Educating migrant students: the paraprofessional component.

Due to globalization and global migration, children face a pressing problem of adjustment to a multicultural society and adaptation to new socio-cultural environment on all stages of education. This article discusses integration, adaptation and education in a multicultural society, emphasizing the processes in a preschool educational establishment that migrant children go through. Using the generalized domestic and foreign experience, the terms “adaptation” and “education” will be analyzed in the context of theory and practice of work with pre-school migrant children and their correlation will be demonstrated. The interconnectedness of adaptation and education processes in socialization, individualization, personal and creative development of migrant children will be emphasized. The authors have defined and described in detail the important educational conditions ensuring adaptation and education of pre-school migrant children: emphasis on the principles of the humanistic pedagogy; creation of an educational environment in a kindergarten group; manifestation of the unity of children and adults in interactions with children; organizing the children’s activities; advanced training of teachers; involvement of parents as participants in the socialization and education processes. This article describes the real-life experience of implementation of educational conditions for adaptation and education of pre-school migrant children. The authors have defined the essence of adaptation of migrant children in an educational establishment and stated the necessity for coordination between children, teachers and parents as members of the educational process; they have also brought into focus the necessity for early pedagogical support of adaptation and education of pre-school migrant children.

With the rapid urbanization and mass internal migration in China during the past several decades, the population of children who migrate with their parents to the cities has now reached over 35 million. The education of migrant children poses significant challenges to China's hukou based education system. In this paper, we first review the policy developments and descriptive studies related to migrant children's education to offer a comprehensive view of the issue. We then provide in-depth examination of several important quantitative literatures, including the effect of parental migration on children's education, schooling choices of migrant children and their impacts on school performance, peer effects of migrant children in urban public schools. Overall, although considerable progress has been made regarding migrant children's education in China, more fundamental policy reforms are necessary to improve the quality of migrant children's education at the compulsory education level and beyond.

This study is designed to identify the policy shift on migrant children's11There are various definitions of migrant children in urban China. In this research, migrant children refer to the children from rural areas who have resided with their parents at the urban areas for at least six months without local household registration status. education at national level in urban China22With the rapid socioeconomic development and urbanization in China, the definition of urban China is changing. In this research, urban China refers to the major cities in China, such as Beijing, Shanghai, Guangzhou, Tianjin, Chongqing, and so forth. during the past decades. Meanwhile, it is expected to explore the policy limitations reflected by the practice at school level regarding accommodating migrant children's education. This study is conducted through policy review regarding education for migrant children and analysis of data collected through questionnaires and interviews at one public junior high school in Beijing. This study identifies a positive change of involving migrant children in urban public schools. However, there is a need for flexible mechanism that can fully accommodate various needs regarding migrant children's education in urban public schools. The study argues the necessity of a multipartnership for establishing a sustainable public education system for accommodating migrant children education in urban public schools. Being different from other research on the same issue in urban China, this study leads a new round of discussion on the quality education for migrant children.

