-behind children's school readiness. Importantly, findings from this study elucidate an important process underlying the links between the social interaction and rural left-behind children's school readiness, which can inform interventions and policies designer to support those who has poor performance in school readiness especially for those left-behind children in rural areas.