Left-behind And Non-left-behind Children’s Adaptation To Kindergarten Comparative Study Of Current Situation

Whether the kindergarten adaptation process is smooth or not is related to the social development of children.The strength of the adaptability will not only affect the integration of children and kindergarten,but also have a long-term impact on children’s psychology and behavior.Therefore,many scholars have carried out relevant studies on the kindergarten adaptation of children.With the acceleration of China’s modernization process in recent years,a large number of left-behind children groups in rural areas have emerged.Compared with ordinary children,the dilemma faced by left-behind children in rural areas is the same as that faced by ordinary children,or there is a difference between the two,which has not been given a clear answer in the existing literature.Therefore,this study took 112 children from Guiping City,Guangxi as the research object,and compared and analyzed the consistency and difference of kindergarten adaptation between left-behind and non-left-behind children.Mainly from the following five aspects of the analysis:ego-strength,prosocial behavior,positive affect within the school setting,peer competence and adjustment to preschool routines.Observation,interview,and measurement methods were used in this study.The study found that: first of all,within a week of kindergarten,the adaptation level of left-behind and non-left-behind children was different,and the total adaptation score of non-left-behind children was slightly higher than that of left-behind children,but the difference between the two is not significant.Secondly,one month after entering the kindergarten,non-left-behind children’s adaptation level are better than left-behind children;significantly different between left-behind children and non-left-behind children in ego-strength,peer competence and adjustment to preschool routines,non-left-behind children scored higher than left-behind children in the above three aspects.There were no significant differences in prosocial behavior and positive affect within the school setting between left-behind and non-left-behind children.Finally,one month after entering the kindergarten,whether left-behind children or non-left-behind children have the most obvious progress is adjustment to preschool routines,and the subsequent order from large to small is peer competence,positive affect within the school setting,prosocial behavior and ego-strength.According to the above research results,the following educational suggestions are put forward:（1）grandparent of left-behind children should actively pay close attention to their emotional needs;（2）left-behind child caregivers create interactive opportunities to improve parent-child intimacy;（3）ensure the consistency of parenting concepts within the families of non-left-behind children;（4）teachers should strengthen their attention and support for maladaptive or slower children;（5）kindergartens provide supportive activities to enhance the connection between left-behind children and their parents.