| 罗兰兰，侯莉敏，吴慧源.民族地区农村留守幼儿抗逆力的发展：师幼关系、同伴关系的影响[J].陕西学前师范学院学报,2020,36(6):105-113 |
| 民族地区农村留守幼儿抗逆力的发展：师幼关系、同伴关系的影响 |
| The Resilience Development of Rural Left-behind Children in Ethnic Areas:the Influence of Teacher-child Relationship and Peer Relationship |
| 投稿时间：2020-03-11 修订日期：2020-03-27 |
| DOI：10.11995/j.issn.2095-770X.2020.06.016 |
| 中文关键词: 民族地区 留守幼儿 抗逆力 师幼关系 同伴关系 |
| 英文关键词: ethnic areas left-behind children resilience teacher-child relationship peer relationship |
| 基金项目:广西教育科学“十三五”规划民族教育研究专项课题（2019ZJY066）；奕阳教育研究院青年学者研究项目（SEI-QXZ-2018-22） |
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| 中文摘要: |
| 幼儿园是幼儿生活的微系统之一，在幼儿园生态系统中，教师、同伴是两个影响幼儿发展的关键因素。本研究采用测
查法，以广西民族地区344 名农村幼儿为研究对象，围绕农村留守幼儿早期发展的基本状况、抗逆力对早期发展的影响、师幼
关系和同伴关系对留守幼儿抗逆力的影响进行分析。结果发现：留守困境不利于留守幼儿的认知发展、社会情绪能力、语言和
早期阅读能力发展，对男性幼儿影响更大；抗逆力对留守幼儿早期发展有预测作用，有助于留守幼儿适应困境产生的压力；师
幼亲密、同伴接纳是影响留守幼儿抗逆力发展的保护因素。研究建议在教育干预方面可以通过提高教师支持系统的力量，与
留守幼儿建立更为亲密的关系；关注幼幼互动的缓冲作用，促进留守幼儿与同伴积极有效的互动，以更好地帮助留守幼儿应对
困境。 |
| 英文摘要: |
| Kindergarten is one of the microsystems of children’s life. In kindergarten ecosystem, teachers and
peers are two key factors that affect children’s development.In this study,344 rural children in Guangxi ethnic ar⁃
eas were taken as the research object, and the study analyzed the basic situation of early development of rural
left-behind children, the influence of resilience on early development, the influence of teacher-child relationship
and peer relationship on the resilience of left-behind children.The results showed that the left-behind dilemma
was not conducive to the cognitive development, social emotional ability, language and early reading ability de⁃
velopment of left-behind children, and had a greater influence on male children; the resilience had a predictive
effecton the early development of left-behind children and helped the left-behind children to adapt to the
stress of dilemma; teacher-child intimacy and peer acceptance were the protective factors affecting the develop⁃
ment of left-behind children’s resilience. The research suggests that in the aspect of educational intervention,we can establish a more intimate relationship with left-behind children by improving the strength of teacher sup⁃
port system, pay attention to the buffer effect of young children's interaction, and promote the positive and ef⁃
fective interaction between left-behind children and their peersso as to better help left-behind children cope
with difficulties. |
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