Model essay on caring for left-behind children (5 articles)

With the increase of migrant workers in rural areas, the education of "left-behind children" in rural areas has become a blind spot in current basic education. For left-behind children, we need to care for them. The following is a model essay on the care plan for left-behind children. Welcome to read!

Care Work Plan for Left-behind Children 1

I. Guiding ideology

According to the document "Opinions on Strengthening the Work of Left-behind Children" of the District Education and Sports Bureau and the guidance of the spirit of the meeting, combined with the growth status and actual needs of left-behind children in our school, this plan is formulated in order to give full play to the practical education functions of organizations such as the Young Pioneers and the School Committee, better care for left-behind children, pay attention to their healthy growth and further promote their mental health education.

Second, the work objectives

On the basis of summarizing the previous work of left-behind children in our school, we should further strengthen leadership, form a joint force, vigorously publicize, continuously improve the comprehensive quality of the majority of minors, and create a healthy, happy, equal and harmonious growth environment for left-behind children.

1. The construction and management school is required to stay in Children's Home, and a special person is appointed to be on duty every day, and administrative personnel are arranged to supervise the activities from time to time every day.

2, continue to implement the "pairing assistance" activities, guide teachers to carry out the information construction of pairing assistance.

3, combined with the school moral education theme activities, carry out various activities to care for left-behind children, improve the comprehensive quality of left-behind children.

Third, the main measures

(1) Improve the mechanism and strengthen the leadership of caring work.

According to the actual situation of this semester, we will adjust the leading group for caring for left-behind children, clarify the work responsibilities, formulate specific work plans, strive to implement the work plan for caring for left-behind children, strengthen the unified leadership and management of the work for left-behind children, and ensure that all work requirements are fully and conscientiously implemented. The adjusted organizational structure is as follows:

Team leader: Liu, deputy team leader: Xu,

Members:, Lu, Gao Qunyong, Zong, Duan Kang, Yuan Mei, Geng Jiquan, Sang Ende, Shi Weixin, Zhu Fengxia, Liu Ming.

The leading group has left-behind Children's Home office:

Director: Wang Shenghui

Deputy Directors: Duan Kang and Zhu Fengxia.

Members: Lu, Gao Qunyong,,, Shi Weixin, Liu Ming and teachers of all classes.

Office responsibilities: to formulate specific work plans, implement the education work plan for "left-behind children", strengthen leadership, sum up experience, set an example, and promote the institutionalization, standardization and regularization of education management for "left-behind children". Make the class truly become the main position and channel for students to learn knowledge, culture and constantly improve their ideological consciousness.

(two), efforts to coordinate the forces of all sectors of society, strengthen economic assistance to poor left-behind children.

Strive for the help of town committees, women's federations, off-campus moral education activity bases and other departments, coordinate all social forces to support poor left-behind children, and strive for all sectors of society to care for left-behind children.

(3) Actively carry out quality education activities for left-behind children.

Make full use of Children's Home's left-behind educational resources and organize left-behind children to carry out reading competitions, cultural and sports competitions, life skills competitions and social practice activities. At the same time, we should pay attention to strengthening the mental health education, safety education and legal education for left-behind children, and guide them to help each other and love each other and become self-reliant.

(four), the implementation of teaching staff and enthusiastic students to help left-behind children system.

Establish key help targets among left-behind students and equip them with help teachers. Help and teach in pairs, often talk with left-behind students, keep abreast of their ideological trends, and guide them to grow up healthily.

(five) to carry out lectures on the mental health of left-behind children, and collect and deal with the mental health problems and other problems of left-behind children in a timely manner.

For left-behind children with moral behavior deviation and psychological barriers, the school focuses on ideological education, emotional education, independent life education and considerate parents education, so that left-behind children can feel cared for, experience the joy and happiness of life growth, eliminate bad emotional experience, establish an optimistic attitude towards life and cultivate correct outlook on life and values.

Attachment: Monthly Work Arrangement

February:

1. Further improve the work plan and arrange the work for the new semester.

2. Prepare the left-behind children's choir and arrange rehearsals for the sports art troupe.

3. Learn the Guiding Outline of Civilization and Etiquette Education for Primary and Secondary School Students.

March:

1, carry out health and safety education (food safety) (prevention of infectious diseases in spring).

