| On May 27,2018,the Poverty Alleviation Office of the State Council launched the "Preschool Learning Mandarin" action in Liangshan Prefecture.The action adheres to the concept of "poverty relief first,wisdom first,language first",aimed at the practical problems of poor children in Liangshan deep poor areas who cannot understand or speak Mandarin,which makes it difficult to adapt to Mandarin teaching after entering the compulsory education stage Rely on the local "one village,one child" village-level preschool to help poor children learn Mandarin.In addition to improving the ability to use Mandarin,since the implementation of the action,poor children’s good habits have gradually formed,under the guidance of preschool counselors,they began to wash their hands before and after meals,and developed the habit of regular face washing.After two years of piloting in 11 poverty-stricken counties in Liangshan Prefecture,the action has now completed the full coverage of the “preschool education” of all kindergartens in Liangshan Prefecture as originally planned.The action will be extended to Tibetan areas that also face the "language barrier".This article mainly studies the social support,ecosystem theory and social support theory based on the social support of poor children in three “one village and one child” preschools in Xide County,Liangshan Yi Autonomous Prefecture,Sichuan Province.The characteristics of poor children,in-depth discussion of the changes in the interaction between children and the environment during the implementation of the "preschool learning Mandarin" action,and how their various systems can give them social support,in order to improve the next stage of the action plan for reference.The full text is divided into six parts.The first part explains the research background and significance,combs the relevant literature,introduces the research methods and the theoretical tools used.The second part defines the main concepts.The third part introduces the specific conditions of the three survey sites in detail, and according to the field survey and previous research results,from the perspective of ecosystem theory to grasp the status quo of social support of poor children in the Yi District after the intervention of the "preschool and general education" action.The fourth part analyzes the various factors that affect the social support of the poverty-stricken children in the Yi District by the action of "pre-school education",which is weakly hindered.In the fifth part,the author attempts to explore the relevant suggestions for enhancing the social support of minority impoverished children in the "Preschool Action".The last part is mainly to make a summary of the research,to refine the enlightenment on social work practice,to reflect on the shortcomings of this research,but also to provide prospects for further research in related research fields.The main conclusions drawn by this study are: During the implementation of the pre-school general education action,there is a mismatch between the policy support,family strength support and actual needs in the macro system,the lack of communication between parents and preschool education points in the meso system,and the backward concept of the parents of the children,etc.The problem is the poor utilization of social support by poor children in the micro system.In response to the above problems,countermeasures and suggestions were put forward that each social support should be highly matched with the actual needs,strengthen the linkage between the preschool education site and the parents and the community,and strengthen individual management. |
