A Case Study On The Construction Of Caring Relationship Between Kindergarten Teachers And Rural Left Behind Children

In recent years,with the rapid development of market economy and urbanization,a large number of rural surplus labor force choose to leave their hometown to work in order to change the existing survival status,resulting in a special group of minors-left behind children.Most of them are under the age of 6 and generally live with their next-generation elders,other relatives or friends of their parents.However,due to the long-term lack of care and companionship from parents,the weak supervision of next-generation elders and relatives,and the lack of family education,left behind children will have a variety of problems in the process of growth.The lack of family emotion will make the left behind children transfer their trust and dependence on their parents to the teachers.They are eager to get love and care from teachers.However,through investigation and research,it is found that most rural teachers do not have the corresponding care ability.They can not accurately perceive the care needs of left behind children,and can not make appropriate care behavior to build an intimate and lasting care relationship with children.This study takes three teachers in the class of left behind children of a private kindergarten in Xiong’an as a case study.Collecting relevant materials and information by using case study method,observation method,interview method and material collection method.It also makes a qualitative analysis of the interactive behavior between kindergarten teachers and left behind children,explores what problems kindergarten teachers and left behind children will encounter in the process of building the caring relationship,and how teachers and left behind children build and maintain the caring relationship between each other.This study is divided into the following four parts:The first part is the introduction.It mainly explains the research background,research purpose and problems,current research status at home and abroad and research significance,and defines the concepts of "care" and "caring relationship construction".The second part is the research design.The author will use the methods of case study,observation and interview to collect and sort out the data on the caring interaction between teachers and rural left behind children.According to the different focus of the collected materials,they are classified into five categories: "the performance of teachers’ caring behavior","the performance of left behind children after receiving care","the current situation of care between teachers and left behind children","factors affecting the construction of caring relationship" and "others".The third part mainly describes the caring relationship between teachers and rural left behind children based on the caring education background,and further discusses the necessity of constructing the caring relationship between teachers and rural left behind children.The fourth part mainly explains the current situation of the caring relationship between teachers and rural left behind children.According to the performance of teachers’ caring behavior,the current situation is divided into positive caring relationship and negative caring relationship,and further analyzes the causes of the current situation from the three levels of kindergartens,kindergarten teachers and left behind children.Finally,it puts forward the strategy of constructing the caring relationship between kindergarten teachers and rural left behind children.Based on the theory of caring education,the author proposes that on the one hand,we should build the caring relationship between teachers and left behind children from the four perspectives of understanding and care,respect and trust,understanding and communication,democracy and equality.On the other hand,we also need to promote and maintain the caring relationship through various forces of teachers,kindergartens and left behind children’s families.