A Case Study On The Interpersonal Communication Of Preschool Children In Rural Families With Intergenerational Education

With the continuous development of society and the continuous improvement of economic level,people’s pursuit of a better life is also changing.People are more focused on improving their living standards,working hard and raising their incomes.Some young parents in rural areas spend much more time and energy on their work than on their children’s education.When they do not have enough time to accompany their children,they hand them over to their grandparents to take care of and educate them,thus forming the generation separation education.Preschool children are a group with strong plasticity,and family is their initial socialization place,so grandparents’ ideas,living habits and cognitive behavior will have a certain impact on children.Generation separation education makes up for the lack of family education,but it also brings many problems such as neglect of children’s physical and mental health,personality development and interpersonal communication.Every generation of education in Inner Mongolia Tongliao city Z village family of preschool children as the research object,in the understanding of Z village every generation of education on the basis of the basic situation,determine the service object and small hao every generation education present situation analysis of the family.On this basis,the author analyzes the problems existing in the interpersonal communication of Xiao Hao,and uses the family system theory to analyze its root causes.To this end,this paper expounds the necessity of case intervention from three aspects,such as making up for generation separation education,the positive effect on children’s growth,and promoting good family interaction,and analyzes the feasibility of case intervention from three aspects,such as the social worker,the family of the case,and the advantages of social work.Combined with the actual situation of the case,a detailed service plan was developed and the concrete intervention was carried out in three stages.In practice,the theory of cognitive behavior is used to analyze the direct or indirect influence of thoughts,words and behaviors of a family on the cognition and behavior of the client,so as to make the client’s family realize the importance of effective interaction and make them make corresponding positive behaviors.At the same time,the empowerment theory runs through the whole case intervention process,which plays a positive guiding role in improving the client’s language expression ability,emotional control ability and enhancing the client’s self-confidence.Finally,it also reflects on the limitations of social work intervention,the constraints of traditional education ideas and the comprehensive development of preschool children.