A Comparative Study On The Autobiographical Memory And Self-concept Development Of Left-behind Children And Non-left-behind Children Aged 4-6 Years

The research of many disciplines shows that the preschool period is the period in which the shape,structure and function of human brain develop most rapidly.At the same time,the early school is also the most plastic period.In this period,individual emotion,behavior,language,cognition and other aspects have been laid,and is also in a sensitive period.In addition,the early school is also the beginning and key period of individual socialization.Therefore,this period is of great significance for the overall development and growth of individuals.Family plays an important role in early socialization.As the earliest and most direct place of socialization of preschool children,family is the most important and influential factor in the process of socialization of preschool children.However,for left-behind children,the family structure is not complete,which has a certain degree of impact on their socialization and development.As a special type of human memory,autobiographical memory is an individual’s recollection of life events that happened to him or her,which is closely related to personal experience.Self-concept is the core concept of personality structure.It should be pointed out that an individual’s self-concept is not born,and his family and environment are important sources of self-concept.Therefore,in the process of constantly creating self-knowledge and self-identity,children need to find themselves from the perspective of others in different social relations.For them,especially for those with stay-behind experience,forming accurate and clear self-knowledge and stable social relationships is an important challenge that must be faced.In order to explore the complexity of the self,this study focuses on two aspects:autobiographical memory and self-description.Based on the existing research paradigm on the cross-cultural development of children’s autobiographical memory and self-concept,this study attempts to control the influence of cultural and linguistic factors in the same linguistic and cultural context.At the same time,we focus on different groups of children under the same cultural background,and adopt open and free narrative methods to conduct a comparative study on the development of autobiographical memory and self-concept of left-behind children and non-left-behind children aged 4-6.The following conclusions are drawn:1.There was no age or gender difference in the autobiographical memory of left-behind children aged 4-6 years.2.There is a significant age difference in the total score of self-concept description of left-behind children aged 4-6 years.The development of self-concept shows an increasing trend with the growth of age,and develops rapidly between 4 and 5 years old.There are gender differences in the positive self-concept and trait self-concept of left-behind children.Girls provide more positive self-evaluation than boys,and emphasize their personality qualities more in their self-description.3.The development of autobiographical memory of non-left-behind children aged 4-6has different age characteristics.Older non-left-behind children were more likely to describe specific memory events,mentioned other people and social behaviors more often,and used more emotion-related words.There is no significant gender difference in the autobiographical memory of non-left-behind children.4.The self-concept of non-left-behind children aged 4-6 has a significant age difference,and develops rapidly between 4 and 5 years old.There is a gender difference in the total self-concept scores of non-left-behind children.Girls provide richer self-descriptions,but the differences between boys and girls are not obvious in all dimensions.5.There are differences in autobiographical memory between left-behind children and non-left-behind children.The autobiographical memory of left-behind children is more generalized,usually taking daily life as the theme,less expressing their own feelings and emotions,and less expressing their personal opinions and tendencies.In contrast,the autobiographical memory of non-left-behind children is more detailed,taking the self as the central role in remembering events,usually focusing on specific events,and being able to more naturally express the emotional states in memory,as well as the remarks related to personal preferences,traits and opinions.6.There are differences in self-concept between left-behind children and non-left-behind children aged 4-6.Left-behind children pay more attention to the social situation and constraints of others in their self-description,and their self-evaluation is mostly positive,which usually comes from parents,teachers and small partners.Non-left-behind children,on the other hand,are more likely to describe themselves with abstract personal qualities,preferences and personalities,and put more emphasis on their subjective feelings and wishes.At the same time,they will give themselves more positive evaluation,which comes from their own understanding and affirmation of themselves.