Survey says 90% of migrant children prefer old homes to integrate into cities

“What are the common signs in life other than toilets for men and women?” asked the teacher on stage.

"Safe!" "Smoking!" "Stop talking!" The students under the desk rushed to answer.

On the afternoon of a spring day, a class about marking the big PK is being conducted in the classroom of the fourth class of the Maoershi Experimental School in Jiangbei District of Chongqing. The two teachers on the stage who were not childish were called Zhao Zhonghua and Liu Liu, both of whom were third-year students of the School of Social and Public Administration of Chongqing Technology and Business University.

On this day, the same curriculum was also carried out simultaneously in the other four classes of the fourth, fifth, and early grade. The instructors were also university students of Zhao Zhonghua and Liu Liu. Most of the students who listened to the audience were from rural areas. Parents worked in this city.

These children were more active than Liu Liu thought they were. They took an 80-minute class and they shouted their voices. This is the third time they have taught and they just walked into the classroom and the students gathered around. A little girl said, "Teacher, your hairstyle is very good today!" Another little boy took paper and a pen and asked Liu Liu to write down. Her QQ number. "They all have their own QQ number." Liu Liu said.

"Marking the Big PK" is the third lesson in the "Migrant Children's Urban Integration and Growth" course. This curriculum specifically targeted at migrant children is co-edited by Chongqing Green Leaf Volunteer, School of Social and Public Administration of Chongqing Technology and Business University, and Beijing Songluying Educational Consultation Center. After training at Beijing Songluying Education Consultation Center, the volunteers from Green Leaf volunteers and student volunteers from Chongqing Technology and Business University took on the responsibility of the teacher and gave the children special courses.

90% of mobile children prefer their hometown

“Only 19.1% of migrant children think that rural areas are better than cities, but 88.9% of children prefer their hometowns. These two figures show that migrant children live in cities and their feelings for their hometowns have not diminished. Most of them have not been well integrated into their own living environment,” said Hu Chengliang, secretary of volunteers for Greenery.

The above two data come from the 2011 Green Leaf volunteer survey of migrant children.

The reality that cannot be ignored is that the size of migrant children is increasing. With the gradual increase of second-generation migrant workers born in the late 1970s and 1980s, they began to face up to the shortcomings of leaving their children in rural homes. There is an increasing proportion of children taking their lives around the city to study and learn. A sample survey of 1% of the population in 2005 showed that the number of migrant children has increased to 25.33 million, and this number is still growing.

“What surprised us is that some children have come to Chongqing with their parents for three or four years. They have never been to Chaotianmen Pier, Jiefangbei, which has the landmark significance of Chongqing, and have never been to a park or science and technology museum.” Green Leaf volunteer secretary general Hu Chengliang said. "Though these children live in the cities, they still have a deep separation from the city."

Feeling heavy investigations and visits

In 2011, volunteers from Green Leaf used questionnaire surveys and household interviews to select parents of students from grades 1 to 6 in the Maobei Experimental School in Jiangbei District, and Xiangshui Road and Dongxing Road in Nanping.

Maoershi Experimental School is the first batch of “migrant school for children of peasant workers” in Jiangbei District of Chongqing. More than 96% of students are children of migrant workers, while the other two communities are migrant workers.

What he saw and heard during the investigation and visit made Hu Chengliang’s mood heavy. A large number of migrant workers are clustered in supermarkets, farmers' markets, transportation, and housekeeping and other service industries. They mainly work physically, have long labor hours, and have unstable work income. Their monthly remuneration is between 1400 and 2,200 yuan, and the monthly living cost must be kept below 600 yuan to ensure the normal expenditures for children's education and parental support.

Judging from the living and living environment, a large number of migrant workers live in the vicinity of manual labor-type places such as farmers' markets, supermarkets or large-scale construction sites. The family living environment is relatively poor, the popularity of electrical appliances is low, and the per capita living area is very small.

Hu Chengliang was impressed by the fact that a two-bedroom, one-bedroom house had three family members. The one in the living room also included three generations of grandparents and grandchildren.

Zhang Kun, principal of Maoershi Experimental School, told reporters that this situation is not uncommon. The student families they visited had even 5 children and 7 families renting only one bungalow.

The data obtained from the survey makes people feel relaxed. Among the respondents, parents have worked for more than 8 hours and accounted for 67.67% of the total; 48.76% of the parents did not have a fixed off time; 25.62% of the students were unattended after school; the children being investigated finished their studies after school. Only accounted for 33.7%; 75.9% of migrant children's parents did not tell stories to children.

Parents generally reported difficulties in educating their children: 23.1% indicated that their work was too busy and they had no time to administer their children; 22.6% believed that homework was too difficult and they had difficulty in counseling; 16.6% said they had no artistic expertise and could not give more guidance to children. 13.6% think that the family lacks a good learning environment; 11.5% think the children are not obedient and don't know how to manage; 7.3% worry about the chaos in the community and the safety of children after school; 5.2% worry that children have problems in interpersonal communication. , I do not know how to educate.

"Compared with the time when parents go to work and children leave school, we will find that there are 2 to 3 hours or even 4 or 5 hours of vacuum." Hu Chengliang said, "When the migrant workers gathered in the Xiangshui Road community in the south bank district, the community director told us that When they were on inspections, they often found that children were still playing outside at 11 o'clock in the evening. These children were faced with safety problems and they were prone to contact with the dark side of society. The risk of children becoming problematic is very high."

The 54-page "Migrant Workers Social Integration Project Demand Report" pointed out that migrant children's school life has a higher degree of adaptability and integration, while off-campus cities have poorer daily life. They seldom go out into contact with urban life outside the campus, have a negative impression of their own environment and neighbors, and lack of in-depth exchanges with their classmates in the city. This shows that migrant children have difficulties in integrating urban life in a wider range of areas of life.

Education for the children of migrant workers is not only the education of behavioral habits

In this context, a special curriculum for migrant children emerged.

Although the headline of the textbook printed the title of “Migrant City Children's Integration and Growth,” the Beijing Songluying Education Consultation Center believes that the adaptation of working children to urban life is not to be assimilated by the city, nor should it be a passive process. Therefore, the perspective of this project and teaching materials is not "urban integration" but "city learning and exploration."

The entire course is divided into three parts: indoor courses, urban simulations and field visits. The curriculum draws on the social integration theory of the American sociologist Gordon, starting from four levels, including the adaptation of urban culture, including the study of city skills, rules and etiquette; structural assimilation, that is, the development of new interpersonal relationships; Identity, that is to accept their dual identity, is confident; can finally participate in public affairs, and put forward their own opinions on social issues.

Zhang Kun, principal of Maoershi Experimental School, said: "When volunteer volunteers found us, we did not hesitate to agree with them because their ideas coincided with us."

However, Zhang Kun believes: “The education of the children of migrant workers is not only the education of behavior and habits, but also the education of ethics, values ​​and values. For example, there are many divorced migrant workers, and many divorced, each with a child. Together, they are not married and they only manage their own children. Sometimes the teacher calls and the other person says, 'I am not a wanderer, you are looking for something.' These will have a bad influence on the child."

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