Journal of Research in Childhood Education最新文献

英文中文

A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, With Gender Comparison 解释学现象学探究:基于性别比较的陕西省留守儿童的风险与保护因素

Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Childhood Education

Pub Date : 2023-09-11 DOI: 10.1080/02568543.2023.2248224

Lin Ge

This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children’s development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group’s internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects.

本研究以弹性理论为视角，呈现陕西省留守儿童的生活体验。运用解释学现象学探究，识别小学留守儿童面临的内外风险因素，探索其保护因素(内部资产和外部资源)。本研究试图确定这些保护因素如何能够缓和或减少风险暴露对儿童发展的影响。受疫情影响，2018年开展了非结构化观察，包括对课堂、生活和人际关系的现场观察，2020年完成了远程课堂观察。共观察学生51人，其中留守儿童28人。14名9- 13岁的留守儿童、8名监护人和6名教师参与了访谈。2020年专门采用了远程面试前活动。研究结果表明了该群体的内在化和外在化问题，以及内部资产和外部资源。这项研究可能会为干预和社会包容性教育确定可行的目标。建议在政策和实践中采取基于复原力的干预措施，以干预从风险暴露到相关负面影响的发展轨迹。

{"title":"A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, With Gender Comparison","authors":"Lin Ge","doi":"10.1080/02568543.2023.2248224","DOIUrl":"https://doi.org/10.1080/02568543.2023.2248224","url":null,"abstract":"This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children’s development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group’s internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Acknowledgment of Reviewers for Volume 37 对第37卷审稿人的感谢

Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Childhood Education

Pub Date : 2023-08-08 DOI: 10.1080/02568543.2023.2268500

引用次数: 0

The Spy Girls and the Quest for “Forbidden” Literacy: Rural Chinese Girls’ Negotiation of “No Christmas” School Policy Through Subversive Literacy Practices 间谍女孩与对“禁忌”文化的追求:中国农村女孩通过颠覆性的文化实践对“无圣诞”学校政策的谈判