The Case Studypre Of Shcool Margina Lized Children's Educational Intervention Situation In Guangxi National Regions

In normal preschool education institutions marginalized children are in bad situation of emotional and social aspects,to some extent,they are different from the ordinary children's groups and individual children with special needs,“marginalized”expressions they are in extension status of a group and border sex characteristics between many issues',they showed different degrees of anxiety,deviation of behavior,poor communication,dissociating group and so on.Viewed from the outside there is no difference between they and other children,but their words and deeds has some difference with other children.Due to not understanding thecauses of the marginalized children,kindergarten teachersand parents can not carry out effective education and intervention for them.Marginalized children enjoy less rights ofthe education,dissociate themselves from the marginalized children the group in active or passive ways,this situation doesn't only affect their own development,also has brought negative influence to teachers,peer and family.As the influence of the historical tradition,folk culture,geographical environment and parenting idea,preschool education in ethnic minority areas of Guangxi shows weaken foundation,low starting point and many development difficulties,pre-school institutions' layout is not perfect,teaching conditions are relatively poor,the quality of education is generally low,which is in a weak position of the the whole national education field,meanwhile marginalized preschool children are also vulnerable groups in preschool education,so it is not difficult to draw the deduction,marginalized preschool children in Guangxi are in the weakness condition of the “weak”for the development of national education status,their existences are more worrying.This study uses the method of field research and action research,studies Dahua yao nationality autonomous county A town deeply to realize preschool marginalized children in the kindergarten,the purpose is to study the problem representation for marginalized children in region preschool education institutions,through the study for the attribution analysis of these problems,find out factors hindering the preschool marginalizedchildren from backing to the group,finally give intervention to marginalized children,the results shows that:(1)Marginalized children 's living circumstances are poorer in national regions than the han nationality area,in terms of intervention,due to lack of manpower and physical support national regions can't provide children wi th interventions,such as the game intervention,group intervention,sand gam es,family intervention mostly,therefore teachers use a variety of opportuni ties for children to intervene has become a most important and effective int ervention measures in one day of life and education activities.(2)During the Intervention of preschool marginalized children in ethnic areas,as restricted by parents parenting attitude and the national education tradition,repairing or improving the imbalance of the ecological environm ent around the marginalized children system is relatively difficult,requiring a lot of manpower and material resources,and taking up a lot of time,the refore,to explore simple,effective and smaller intervention model is more c onducive to promoting national regions preschool marginalized children's re turn to group.(3)In the marginalized children 's education intervention study,consider ing both positive self-consciousness on the marginalized children developmen t,and focusing the change of groups attitude to marginalized children will b e important principles guarantee the effect of intervention much more effecti ve and long-lasting.