2, cooperate with the guidance office to carry out patriotic reading education activities, give priority to the left-behind children students to participate in reading essays, storytelling, speech contests and other activities.

3. Each class updates the report on the basic situation of left-behind children.

4 to carry out the "safety education day for primary and secondary school students" (Monday of the last week), and arrange the class to stay behind to carry out the "I check the hidden dangers around me" practice.

5. Each class independently carries out outdoor social practice activities for all kinds of left-behind children.

April:

1, focusing on left-behind children, to carry out traffic safety education;

2, drowning prevention education week, especially to strengthen the safety management of left-behind children in school at noon (the first week of April).

3, schistosomiasis control education, organize left-behind children to carry out snail control practice activities.

4. Legal Publicity Month for Left-behind Children (theme class meeting, monthly theme: law on the protection of minors, blackboard newspaper "Law grows with me", lectures on legal knowledge, etc. )

5. Send letters to parents to publicize students' safety education.

6. Organize students to participate in the patriotic reading education storytelling competition for primary school students in the district.

May:

1, according to the seasonal characteristics, carry out drowning prevention and lightning protection education, and write to parents.

2.5 12 "Safety Education Exercise Day";

3. Natural Disaster Prevention Month Education Theme Activities.

4. Each class prepares "Caring for Left-behind Children-Celebrating June 1st".

June:

1, a series of activities to celebrate "June 1st" International Children's Day.

2, according to the seasonal characteristics, strengthen the safety measures to prevent drowning, formulate relevant systems.

3. Left-behind children's law popularization class meeting (monthly theme: anti-drug law) and anti-drug publicity activities (June 5 International Anti-drug Day)

July:

1, strengthen students' summer safety education; Do a good job of leaving school safely and civilized in summer vacation.

2. Summer home visits for left-behind children.

August:

1. School leaders and caring teachers visited some families of left-behind children.

September:

1, hold a forum for teachers of left-behind children to talk with students.

October:

1, organize left-behind children to visit the elderly in nursing homes, help organize housework and carry out "love" education;

2. Organize left-behind children to carry out gratitude education activities.

1 1 month:

1. Hold a forum for temporary guardians of left-behind children to learn about their recent study and life;

2. Make a self-reliance and self-improvement exchange activity for the left-behind children (let the left-behind children tell the whole school how to achieve self-reliance and self-improvement without the care of their parents through radio and speeches under the national flag).

December:

1, select "Self-improvement Left-behind Children" for commendation;

2. Teachers involved in the work of left-behind children exchange teaching experience; Analyze the existing problems and seek new working ideas to better serve the left-behind children;

3. Collect and sort out the work achievements of left-behind children and commend outstanding staff;

4. Provide the final report of the left-behind children project.

Work plan for caring for left-behind children II

I. Project Name: Caring for Left-behind Children

Second, the background analysis (the necessity and feasibility of project implementation):

With the increasing number of migrant workers in rural areas, the education of "left-behind children" in rural areas has become a blind spot in current basic education, which has triggered a series of social problems, not only affecting the quality of rural population, but also affecting the harmonious development of new countryside. In order to solve this problem, Changling Middle School in Wangjiang County actively reported to its superiors and organized and implemented the "Caring for Left-behind Children" project. After active docking and hard work, the work plan was finally formed. After a month of intense and orderly implementation, the project has achieved initial results.

(1) necessity.

Our county is a big labor export county, and a large number of people go out to work every year, which not only brings income to rural families, but also creates a huge special group-left-behind children. Because these left-behind children have been separated from their parents for a long time, they can't get their parents' care, and there are various problems brought about by the lack of family affection, family education and guardianship:

1, intergenerational education cannot meet the all-round development of "left-behind children". Nearly half of the left-behind children live with their grandparents. Because they are brought up by different generations, they often only seek to satisfy their children's material life, but lack spiritual constraints. In addition, most of the ancestors were not well educated, so it is not enough to undertake the guardianship and education of their grandchildren, both physically and intellectually.

