摘要
随着城镇化进程的加快,乡村流动学前儿童迁往城市,离开了以“己”为中心的乡土社会,处于流入地关系网络的边缘。文章从差序格局视角探讨流动学前儿童与城市环境中学前儿童在教育获得方面的差序性表征,具体表现为:入学期户籍及经济双重隐形门槛的限制;融入期流入地人际关系情感融入的支持性薄弱;发展期流动学前儿童对城乡地域文化差异的适应性困境。针对以上困境表征,文章建议:通过精准配置学前教育资源破除入园门槛壁垒;创建家庭—园所联动的情感支持网络,营造适宜发展的城乡“对流”文化环境等方式,以尝试解决乡村流动学前儿童在城市中教育获得的系列差序问题。
With the acceleration of urbanization,rural preschool children are migrating to urban areas,leaving behind the rural society centered on the"self"and finding themselves on the periphery of the relational networks in their destination areas.This study examines the differential characteristics of educational attainment between migrant preschool children and urban local preschool children from the perspective of the"differential order pattern."These characteristics are specifically manifested in the following ways:during the entry phase,the dual invisible barriers of household registration and economic status limit access to education;during the integration phase,the support for emotional integration into the local social relationships in the destination area is weak;and during the development phase,migrant preschool children face adaptive difficulties due to the cultural differences between urban and rural areas.In response to the aforementioned challenges,the paper proposes the following recommendations:Firstly,to dismantle the barriers to kindergarten enrollment by precisely allocating early childhood education resources.Secondly,to create a family-kindergarten emotional support network and foster a conducive developmental environment characterized by urban-rural"counterflow"cultural interactions.These measures aim to address the differential access to education experienced by rural migrant preschool children in urban areas.
作者
裘指挥
林小力
范维
QIU Zhihui;LIN Xiaoli;FAN Wei
出处
《淮南师范学院学报》
2025年第1期132-138,共7页
Journal of Huainan Normal University
基金
江西省社会科学“十四五”重点基金项目“后疫情时代常态化儿童公共危机教育研究”(21JY01)。
关键词
流动学前儿童
教育获得
差序格局
migrant pre-school children
educational attainment
differential order pattern
