【摘要】 家长投入对儿童的学习和发展具有积极意义,是改善低收入家庭儿童发展的重要途径。本研究采用民族志的研究方法对北京某农民工聚居区的12个学前儿童家庭的家长投入进行了细致研究。结果发现,农民工家长支持学前子女教育的主要方式包括安排子女跳级、教授知识和监督作业、口头督促和创设学业环境。这个群体的家长投入以立足于家庭的自发型投入为主、聚焦于狭隘的学业成功目标,并且家长投入质量水平整体偏低。此外,农民工家长投入具有组群内的差异性,呈现出遵从型、改辙型和退却型三种倾向。从社会文化理论视角分析,聚居区的特有文化以及城乡二元社会结构共同塑造了家长的观念和行为。为改善农民工家长投入的不公平现状,既需要文化与结构层面相结合的干预,更需要基于农民工家庭生存和发展权的根本改善。更多还原

【Abstract】 Parental involvement has been found to play a critical role in children’s school success and also be an important pathway to improve poor children’s development. This study took an ethnography method to investigate migrant worker parents’ involvement in their children’s early childhood education.12 families were selected from a migrant workers community in Beijing. The results showed that the ways migrant workers involved included making children skip a grade,instructing in knowledge,helping with homework and oral supervision,etc. Migrant worker parents’ involvement was mainly home-based dimension and voluntary behavior focusing on narrow academic goal and the quality of their involvement was relatively low. This study also identified the within group variance and three distinct involvement patterns were found:conformity,innovation,and ritualism. Using a sociocultural theoretical lens,the study analyzed how social structure and culture both influenced parental involvement. The article concluded with a discussion of educational implications as well as suggestions for promoting developmentally appropriate parental involvement.更多还原