The Ethnographic Research On The School-attending Of The Rural Left-behind Children

With the further development of urbanization in our country, more and more rural children parents far away from homeland and shift to the city which is relatively developed areas to look for a job in order to improve the family economic conditions. Due to various reasons, children cannot go along with their parents that become the left-behind children in domicile place. However, Rural left-behind children is a social problem and the core issue is their education. Up to now, Existing researches have explored this group's education problem from interdisciplinary perspective. School readiness and school adjustment is the critical stage of education that the rural left-behind children must go through. If school readiness is insufficient, children will suffer from adaptive difficulties at the starting point of school adjustment. Meanwhile, there is a risk of falling behind their classmates and having a bad effect on their lifelong development. Moreover, when children step into school formally, there are more likely to undergo low academic achievement, behavior and developmental disorders if their school adjustment is far too optimistic. However, the school readiness to adjustment as the critical stage of education of rural left-behind children's research is rare.This study utilizes ethnography method as the principal research approaches, with the evolution of time as a clue, village, school and family as the research unit, the interaction between rural left-behind children and their parents, teachers, peer as the point of attack to investigate and describe the rural left-behind children's status and evolution from school readiness to adjustment. Then, according to the further analysis of the status and evolution, this study identifies that the status and evolution lies in the combination of various factors from Macro, Medium and Micro system.Finally,the suggestions are given on Macro, medium and micro system to solve the adverse conditions of the home-left children's school readiness and adjustment.The fifth chapter has a further probe into the mirror image from the school readiness to adjustment of the rural left-behind children. the mirror image is the result of the interaction effect of the macro, medium and micro factors. From a macro point of view, the main causes are the traditional culture, dual economy structure between urban and rural areas and the market economy development. From the medium perspective, the principal influence factor is the divergence of family, school and social education. In term of the micro aspect, the major factors influencing comes from family, school, village and children their own problems. The sixth chapter tries to give some suggestions from macro, medium and micro to improve the rural left-behind children's the adverse mirror image from school readiness to adjustment. The chapter seventh presents the preliminary conclusions of this study and research deficiency.