2. It is difficult for parents of floating population to remotely control the "distance" education of "left-behind children". Although most parents of floating population contact their children once every six months or a month, there are still a few parents who contact their children once every six months or more, which affects their growth to some extent. Many "left-behind children" have weak feelings with their parents, and many parents lack correct family education concepts and scientific education guidance methods for their children.

3. The cooperation between family and school is not enough. Teachers can't get to know students only by a few classes in class, but also need to know the situation from parents. However, the lack of family education for "left-behind children" makes teachers unable to know their real situation from their parents, which makes the management of "left-behind children" in schools awkward.

4. Lack of supervision makes the academic performance of "left-behind children" generally poor. Some "left-behind children" have poor self-reliance and can't resist bad temptations. They are tired of learning, play truant from time to time, and their academic performance is generally poor.

(2) Feasibility.

1. The problem of left-behind children is paid attention by the state and cared by the society, especially the education department.

Our school is a rural boarding school, and the school pays attention to the problem of left-behind children. Take care of left-behind children as the key development project of the school, and set up a project leading group with the principal as the leader and all administrative leaders and class teachers as the members. The leading group takes the lead, and each person specifically helps 5-7 left-behind children. As a class teacher, I have many years of work experience, which is conducive to communication with left-behind students and the development of education for left-behind students.

3. Pay attention to project monitoring and evaluation. Year-end assessment, with responsibility to people and linked with performance, can arouse teachers' enthusiasm. At the end of each activity, team members write a summary of the activity, evaluate the organization, content setting and development of the activity, and all team members evaluate and discuss it, sum up the shortcomings, and strive to make the activity more detailed and systematic, form the optimal activity process, and make the project sustainable.

In view of the above situation, based on the overall goal of "establishing and improving care institutions for left-behind children, integrating school, family and social resources, and providing care and support for the healthy growth of left-behind children", our school organized a research group to investigate the current situation of left-behind children, visited some experienced schools, and carefully formulated project implementation plans and project budgets by listening to reports, reading materials, discussing and communicating, and going deep into the field visits of left-behind children's families, and finally formed feasible school key development projects.

Third, the development goals:

Through the investigation, analysis and research on the problems of left-behind children in the whole school, we will establish and improve the work files of left-behind children, find out the reasons that affect the healthy growth of left-behind children, put forward effective measures and methods, establish a target responsibility system and improve the work assessment system, and pay close attention to implementation, so as to create a healthy, happy, equal and harmonious growth environment for left-behind children. At the same time, it is necessary to strengthen leadership, vigorously publicize and form a joint force to continuously improve the comprehensive quality of the majority of minors. Continuously improve the level and effectiveness of caring for left-behind children. The target quantification is as follows:

1. Establish the files of left-behind children (summary of left-behind children's information, registration of left-behind children's basic situation, left-behind children's growth record card, registration of three special children-poor students, special students, left-behind children's activities, records of class caring activities, special deeds of left-behind children and case analysis of left-behind children's growth, etc.). ), fully grasp the basic situation of left-behind children, record the growth process of left-behind children in detail, and update them in time to ensure that there are no left-behind children.

2. The enrollment rate and consolidation rate of left-behind children have reached100%;

3. The planned immunization coverage rate of left-behind children reached 95%;

4. Cases involving left-behind children that meet the conditions for legal aid, 1.000% will be given legal aid;

5. The popularization rate of family education knowledge of parents of left-behind children is 95%.

Work plan for caring for left-behind children 3

In order to give full play to the practical education function of the Young Pioneers' organization and further promote the mental health education of left-behind children, this scheme is formulated according to the actual situation of our school and the growth status and actual needs of left-behind children in our town, so as to give full play to the practical education function of the Commission for Work, the Political and Educational Affairs Office and the Young Pioneers' organization and further promote the mental health education of left-behind children.

I. Guiding ideology

The education of "left-behind children" is an important link and part of mental health education in our central primary school, which is carried out under the leadership of the leading group of "left-behind children" education in central primary school. Take games, activities, experience, practice and other methods, as well as activity classes, special lectures and other channels to cultivate students' good psychological quality. For all left-behind children, popularize the common sense of mental health in learning, interpersonal communication and adapting to life and society; Give priority to prevention, help students establish mental health awareness, and promote the self-improvement and healthy development of students' psychological quality.

