家庭教育对学前留守儿童心理健康的影响分析及教育对策  

Analysis of the Influence of Family Education on the Mental Health of Preschool Left behind Children and Educational Strategies

作　　者：张敏 ZHANG Min(No.2 Kindergarten in Dafang County,Bijie 551600,China)

机构地区：[1]大方县第二幼儿园,贵州毕节551600

出　　处：《当代教研论丛》2024年第11期85-89,共5页contemporary Teaching and Research

基　　金：2023年毕节市教育科学规划课题:学前教育视域下留守儿童心理健康现状及干预策略研究(2023B090)。

摘　　要：文章探讨家庭教育对学前留守儿童心理健康的重要影响,通过分析学前留守儿童常见的心理健康问题,揭示家庭教育在塑造儿童情感基础、培养社交技能、构建自我认同以及规范行为习惯方面的关键作用。文章提出发挥家庭教育对学前留守儿童心理健康积极作用的对策:加强情感沟通,弥补亲子距离;创新亲子活动,促进亲子关系;提升监护人能力,给予心理支持;建立社区-学校-家庭联动机制,旨在唤起更多人对学前留守儿童心理健康问题的关注,弥补亲子距离的缺憾,为留守儿童提供更加全面的心理支持和教育引导。This article explores the important influence of family education on the mental health of preschool left behind children.By analyzing common mental health problems of left behind preschool children,it reveals the key role of family education in shaping children’s emotional foundation,cultivating social skills,building self identity,and regulating behavioral habits.The article proposes strategies of giving full play to the positive role of family education in the mental health of preschool left behind children,including strengthening emotional communication and bridging the gap between parents and children;Innovating parent child activities to promote parent child relationships;Enhancing the ability of guardians and providing psychological support;Establishing a community school family linkage mechanism,which aims to arouse more people’s attention to the mental health problems of Preschool left behind children,make up for the distance between parents and children,and provide more comprehensive psychological support and educational guidance for left behind children.

关 键 词：家庭教育 学前留守儿童 心理健康 

分 类 号：G444[哲学宗教—心理学]