Immigration and settling down in a new society can be one of the most dynamic and complex processes in an individual's life. Personal and cultural changes are enmeshed in continuous processes of discovery, upheaval and crisis. [1]With the advancement of urbanization, a lot of migrant children followed their parents to enter the city society in China. [2]Eventually, they became a group of stranger in the rural-urban fringe.The report of national urban migrant children in China issued in 2013 showed the number of migrant children increased rapidly, reaching the the scale of 35.81 million. [3] The migrant situation in contemporary China is directly linked to two historical phenomena: the recent opening of the Chinese economy to market-style reforms, and long-term constraints on population mobility and the distribution of state-sponsored goods and services through a system of residence permits called the hukou system.[4] Geographical migration not only cut off the geopolitical, kinship ties of the migrant children to some extent, but also broke the individual's social network of relationships. This kind of fracture has a certain effect on childhood development and the children's future social interaction. From the psychological perspective, migrant children are in a critical period of development in social interaction. [5]They are in an urgent need to find new ways to complete the reconstruction of the network of relationships. The motivation of the children to develop social network is more related to spontaneous demands of psychological or cultural aspects, rather than utilitarian purpose of the adults. Thus, how to find a way to build their social network and then accumulate enough social capital in the city has become an important issue of the social integration of the group. Quantitative questionnaire survey and semi-structured, in-depth interview conducted with migrant children were the primary research methods adopted in this study.The sampling survey, was mainly conducted in primary and secondary schools. The whole process is divided into two rounds. The first round of the survey was conducted from November 2009 to March 2010, the research mainly concentrated in Nanjing. The second round of the survey was conducted from June 2013 to January 2014, the research hold in Nanjing, Shanghai and Guangzhou. A total of 2396 questionnaires were returned ,with 2268 valid, including 1537 migrant children and 731 urban children as the reference sample.Male ratio was 52.8%, the proportion of girls was 47.2%, from the ages of nine to fourteen. Given the reality, the situation of migrant children's education is divided into two different categories, one is enrolled in some special schools for migrant children, one is enrolled in some urban school on a temporary basis. The former is a typical "homogeneous" combination of education situation, the latter is a typical "heterogeneous" combination of education contexts. In those school environment, life often exhibit different characteristics to the migrant children.[6] To make a reasonable interpretation for the real living conditions of migrant children, the study took these two types of students into account in the sample.The migrant children interviewed in the semi-structured, in-depth interview part represent different profiles of the population. The snowball method applied in selecting the sample sought to attain a balance according to three primary variables: length of residence in the city, gender and age. The analysis of the findings is presented in four sections: The findings revealed that the internet was one of the favorite media for migrant children, although most of them began to use it only after immigration to the city. The migrant children use the Internet to achieve the re-aggregation of strong relationship network. The study showed that 28.4 percent of migrant children usually can not meet and chat with their friends face to face. Most of the migrant children "usually communicate with friends via online chat tools ". QQ chat tool is the main one they chose to usel. Among the migrant children's online chat list, classmates, fellow-villagers, relatives accounted for a large proportion. Internet provided the homogeneous groups a virtual platform to get together and share feelings. This link is not blurred, but the strengthening of the reality ties. The internet has become an important channel for the migrant children to expand the weak ties[7] of social network,though the expansion of weak ties based on internet is difficult to turn virtual into the real. The migrant children' s enthusiasm of using the internet to expand their social circle had some relation with their age and the real amount of peer interaction channels. Interviews showed that migrant children's exchanges with the network of weak ties mainly focused on aspects of sharing of information, such as the information of schools, certain events, as well as the views of some pop stars. But it's still pretty hard for the web-based weak ties to expand into the real level interaction. Network pseudonym made contacts and relations between anonymous individuals fragile. It is difficult to develop to further practical level. And once the expansion of weak ties got frustrated, migrant children tend to be more retreated into their homogeneous groups. Migrant children enjoyed alternative exchanges in the participation of some online role-playing-games. [8]Migrant boys prefered games of conquer type, accumulating communicative capital between peers in obtaining alternative interactive experience[9]; though the girls prefer online virtual communities games, having fun from the integration of the dreamy community. However, the compensation got from online games is apt to make the group more addicted to the internet. In summary, the new media weaved a reconstructive field of public communication networks for the migrant children. Here, the individual could expand the scope of social interaction to some extend, getting reach to the circle of urban people which is far away from them in reality. But after all, since the online media contact is virtual, getting too immersed into it is no good for the healthy development of the children. Media's funtion in remodeling the migrant children is noteworthy. And the social problems cencerning the media behavior of the migrant children is worth further studying. References Nelly Elias and Dafna Lemish (2008).Media Uses in Immigrant Families: Torn between 'Inward' and 'Outward' Paths of Integration. International Communication Gazette, 70, 21 Zhang,Li Zhong (2007). Social integration of migrant children in the city and its countermeasures. South China Rural Area, 2,44-47. Li,Haixiu(2013)."migrant childre more than 35 million",Guang Ming Daily,2013.5.16 Woronov,T.E..In the Eye of the Chicken: Hierarchy and marginality among Beijing'smigrant schoolchildren.Ethnography,2004(5):289-313 Lin, Chongde (2008).Developmental psychology. Hangzhou: Zhejiang Education Publishing House. Ma, Liang (2007). Analysis on the interactive process between the migrating children compulsory education policy and the reality. In Gu,Xuebin,Ruan Zengyuanqi (ed.), Practice-based Chinese local social work research. Beijing: Social Sciences Academic Press. Mark S. Granovetter(1973).The Strength of Weak Ties. The American Journal of Sociology, 78(6):1360-1380. Yang, Yinjuan (2009) An Empirical Study on the Intrinsic Motivation of Children's Participation in Mole Online Game. Journal of International Communication, 12, 99-104. Lin, Yuling (2007). Schoolchildren's Game-Playing Practices and Gender Construction: A Case Study of Elementary School Pupils in a Remote Area. Mass Communication Research (Taipei), 90, 43-99.&nbsp