Second, job orientation.

The education of "left-behind children" is an important link and part of mental health education in the central primary school of our town. It is led by the education leading group of "left-behind children" in the central primary school. Relying on the Working Committee, the Political and Educational Affairs Office and the Young Pioneers' Organization, various channels such as games, activities, experience and practice are offered to cultivate students' good psychological quality. For all left-behind children, popularize the common sense of mental health in learning, interpersonal communication and adapting to life and society; Focus on prevention, help students to establish mental health awareness, understand simple psychological adjustment methods, understand psychological abnormalities, establish the awareness of asking for help when necessary, and promote the self-improvement and healthy development of students' psychological quality.

Three. job objective

1, improve the psychological quality of left-behind children, develop psychological potential, cultivate healthy psychological quality, prevent psychological diseases and promote the sound development of personality. Strengthen the left-behind children's psychological adaptation, self-regulation, moderate help-seeking and healthy growth ability in study, life, interpersonal communication and self-cognition, and promote students' all-round healthy growth.

2. Promote mental health education in practice and activities, and form a long-term, effective and feasible working mechanism of "Left-behind Children's Mental Health Care Action" in policy, material, environment and teachers.

3. Further strengthen and promote the work of the work committee, the Political and Educational Office and the Young Pioneers' organization in school quality education, and make due contributions to improving the comprehensive quality of left-behind children.

Fourth, the working principle

1, the principle of totality and subjectivity. Carry out activities for all left-behind children to cultivate their healthy psychological quality and sound personality. Respect the dominant position of left-behind children and encourage them to take the initiative to participate, think independently, help themselves, stand on their own feet and strengthen themselves.

2. The principle of practicality and effectiveness. Taking the left-behind children's personal practice, participation in activities and experiential learning as the main ways, the work is carried out through team day activities, activity classes, practice classes and special lectures. Activities should be interesting, targeted and effective.

3. Scientific and systematic principles. Follow the characteristics and laws of children's physical and mental development, and use the principles, methods and techniques of psychology, pedagogy and consulting to carry out systematic educational activities for the psychological development of left-behind children.

4. The principle of integration and complementarity. Combine the work experience, ideas and advantages of the Young Pioneers' long-term practical education and experiential education activities with the special topic of mental health education to carry out the work. It is necessary to coordinate the "Mental Health Care Action for Left-behind Children" with various mental health education activities of the school, other work of the Young Pioneers and other health education activities inside and outside the school and in the classroom to improve the overall atmosphere of health education for left-behind children.

Verb (abbreviation for verb) job information

(1) General information: popularize the basic knowledge of mental health-carry out education and guidance according to the tasks, characteristics, laws and problems of psychological growth of left-behind children of different ages to help them form correct concepts; Experience the common sense of mental health-help left-behind children experience the healthy mentality and thinking method of learning, communication and life in activities and develop good habits; Attach importance to mental health care-help them understand simple psychological adjustment methods, understand psychological abnormalities, and cultivate a sense of care and help for their own mental health growth.

(2) Stage information: We should carry out work according to the growth laws and characteristics of left-behind children of different ages and grades, strengthen classified guidance, and carry out work from several aspects such as learning to learn, learning to live, and interpersonal communication.

—— Left-behind children in the lower grades of primary school (1-3 grades): adapt to the new environment; Develop good study habits; Initially cultivate self-care ability; Love groups, willing to associate with teachers and classmates.

—— Left-behind children in senior grades (grades 4-6) of primary schools: mastering effective methods to improve learning efficiency; Improve self-care ability and care for family members; Establish students' sense of cooperation and exercise their ability to resist setbacks; Have a preliminary understanding of emotional regulation methods. Learn to communicate and get along with teachers, classmates and parents; Know your own skills and characteristics, and learn to accept yourself and others initially.

(3) Smooth channels for students, parents and teachers to implement mental health education simultaneously. Teacher training should be carried out in a planned way, and parents should be involved in the activities as much as possible to create a good environment for school and family mental health education.

