CAJ | 학술논문

学龄前期是儿童心理行为形成的关键期，同时也是不良心理行为的易感期，因而学龄前留守儿童的心理行为问题更应受到关注。亲子分离造成的亲情缺失、监管缺失和家庭教育缺失导致学前留守儿童比较敏感、内向、悲观、焦虑等不良心理特质。亲子分离和教育意识与方式是造成学前留守儿童心理行为问题的核心因素。学前留守儿童心理重建离不开家庭、学校和社会的共同努力。解决亲子分离、完善监护制度，促进亲情回归；国家、政府、社区推出一系列扶持措施，防止亲情流失；父母之间建立合作互助组，形成亲情共享来保障农村留守儿童能享受亲情呵护、为他们健康成长保驾护航。提高父母及代理监护人的教养意识，优化教养方；提高幼儿教师的教育意识、方法来提升学前留守儿童的心理关怀质量，促进学前留守儿童的心理重建。
학령전기시인동심리행위형성적관건기，동시야시불양심리행위적역감기，인이학령전류수인동적심리행위문제경응수도관주。친자분리조성적친정결실、감관결실화가정교육결실도치학전류수인동비교민감、내향、비관、초필등불양심리특질。친자분리화교육의식여방식시조성학전류수인동심리행위문제적핵심인소。학전류수인동심리중건리불개가정、학교화사회적공동노력。해결친자분리、완선감호제도，촉진친정회귀；국가、정부、사구추출일계렬부지조시，방지친정류실；부모지간건립합작호조조，형성친정공향래보장농촌류수인동능향수친정가호、위타문건강성장보가호항。제고부모급대리감호인적교양의식，우화교양방；제고유인교사적교육의식、방법래제승학전류수인동적심리관부질량，촉진학전류수인동적심리중건。
Since preschooling is a critical and susceptible period for the formation of the children's psycho-logical behavior and adverse psychological behavior,such behavior problems of the preschool children left at home should be more concerned about.The factors like Parent-child separation,lacking of supervision and family education etc.make preschool children left at home more sensitive,introverted,pessimistic,anxious and so on.Parent-child separation and education consciousness as well as methods are the core elements of the psychological behavior problems on the preschool children left at home.The psychological reconstruction of these children must be based on the joint efforts of family,school and society:parent-child perfect guardian-ship system should be improved to promote the family regression;a series of support measures should be launched by the state,government and community to prevent loss of affection;parents should make children enjoy the happiness and love of family by cooperating and supporting each other so that they can grow happily and healthily;the education awareness of parents and agency guardians must also be improved to optimize breeding;and last,raise teaching awareness and approaches of the preschool teachers to better the quality of psychological care on preschool children left at home,thus promoting their psychological reconstruction.