A Study On Social Creativity Of The Left-home Kids In Chongqing: Integrating The Analytic Model Of Equality Of Educational Opportunity

Left-home Kids in Primary School has been a prominent issue in recent years, among which the social problems that existing in the process of social development are especially evident, such as the formation of social creativity,the development of peer relationship,the acquisition of educational achievement and such a range of issues. How to ensure that Left-home Kids'healthy development in all aspects is an important issue that educators, families and community currently faced with which need all sectors of society to work together and to participate in.Individual's social creativity gradually develops as the process of socialization, and socialization began in children, so when we investigate social creativity, the childhood is an important stage. Factors affecting social creativity, including the whole social circumstance, refers to the social culture; From the microscopic view, then covers the family, school, peer groups, religious communities, mass media and other factors. For the school stage, the impact of family and school is crucially important. The family is the initial learning environment for the socialization of children; yet schools to provide the fuctions of socialization of children. Schools make an impact on the socialization of students via a variety of courses, teaching methods, organizations, teachers and vis versa. For the vulnerable groups of Left-home Kids, the factors of families have been extremely weakened, therefore, this paper attempts to explore the policy of Equality of Educational Opportunity's impact on the social creativity of Left-home Kids through school education, and to explore the differences between social creativity of Left-home Primary School Students in rural areas and that of the None-Left-home Kids, the relationship between social creativity, peer relationships and subjective well-being of Left-home Primary School Students, and also examined the the policy of Equality of Educational Opportunity and the correlative theories.The results of the study showed that:(1)The intervening variable in the study which is the school has a vital influence on the educational achievement and thus on the social creavitivity of Left-home Kids.(2) Left-home Kids's total score of social creativity and the other five dimensional scores are significantlly lower than those of common children, except that the two groups share no significant differences in communication capabilities.(3)Subjective well-being between social creavitivity and peer relationships(social preferences, social impact),subjectve well-being between social preferences and social creavitivity, social impact between social creativity and subjective well-being, social creativity between sujective well-being and social impact, peer relationships(social preferences, social impact)between subjective well-being and social creativity,all have remarkable mediating effects.Although the school-related factor can not effectively explain the discrepancy between the social creativity of Left-home Kids and None- Left-home Kids, but school education played a discrepancy-balancer role on offsetting the non-school factors which influence the social creativity of Left-home Kids.