Intransitive verb method

1. According to the concept of "experiential education", through scenario design, leading role playing, problem analysis, game counseling, entertainment activities, etc., the goals and materials of mental health education in different grades are passed on to left-behind children to help them experience the truth of being a man and doing things in participatory and interactive activities.

2, set up expert psychological knowledge lectures, psychological hotline consultation, popularize scientific knowledge of mental health, help them master general mental health knowledge, and cultivate good psychological quality.

3. Carry out psychological project quality development training, combine quality development training projects with professional base training, and carry out psychological project quality development according to the skills and characteristics of left-behind children in different grades.

4. Set up a mental health consultation room in the whole school, and regularly carry out mental health education activities with the help of various media.

Seven, organize the implementation

1. Strengthen the leadership and management of the "Mental Health Care Action for Left-behind Children". Each class regards "caring for the mental health of left-behind children" as an important content of mental health education, fully realizes the important role of practice, activity and experience education in mental health education, and sets up a special work leading group to effectively strengthen leadership and management. The school actively supports the organization of the Young Pioneers and helps solve the difficulties and problems in the work.

2. Strengthen the evaluation of "Left-behind Children's Mental Health Care Action" and determine the evaluation indicators. Incorporate the "mental health care action for left-behind children" into the school work plan, with leaders responsible for implementation, annual work plan, special personnel responsible for the work and special time guarantee. There should be an annual work report on "Mental Health Care Action for Left-behind Children".

3. Strengthen the training of mental health education skills and professional knowledge of class teachers, and bring them into the credit system of continuing education. "Caring for the mental health of left-behind children" is a highly scientific and practical work, and young pioneers counselors engaged in this work must undergo professional training. Training should be incorporated into the credit system of continuing education and recognized. Young Pioneers counselors engaged in mental health education, the school should ensure their energy and time, and calculate the corresponding workload, give corresponding remuneration.

Work plan for caring for left-behind children 4

In order to care about the growth of left-behind children, under the guidance of Scientific Outlook on Development Thought, Wang Jing Community has formulated the following care programs for left-behind children:

First, further strengthen organizational leadership and raise awareness.

Teenagers are the future of the motherland and the hope of the nation. Caring for the healthy growth of the next generation and cultivating builders and successors of the cause of * * * is a strategic event related to national rejuvenation and long-term stability of the country and an important part of building a harmonious society. The leaders of the Central Committee and the Provincial Party Committee attached great importance to caring for the next generation and made important instructions successively. It is necessary to grasp the situation, raise awareness, give full play to the role of community working committees, and incorporate the care of left-behind children into the annual community plan. Qi Xin will work together to care for left-behind children.

Second, some measures to do a good job in caring for left-behind children.

1, the community hired police and legal advisers to carry out legal education activities among left-behind children on time. In accordance with the requirements of the Law of People's Republic of China (PRC) on the Protection of Minors, the Guiding Outline of Legal Education in Primary and Secondary Schools and other relevant laws and regulations, we should start with standardizing behavior habits, cultivate minors' good moral quality and civilized behavior, help them improve their ability to distinguish right from wrong and abide by the law, and guide them to be qualified citizens who know the law and abide by the law.

2. The leading group for caring for left-behind children in the community will cooperate with the school, continue to establish and improve the files of migrant children and left-behind children, grasp the situation of left-behind children, do a good job in communication with the community, schools, parents and guardians, and shoulder the educational responsibility of migrant children and left-behind children.

3. The Working Group of Community Care for Left-behind Children mobilized party member and retired veteran comrades to care for and care for left-behind children, acted as their surrogate parents, encouraged them to be self-reliant, and established their awareness and confidence in studying hard to serve the motherland.

4. Do a good job in caring for poor students. First, the community subsidized the tuition fees of some students during the start of school in March, and second, the platform of love service station was used to distribute school supplies for left-behind children in the community. Third, care about the growth of left-behind children, and actively mobilize community party member cadres to help left-behind children in pairs, so that every poor student can feel the warmth of society, complete their studies with peace of mind, and promote community harmony.