This study analyzes academic studies published between May 2013 and June 2023 that mainly examined the education of migrant children. The study group consists of 97 different types of academic studies. Using content analysis, general trends in academic publications regarding the education of migrant children were examined. The results show that the most focused subject in current studies is about examining the educational, social, and health-related issues faced by migrant children (31.96%). 75.26% of the academic studies had been configured as qualitative, whereas the least minority of them had been written by choosing mixed research approaches (7.22%). 45.36% of the academic studies used mixed groups as study participants, and 26.8% of them gathered data from different types of documents. In contrast, migrant families (6.19%), children of migrant workers (1.03%), and various people in different societies (1.03%) were some of the least examined study participants. The most preferred data collection methods were document reviews (26.8%) and interviews (11.34%). Most academic studies analyzed their data through qualitative document analysis (21.65%), and qualitative thematic analysis (18.56%). This study recommends that academic publications regarding the education of migrant children should provide a variety in the topics examined. Besides, future studies should consider providing diversity in study groups through college students, migrant communities, and children of migrant families from different socio-economic backgrounds.

This paper focuses on the education of migrant children in Beijing. As of the late 1990s, the Chinese Government has developed several policies to address educational issues among migrant children. The present study analyses data from interviews with key education personnel in Beijing to explore the outcomes of the implementation of such migrant children’s education (MCE) policies and the reasons for variation from policy design. The data suggest that there is poorer equality in terms of education among migrant vs. local children than the government has reported. Migrant children are faced with numerous strict admission procedures for public schools. The Chinese Government has not prioritised educational equality, despite professing to do so. The capability and motivation of local institutions for policy implementation are less adequate than might be expected. Using Honig’s model of policy implementation, this research shows that the outcomes of the MCE policies are a product of interaction between policy design, participants and implementation context.

Background Educational expectation has a certain impact on the educational performance of migrant children, which can be achieved through the establishment of expected objectives and educational investment of migrant children, so as to improve the educational performance of migrant children. The education quality of migrant children has many complex factors in both macro and micro aspects. Macroscopically, it is affected by factors such as education policy and social integration, and microscopically by schools and families. In addition, educational expectation is the expectation of parents or children for the future of education, which has an important impact on educational investment. At the same time, with the development of migrant children's education, the changes of children's related emotional behavior are also advancing. Subjects and Methods According to China Education follow-up survey (CEPs) (2014-2015), the subjects were migrant children who lived in the household for more than 6 months and under the age of 16. Based on fcsp-eip theory, this paper analyzes the relationship between educational expectation, investment and educational performance in four environments by constructing structural equation model and using Amos 22.0 statistical software. We also searched the databases of CBM, VIP, CNKI, Wanfang Data, PubMed, web of science and EBSCO based on the computer to collect relevant studies on the characteristics and changes of emotional behavior of older children. The retrieval time limit is from the establishment of the database to December 31, 2019. After two researchers independently screened the literature, extracted data, and evaluated the bias risk of the included study, the results of the included study were summarized by qualitative analysis. Results In the EIP structure, parents' educational expectations were significantly correlated with migrant children's educational performance, and educational investment as an intermediary had a significant impact on educational performance. After adding other environment related variables, it is found that education policy has a negative impact on children's educational performance; Community and school conditions have a positive impact on educational performance; Educational expectation is an important intermediary variable affecting educational performance. Children's anxiety, confrontation, attachment and other behaviors show three different patterns over time. The results of two children's emotional studies show that when parents' educational expectations are too high, children are easy to show negative emotions. Conclusion With the help of Chinese education tracking data and structural equation, this paper draws some conclusions. Through the parents' attention to the education of migrant children, the state strongly supports the education of migrant children, and provides good community and educational conditions to effectively improve the educational performance of migrant children. Firstly, the limitation of education policy is a negative variable that affects the educational expectation and performance of migrant children. At the same time, migrant children may also have unfair psychology, which will also have a negative impact on communication and psychological performance. Secondly, educational expectation is an important intermediary variable affecting educational performance. Parents' educational level and family economic status can help children choose high-quality educational resources, improve educational expectations, and then affect educational performance. Third, quality community and school conditions have a positive impact on educational expectations and performance. The higher the quality of the school, the higher the educational expectations of parents and children. Finally, the family structure dominated by one-child in China will also affect children's emotional changes, resulting in the inconsistency between parents and children's expectations for the future. More social support should be given to children's psychological and emotional changes. Acknowledgments Supported by a project grant from general project of national social science fund: Research on Theory, Path and Practice Model of Healthy China Construction (Grant No. 20BJY014) and from key research project of philosophy and social sciences of the ministry of education: Research on Management Innovation Mechanism of Megacities in the New Era (Grant No. 20JZD030).

