Investigation On Family Education Status Of 3-6 Year Old Children In Chengguan District Of Lhasa City

At the 2018 National Education Conference,General Secretary Xi Jinping emphasized that "the family is the first school in life,parents are children’s first teachers,and it is important to teach children the ’first lesson of life’ and help them button the first button of life." The implementation of the "Family Education Promotion Law of the People’s Republic of China" reflects the high importance attached by the state to family education,incorporating family education into the legal system and having significant promotional effects on the improvement and development of family education.Under such circumstances,family education needs to be highly valued,which is conducive to the healthy growth of children.The opportunity is also taken to gradually pay attention to early childhood family education.Lhasa is the capital of the Tibet Autonomous Region,and its Chengguan District has a significant influence on the development of politics,economy,culture,and education in Lhasa and even Tibet.This paper took three kindergartens in Chengguan District as examples,adopted qualitative and quantitative research methods,and conducted in-depth research on family education for 3-6 years old children.The main contents of this study were:(1)family education for3-6 years old children;(2)problems in family education for 3-6 years old children;(3)strategies for improving family education for 3-6 years old children.The survey targets include one autonomous region-level demonstration kindergarten,one ordinary public kindergarten,and one private kindergarten.Using questionnaires and interviews,360 randomly selected parents of young children were surveyed,and interviews were conducted with eight Tibetan parents and two Han parents.The analysis of the questionnaires and interviews revealed the following issues in Chengguan District’s family education for 3-6 years old:The overall level of family education for 3-6 years old children in Chengguan District is average,with most parents having many problems and shortcomings in early childhood family education.These problems mainly manifest in parents’ misconceptions about education,lack of scientific parenting knowledge and methods,improper early childhood family education methods,insufficient emotional management skills,lack of emotional support,and deficient interpersonal communication skills.Issues in the family education environment include tense family relationships and poor economic conditions.In terms of parental accompaniment quality,there are problems such as insufficient parental accompaniment time,low father involvement,and overreliance on media for accompaniment methods.In response to the problems in early childhood family education,this study proposed recommendations from the perspectives of the government,social organizations,kindergartens,and parents to help improve the level of early childhood family education.Firstly,at the local government level,it is necessary to establish family education guidance institutions,increase investment in early childhood family education,carry out special family education activities,promote excellent family education experiences,and organize family education evaluation and award activities.Secondly,at the social organization level,various social forces should participate in supporting early childhood family education,providing assistance to educationally disadvantaged families through parent lectures,establishing parent-child communication and interaction platforms,and providing financial assistance.Thirdly,at the kindergarten level,measures are needed to strengthen teacher and parent training and build effective communication mechanisms.Finally,at the parent level,parents need to improve their own qualities,establish correct educational concepts,create a good material and spiritual environment for early childhood family education,and continuously improve the quality of accompanying their children.