5. Strengthen moral education for left-behind children. Use the distance education platform to organize the care work for left-behind children, watch some revolutionary traditional educational movies, and use major festivals to educate teenagers on the morality of "four educations" and "five loves". For example, "March 8 Women's Day" carries out activities to care for girls; "Labor Day" to carry out activities that love labor and respect working people; "May 4th Youth Day" carries out educational activities to promote the national spirit; "June 1" should carry out hard study and do a good job in the education of revolutionary successors; On the "July 1st Party Building Day", a series of educational activities were carried out to love and praise the Party. Carry out patriotic education activities on National Day; "Double Ninth Festival" launched activities to respect the elderly.

The team of community working committees should go deep into the masses, investigate and understand, grasp the details of various vulnerable groups in a timely and accurate manner, and then classify and formulate assistance programs and measures. The community regards the work of left-behind children as the starting point of serving the community construction, adheres to people-oriented, pragmatic, pragmatic and innovative, relies on the strength of the residents, and combines the growth status and actual needs of left-behind children in our community to carry out the work.

Chapter 5 Work Plan for Caring for Left-behind Children

I. Guiding ideology

In order to further strengthen the construction of a harmonious society, implement Scientific Outlook on Development, give full play to the educational function of the school, further promote the mental health education of left-behind children, ensure the healthy and happy growth of left-behind children in our school, reassure their parents and play their due role in social progress and stability. Combined with the growth status and actual needs of left-behind children in our school, this work plan is formulated.

Second, the work objectives

Through the investigation, analysis and research on the problems of left-behind children, this paper finds out the reasons that affect the healthy growth of left-behind children, and puts forward effective measures and methods to create a healthy, happy, equal and harmonious growth environment for left-behind children.

Third, the main measures

1, strengthen the management of left-behind children, and all work requires comprehensive and serious implementation.

2. summarize the study, life and psychology of left-behind children from time to time, and conscientiously sum up work experience.

3. Strengthen the planning of caring actions, so that caring actions can be carried out in a solid and effective way.

1. Clear care object: rural children whose parents have been working outside the home for more than 3 months.

② Clear job content: Understand the basic information, personality characteristics, hobbies, health status and contact information of parents and guardians of left-behind children. Give priority to safety education and guardianship, help and guidance in study, care and care in life, and participation and guidance in activities. Keep in touch with the left-behind children themselves, parents who work outside the home, and the second guardian who looks after the children at home. Strive to create a good environment for the physical and mental healthy development of left-behind children and solve the worries of parents who go out to work.

(3) Clarify the specific objectives of caring action: to help left-behind children grow up healthily, to take classes as caring carriers, to take classmates and teachers as caring subjects, and to make up for left-behind children's emotional deficiency and improve their moral cultivation and culture as the main contents.

(4) Teachers should pay more attention to left-behind children, ask more questions, help more, make students happy and reassure parents. It is necessary to guide left-behind children to learn to take care of themselves and develop civilized and healthy living habits.

⑤ Attaching great importance to and seriously organizing left-behind children to participate in group activities, or carrying out some activities independently according to their characteristics, can not only make them physically and mentally happy, but also cultivate their ability to live independently.

4. Actively carry out "Left-behind Children Hand in Hand" activities to enhance mutual understanding and communication among students; Let them grow up among teachers and classmates, and let them get more supervision, care and love. The school has set up family phone calls and online videos for left-behind children, so that left-behind children can have regular family exchanges with their parents who work outside the home.

5. Establish a heart-to-heart talk system

Always talk with left-behind children and fill in the record card in detail. For a small number of "left-behind children" with serious decline in study, imperfect personality development, abnormal moral development and suspected of breaking the law, individual education management plans should be formulated, with correction and help as the main focus and teaching students in accordance with their aptitude. Actively carry out humanistic care activities, so that left-behind students can make up for the negative impact of the lack of family ties on their personality development through the warmth of teachers and collectives.

6. Pay attention to psychological counseling

In view of the left-behind children with moral behavior deviation and psychological obstacles, we should talk with them more, give priority to psychological counseling and carry out psychological correction activities. Regularly carry out ideological education, emotional education, independent life education and considerate parents education, so that left-behind children can feel care, experience the joy and happiness of life growth, eliminate bad emotional experiences, establish an optimistic attitude towards life and cultivate a correct outlook on life and values.

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