In China, the ‘tidal wave’ of rural migrant workers has created unique challenges for the government, one being migrant children's education in cities. Despite central policies emphasising the roles of receiving governments and public schools in providing compulsory education for these children, many migrant children in Beijing still attend privately run, often unlicensed migrant schools. Though migrant children's education is attracting increasing government and societal attention, questions concerning the extent to which this decentralisation of responsibilities has created space for civil society in the policy process remain unexplored. This article examines the role of the civil society actors involved and draws on qualitative interviews and the author's fieldwork experience to show that their limited capacity to significantly impact the situations of these schools is shaped by a lack of state–civil society interaction, as well as limited collaboration between key civil society actors and low levels of interaction amongst the schools themselves.

This paper examines various aspects of the results of the analysis on the inclusion of migrant children in the education system of the Republic of Serbia. The subject of study in this paper are migrants in transit, to whom Serbia is one of the countries on the route to thefinal destination. That is the reason why the education of these children in Serbia had a temporary character and did not had the integration into Serbian society as a final goal, as it was the situation during the migration from the post-Yugoslav territories to which Serbia was the final destination. Since the beginning of the migration crisis in 2015 to the end of 2018, about 720,000 migrants passed through Serbia. Over 20 percent of the migrants were children. The inclusion of migrant children in the education system of the Republic of Serbia was a great challenge for the education system as well as for the migrant children. Between 2013 and 2015, the education of these children was mostly in the form of non-formal education. Since 2015, migrant children have been continuously involved in the institutional education system - in primary and secondary schools, most often in the vicinity of centers for accommodation and reception of migrants. The inclusion in the education system had been done with the support of relevant governmental institutions, non-governmental organizations and international organizations. The large influx of migrant children, along with language, cultural and administrative barriers, and non-inclusion in the education process in the country of origin, were the challenges that required great efforts for their inclusion into the education system of Serbia. The most significant factor is the transit character of their stay in Serbia, which has made it difficult to learn languages and monitor teaching, as well as their integration into the new social environment. The transit factor has also influenced the continuity of teaching, which was very difficult for the children and the schools. Parallel with the inclusion of migrant children in the education system, the procedures for their enrollment in school and the manner of supporting their education were regulated. Through various international projects, teachers have been trained to work with migrant children and additional support has been provided to schools. Special attention has been given to adaptation and overcoming stress, intensive language learning, didactic material, methods and engaging in extracurricular activities with peer support.Schools developed plans to support new students, established teams for inclusive teaching, conducted a preliminary check of the level of education and acquired knowledge directed to determine which class the child would be enrolled in, according to the age. During the education of the children, schools had an adequate communication with parents or guardians. The required documentation was kept on the migrant children involved in the educational process. Because of their discontinuity in teaching, these children were not graded according to the standard system, but with descriptive grades. The student's booklets are given to them mainly because of psychological effect. The school, prior to official withdraw from the school, produced a report in Serbian and English for each child, which is handed over to parents or guardians as the evidence for the purpose of continuing the education in the country of their next or final destination. The outcomes of the education of migrant children in Serbia can also be considered through the effects of intercultural exchange and as contribution to integration into the destination country.

This study reviewed the legislation and system concerning migrant children and would propose measures for the protection of undocumented migrant children’s right to education. Recently, in Korean society, with the increase of migrants and their long-term sojourn, the number of migrant children has dramatically increased, and discussions on the education for them are actively made. However, the right to education of ‘undocumented migrant children’ of the migrant children is often not completely protected due to their parents' unstable legal status. As a result of an analysis of the legislation system concerning migrant children, the Enforcement Decree of the current Elementary and Secondary Education Act provides that undocumented migrant children can enter a school, regardless of their status of sojourn, and the targets of the Policy for the Education of Migrant Children of the Ministry of Education, too, include ‘undocumented migrant children.’ However, in most of the legislation and system, the targets of support for education are limited to the children of migrant women married to Korean men of all migrant children. In addition, essentially, since undocumented migrant children are not guaranteed the status of sojourn for the protection of the right to education, they may be subject to immediate compulsory eviction anytime, if they are cracked down, so complete protection of their right to education is not given. Based on these issues, as measures for the protection of the practical right to education of undocumented migrant children, this study suggested support for nursery phase at the level of local governments, comprehensive support for education for migrant children including undocumented ones and granting status of temporary sojourn to undocumented migrant children and fosterers. Also, this study suggested that, most importantly, it would be necessary to change the way we perceive undocumented migrant children so that we recognize them, too, as the members of our society, along with this institutional improvement.

