How Family-School Cooperation Affects the Development of the Socio-Emotional Competence of Rural Children Left at Home by Their Parents Employed in Cities
Social-emotional competence is significant to the all-round development and well-being of rural children left at home by their parents employed in cities.To solve the dilemma in the development of these children's social-emotional competence owing to their lack of family education,this study explores the relationship between family-school cooperation and the development of social-emotional competence of these children,and the effect of family-school cooperation,especially its different effects on the development of social-emotional competence of these children in different kinds,based on a survey of 2,758 of these children and their families.The results of the study are as follows:Family-school cooperation can significantly promote the development of social-emotional competence of these children;there is no direct,linear relationship between the two,but the parent-child relationship,the teacher-student relationship,the peer relationship,especially the parent-child relationship,plays a mediating role between the two;and family-school cooperation,which has a stronger"compensatory effect"on relatively poor families,families where mothers live and work away from home regularly,and families whose children board at the school,can effectively narrow the group gap in the development of these children's social-emotional competence.To promote the development of their socio-emotional competence,we need to optimize the long-term mechanism for family-school cooperation to ensure the"presence"of their parents'rights,space and competence;pay more attention to the"relationship"between the family and the school,and strengthen the effects of parent-child,teacher-student and peer relationships in the protection of these children's social-emotional competence;and based on the needs of these children in different kinds for the development of their social-emotional competence,devote accurate efforts to the educational policies and activities for family-school collaboration,and bridge the gap in their social-emotional competence.
family-school cooperationrural children left at home by their parents employed in citiessocial-emotional competenceinterpersonal relationships
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