Exclusion And Integration: A Study On The School Adaptation Difficulties Of Young Migrant Children From Other Place

Affected by the accelerated development of industrialization and urbanization in China,a large number of migrant workers have entered the city in the form of "family migration".Young accompanying children of migrant workers from other places have the opportunity to enter urban schools during the process of "whole family migration".However,in stark contrast to modern industrial civilization,young migrant children who grew up in traditional rural culture are in a "disadvantaged" position.And due to the differences in self-awareness,learning habits,behavioral habits,and interpersonal communication formed under the influence of the environment,it has caused difficulties for young migrant children from other places to adapt to school.In this research,the author uses the Ecological System Theory and Reading Therapy to study the Migrant Children in S Primary School in Weinan.The research collects the research object data by literature,questionnaire,interview and observation,and analyzes the current situation,causes and needs of the school adaptation of young migrant children of S Primary School migrant workers.The survey found that there is indeed a certain gap between the school adaptation level of young migrant children in S primary school and the school adaptation level of local young children in the city.Further summarize the current situation of the school adaptation dilemma of young migrant children in S Primary School,and explain the causes of their school adaptation dilemma on the basis of the Ecological systems theory,which are mainly micro systems:weak resilience,low environmental adaptability;Mid level system: Insufficient support from family members,school teachers,and peer groups;Macro system: Congenital educational conditions,educational resources,and social status are at a low level.There is a need to enhance subjective cognitive ability;Cultivate interests and enhance learning abilities;Enhance emotional self-control and expression;The need to cultivate and cultivate good living habits.Therefore,the author recruited 8 young migrant children from rural areas at S Elementary School,and utilized the psychological mechanism of "cognition purification comprehension" in reading therapy to carry out picture book reading group activities to help rural migrant children adapt to the transition from "exclusion" to "integration" in school.After six group activities,through qualitative and quantitative assessments by social workers,satisfaction and evaluation of group members,and self growth assessment of group members,it can be seen that the school adaptation of group members has been improved to a certain extent;Improved self-awareness level;Mastered some emotional management and expression skills;Gained friendship and a sense of belonging.From this,it can be seen that using group work to intervene in the school adaptation difficulties of young migrant children is feasible and effective.Based on the above research,this article proposes suggestions from three environmental levels: micro,meso,and macro,in order to effectively explore the difficulties of school adaptation for young migrant children.First,micro: carry out picture book reading group activities to enhance children’s sense of belonging and self-efficacy;Secondly,in the middle view: adding school social workers and leveraging the power and influence of school social workers;Social work is embedded in community education to promote the healthy development of parent-child relationship;Finally,macro level: Multi party cooperation to create an interconnected platform and solve the difficulties of adapting to schools for young migrant children.