Migration and education play an integral role in development.Children are being migrated with their parent, or independently, others left behind at home.The proportion of these children constitute a growing number that need to be given attention on education.Migrant children are disadvantaged in terms of enrolment in types of school and duration of attending.The future of these children has a relationship with the social, economic, and political development of society of tomorrow.If education of migrant children is compromised not only may they fail to reach their potentials, but may emerge to be economic and social nuisance to the society, as such their educational well-being is paramount to development.These children in many cases are deprived of their right to full access on educational services.This problem may not allow them to reach their potentials.Thus, may become an economic and social threat to society.These paper examined the case of migrant children on access to education.

Recently China has been undergoing an unprecedented urbanisation process which has resulted in millions of rural families living in urban areas. As part of a study of Chinese migrant children's educational experiences, surveys and interviews were conducted with primary school teachers in a metropolitan city in East China. The objectives of this study were to describe teachers’ perceptions of migrant children's education in both migrant schools and in public schools, and to investigate differences in their beliefs between school types. Results found that urban teachers’ perceptions of educational inclusion of migrant students were slightly negative in general. However, teachers in public schools showed significantly more positive attitudes to inclusion of migrant students than migrant school teachers. In the light of these findings, the paper concludes with implications for practice and policy for education of migrant children in China.

How does humanitarian action at the grassroots shape support for children of intra-continental migrant? Despite a large volume of research outputs and public policy advocacy on migration, there has been little work on the crucial nexus between local humanitarian efforts and migrant children’s educational needs. Conceptually, we viewed humanitarian action beyond the traditional definition as a tool for emergency response. We included efforts aimed at dignifying migrant children with basic education and enhancement of their integration in the new location. Cross-sectional data obtained from agencies of government at the grassroots were employed to measure the effects of local humanitarian action on the education of migrant children. The finding showed that institutionalised humanitarian efforts provide real-time support for basic education of migrant children. Also, burdensome obligations and lack of financial independence for governance at the grassroots curtailed the magnitude of assistance rendered by local authorities. Using Talcott Parson’s functionalist theory, we suggested three mutually transformative approaches. First, constraints by the upper levels of government– State and Federal tiers– exacerbate financial incapacitation and, ultimately, impede humanitarian effort at the grassroots. Second, provision of critical humanitarian needs, such as migrant children’s education, fosters social integration and crime control among migrants. Finally, intra-continental migration is not debased by acculturation. The findings showcase the need for strengthening the financial capacity of governance at the grassroots to reinforce common interests between migrants and host communities.

The aim of the thesis is toexamine the current educational situation for Burmese migrant children in Thailand; and to analyse the different roles NGOs play, including the possible collaboration between local authorities, public schools and NGOs. Despite international agreements and national policies there are numerousmarginalized people without access to schools; no education has individual as well as collective consequences; and studies have shown that through cooperation between national authorities and NGOs can these children fully gain access to schools. Findings report a growing number of migrant children enrolling in either learning centers or a public school. Local authorities support, to a certain degree, with teacher training, curriculum development and network meetings; while NGOs and public schools cooperate in improving the children’s language skills. NGOs fill an educational gap for migrant children due tolack of engagement from authorities.Yet research discovers a great diversity in quality, opportunities and collaboration between the three provinces studied. Awareness of these children’s situation and needs is missing; the importance of providing education is not fully recognized and it is a deficiency of policy implementation. Nonetheless the responsibility for this inadequacy does not only rely on what the authorities are carrying out. There are also faults amongst public schools and NGOs; hence, there are several factors that acquire enhancement for future administration of the Thai education services; and quality of accommodation for migrants. Neither the pace of the process, nor the magnitude of educational opportunities provided Burmese migrant children today, are sufficient. This study suggests advanced capacity building, increasing awareness and enhancing progress as means to improve future access to education for Burmese migrant children.

As more families migrate from rural cities to urban areas in China, the education of migrant children who follow their families has become a significant issue of educational inequality. Migrant children often face systemic barriers, such as restricted access to quality education and exams, exacerbated by inadequate facilities and underqualified teachers in migrant schools. This paper investigates the educational experiences and outcomes of migrant children in schools for migrant children, focusing on facilities, teachers, academic achievement, long-term educational outcomes, and the structural challenges they face. Drawing on interviews with migrant children in Shanghai and literature reviews of case studies from migrant childrens schools in Shanghai, Jiangsu, and Zhejiang regions, the study highlights that the low educational quality in migrant childrens schools, combined with systemic barriers such as limited access to secondary and high school exams, significantly impact their learning experiences and academic achievement. By examining these challenges, the research highlights the need for policy reforms to ensure equitable education, improve learning environment, and provide pathways for migrant children to achieve their academic and career aspirations. This study contributes to the broader discourse on urbanization and its implications for social and educational justice in China.