对三名留守儿童自我概念发展的个案研究  

A Case Study of Three Left-behind Children’s Self-concept Development

作　　者：付咏梅[1] 李敏谊[1] 

机构地区：[1]北京师范大学教育学部

出　　处：《幼儿教育（教育科学）》2014年第6期51-55,共5页Early Childhood Education(Educational Sciences)

摘　　要：父母是儿童自我概念形成和发展过程中的重要他人，对儿童形成积极的自我概念有着重要影响。但在许多经济欠发达地区，大量年轻父母进城务工，他们的孩子成了留守儿童。父母教育的缺失会否对留守儿童自我概念的发展产生消极影响呢？为此．本研究采用绘画作品分析法、问卷法、访谈法对三名4-7岁留守儿童的自我概念发展状况进行了个案研究。研究发现，三名儿童自我概念的发展水平基本符合其年龄特征，在运动能力、认知能力、同伴接纳三项上的表现较为正常，但在母亲接纳这一项上的得分偏低，这需要引起父母的高度重视。Parents are significant others in the development of children＇s self-concept and play an important role in helping children to form positive self-concept. However, in many economically underdeveloped areas, a large number of young parents go to cities to work and leave their children behind. Is it possible that the lack of parenting may produce negative impact on children＇s self-concept development？ Using drawing analysis, questionnaire, interview, the authors studied the development of self-concept of three left behind children. The results show that the self-concept of the three children basically match their age features, their performance in exercise capacity, cognitive competence and peer acceptance are normal while their scores are relatively low in ＂mother acceptance＂, which needs parents to pay high attention to.

关 键 词：留守儿童 自我概念 个案研究 

分 类 号：G610[文化科学—学前教育学]