Group Work Intervention Research On Problems In Parent-child Reading For Migrant Pre-school Children Family

With the rapid development of Chinese economy and the acceleration of the urbanization process,family migration has gradually become the main trend of population mobility,and the scale of migrant pre-school children is expanding day by day.The healthy growth of migrant pre-school children is not only related to their future development,but also to the happiness of the family and the long-term stability of the country.Therefore,the education and care of migrant pre-school children can not be ignored.The parents of pre-school children tend to ignore or even neglect their children's family education because of their low educational level,large pressure of work and life,complex living environment,etc.Among which,the reading situation of these family is not optimistic.During the investigation of Cangshan District in Fuzhou and the practice of W kindergarten,using the method of observation,interview and questionnaire,the author found that local migrant pre-school children's family parent-child reading mainly has the following problems: parents' reading consciousness is one-sided and with utilitarian color,mainly are preparations for children to read and to attend school;parents spent little time accompany their young children to read,parent-child reading is arbitrary;parents lack pertinence in the choice of children's reading materials;parents' guidance strategy is single and lack of validity in family parent-child reading.This study in the W kindergarten of Cangshan District of Fuzhou City used group work method,combined with cognitive behavior theory and personality development theory.In order to modify and improve the understanding and guidance strategies of parent-child reading in migrant families,the author carried out the reading group activities,and explored the professional ways to solve the problem of parent-child reading of migrant preschool children so as to improve the current situation of parent-child reading in migrant pre-school children families and to promote the development of the physical and mental health of migrant pre-school children.Through the study,it is found that the group work strengthens the connotation and effect of parent-child reading,and the parent-child reading group promotes the improvement of family education and the development of home cooperation.The author rethink from four aspects as follow on the basis of the summary on effectiveness: the professionality of reading group's intervention;the role of social workers and the ability to link resources;the diversity of group members and the replicability of the reading group.In the meantime,the author made suggestions on four aspects as private kindergartens,communities,the government and social work institutions.The author believes that private kindergartens should strengthen home-land cooperation and organize parent-child-growth activities;communities should strengthen the family education propaganda,establish the parent-vocational education platform;the government should perfect the labor security system of migrant workers and strengthen the function of family service,and social work institutions should pay attention to the intervention services for migrant preschool children.