A Comparative Study On Approaches To Learning Of Children Aged 4-6 In Urban And Rural Areas

With the increasing attention of the international education community to children's Approaches to learning,the research on Approaches to learning has sprung up in recent years.It has been proved that Approaches to learning can not only predict children's learning situation in the current period of time,but also predict children's future academic development to a certain extent.It is not only closely related to children's learning achievements,but also affects children's learning performance Its ability development in many aspects,such as cognition,peer communication and so on;the development of Approaches to learning in early childhood is more critical,and most of the researches on children's Approaches to learning often focus on the factors that affect the development of children's Approaches to learning.The selected research object is the children in the same region,and for the two regions or the same region with large differences in economic development There are few studies on the differences of Approaches to learning between urban and rural 4-6-year-olds.Based on this,this study starts from whether there are differences in Approaches to learning between urban and rural children,and selects children from the first tier city g and the third tier city Z,trying to explore the development differences of Aapproaches to learning between children in different regions,as well as the development differences of approach to learning between urban and rural children in the same region,as well as the reasons behind the differences Families provide reference strategies to improve children's approach to learning,and provide specific suggestions for the government and education development departments to promote children's approach to learning.In this study,715 4-6-year-old children from urban and rural areas of G City in Southeast China and Z City in Southwest China were selected as the research objects.Questionnaire survey and interview were used to collect data,so as to analyze and study the characteristics and differences of Approaches to learning between urban and rural children.The conclusions are as follows.1.In the overall development ofapproach to learning,the overall development of approach to learning of 4-6-year-old children in G city and Z city is better,and the development between the three dimensions is relatively balanced;the performance of4-6-year-old children in G City in the three dimensions of Approaches to learning is significantly better than that of 4-6-year-old children in the region.2.Generally speaking,the approach to learning of 4-6-year-old children in urban and rural areas is significantly better than that of 4-6-year-old children in rural areas.3.In terms of the differences of individual characteristics between urban and rural areas,from the perspective of gender,the performance of urban boys in the dimension of ability motivation is significantly better than that of rural boys;in terms of age,the approach to learning of urban children of different ages is better than that of rural children of the same age in different aspects;4.In terms of the differences between urban and rural areas,the 4-6-year-old children in urban public parks and urban private parks are significantly better than those in rural public parks and rural private parks in terms of learning strategies and attention/ persistence.5.From the characteristics of approach to learning development of 4-6-year-old children,there is no significant difference in approach to learning development of4-6-year-old children of different genders;there is no significant difference inapproach to learning development between 5-year-old children and 6-year-old children,but both are significantly better than 4-year-old children;the approach to learning performance of 4-6-year-old children in public parks is better than that of 4-6-year-old children in private parks.Based on the above conclusions,this study puts forward some targeted suggestions from the following aspects to reduce the difference of approach to learning between urban and rural children aged 4-6.1.The governments of backward areas should strengthen the responsibilities of preschool education,such as setting up a special working group to improve the approach to learning of children,and carrying out compensatory preschool education for children in rural areas.2.The Ministry of education will bring approach to learning into the content of children's school preparation,and strengthen the public's attention to children's approach to learning.3.Kindergartens in backward areas should strengthen the construction of teachers' team and enrich their strategic knowledge of training children's approach to learning.4.Kindergartens in backward areas should make use of local characteristics and construct characteristic courses to make up for the objective defects of insufficientresources.