Ding Qifan, Wu Qiaobing, Zhou Qi
Department of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China.
Front Psychol. 2024 Jan 29;15:1332800. doi: 10.3389/fpsyg.2024.1332800. eCollection 2024.
This study uses Bronfenbrenner's bioecological model as its theoretical framework to consider the findings of an investigation of the emotional, social, and physical wellbeing of Chinese migrant children and lessons learned from the COVID-19 pandemic in urban areas. This study expands our perspective by combining the views of students, parents, and teachers to explore the emotional, social and physical wellbeing of migrant children in Shanghai who were participating in online learning during the COVID-19.
Observation and semi-structured interviews were carried out to collect data for this case study. Thirty-one migrant children, nine parents, 10 teachers and a school principal from a Shanghai junior high school participated in this research. Qualitative data were analyzed using thematic analysis.
The findings indicated that although video-recorded lessons were high quality, it put pressure on migrant children due to the lessons containing only new material with no reviews and reduced opportunities for them to interact with their own teachers. In addition, the differences in study progress between the migrant children and the local children that showed up during the online learning, and neglect from teachers and policymakers, made the migrant children anxious, angry and confused about their future. Besides, parents install monitors at home to support their children's online learning, but it had the opposite effect and simply provoked increased conflicts between children and their parents. Finally, although the online lessons have affected the optical health of students, the subsequent additional cooking lessons have mitigated the optical health problem and strengthened the connections between home and school.
The inequalities of education encountered by migrant children during the COVID-19 period have made them realize the disparities they have suffered in Shanghai. The exposure of this problem raises the prospect of a reform of educational policies for migrant children in the future.
本研究以布朗芬布伦纳的生物生态模型为理论框架，考量对中国流动儿童的情绪、社交和身心健康状况调查的结果，以及从城市地区新冠疫情中吸取的经验教训。本研究通过结合学生、家长和教师的观点来拓展我们的视野，以探究在新冠疫情期间参与在线学习的上海流动儿童的情绪、社交和身心健康状况。
进行观察和半结构化访谈以收集本案例研究的数据。来自上海一所初中的31名流动儿童、9名家长、10名教师和一名校长参与了本研究。使用主题分析法对定性数据进行分析。
研究结果表明，尽管视频课程质量很高，但由于课程只包含新材料而没有复习内容，且流动儿童与自己的教师互动机会减少，这给他们带来了压力。此外，在线学习期间流动儿童与本地儿童在学习进度上的差异，以及教师和政策制定者的忽视，让流动儿童对自己的未来感到焦虑、愤怒和困惑。此外，家长在家安装监控器以支持孩子的在线学习，但却适得其反，只是加剧了孩子与家长之间的冲突。最后，尽管在线课程影响了学生的视力健康，但随后增加的烹饪课程缓解了视力健康问题，并加强了家庭与学校之间的联系。
新冠疫情期间流动儿童所遭遇的教育不平等，让他们意识到自己在上海所遭受的差距。这个问题的暴露，引发了未来对流动儿童教育政策进行改革的前景。
