A Case Study On "Marginal Children" In Class Life Of Kindergarten

In the kindergarten,class is the whole place for children to learn,play and live.It is also the first step for children to transform into "social person".How to integrate into class and establish good communication relationship with others,Is the first lesson they face in survival.However,in real life,influenced by various complicated factors,the situation of each child in the class is not the same.With the extension of the researchers’ perspective,the children in the class are generally divided into five categories after investigation:The popular type,the rejected type,the neglected type,the general type,the contradictory type.The "marginal people" in this study excludes the "marginal population" formed by the"cultural differences" between the foreign population(such as adults)and the young child groups,especially the children in the educational life under the guidance of the teacher.Within the group,its identity is opposite to the "protagonist" and "center person".Because of various reasons,it is neglected or rejected by the social groups in the class,and it is actively or forced to be outside the "mainstream culture",thus facing disadvantageous survival and development situation.Individuals or groups.On the basis of previous studies,this paper uses qualitative research methods to study the phenomenon of "marginal people" in class life,which mainly involves the following contents:The first part explains the background of the phenomenon of"marginal people".From the perspective of researchers,it describes the field of children’s life,based on the experience of "home" in their eyes,and uncovers the reality of "order" life step by step.Lay the foundation for finding out the cause of the phenomenon.The second part presents the life stories of three individuals in the class,peer interaction,teacher-child interaction.Through the first-hand information collected through observation and interviews,the life of the three individuals is reproduced.This group has existed for a long time.This means that this phenomenon has already occurred,and is not a single phenomenon of an individual,which needs attention.In the third part,the author analyzes and combs the typical characteristics of the subject in the phenomenon of "marginal people",through the consideration of its behavior,character,emotional experience,and so on,in order to explore the reasons for its formation.In the fourth part,the author analyzes the causes of the "marginal people" phenomenon.Their formation is the result of the interaction between individual characteristics and external environment.The individual characteristics are mainly differences in character and ability,and the external environment is mainly homes and schools.Parents and teachers are the main players involved.They need to be aware that this family is not an independent living space,but is the parent of the main body who picks up the children.The interaction with the teacher at the time of the interaction between the two affects the child.Such as teacher’s"labeling" behavior,parents’ attitudes and expectations of parenting,and so on,promoted their "marginalization" process.In the fifth part,the author thinks further about the phenomenon of"marginal people",tries to reveal the deep reasons behind the phenomenon,and based on "humanitarianism",puts forward the idea of helping them to return to the "mainstream".From the effect of "edge and center" in educational evaluation and the phenomenon of stratification in education,this paper reveals a different order pattern in education,and illustrates that the phenomenon of "marginal person" also shows the unfairness of educational life behind the phenomenon.The allocation of resources is directly linked to the status of young children,which has seriously affected their survival and development.In educational life,the phenomenon of "marginalization" is inevitable.Obviously,the role of "field" has affected the individual in it.Therefore,we need to adjust the environmental factors first,and we need to pay more attention to ourselves,strictly require our own behavior,and correct the attitude of educators.Avoid the "secondary injury" to them,adapt to their development mode,and save more growth time for the individual maturity.