Adaptation Of Migrant Children Research Articles

Адаптация детей-мигрантов в рамках образовательных организаций Российской Федерации

The article talks about the adaptation of migrant children in educational organizations of the Russian Federa-tion. The authors characterize the inclusion of migrant minors in the socio-cultural life of Russian society as a priority direction of the state migration policy. It is the education system that has the leading role in including migrant minors into the sociocultural space of the country. The preferable result of a migrant child's entry into a new society is integration, i.e. full inclusion in the political, economic and social life of Russia. The article pre-sents a detailed program of socio-cultural adaptation of migrants and their effective integration into the space of the place of settlement. It is emphasized that its implementation will reduce the risks of increased conflicto-genity in the socio-cultural interaction of various ethnic groups and improve the social environment of the state in the context of intensive migration processes.

Mental Health Interventions for Migrant Children in China: A Framework Informed by Ecological Systems Theory

As the rural-to-urban migration continues, millions of children accompany their families into urban environments, where they face complex challenges adapting to urban life, resulting in mental health issues. This paper delves into the current academic conversations to dissect the mental health challenges faced by migrant children due to their struggles with social adaptation to provide a more comprehensive understanding of the developmental barriers experienced by migrant children in China. Drawing on Bronfenbrenners ecological systems theory, this paper also advocates for a multilevel intervention framework across four domains: family, school, community, and society. Implementing this comprehensive framework offers migrant children improved adaptation to urban life and a reduced risk of mental health issues. While practical challenges exist, increased attention from social workers, educators, and policymakers, as well as supportive legislation, can enhance the well-being and adaptation of migrant children in Chinas evolving society.

Social and Cultural Integration and Adaptation of Migrant Children into Norwegian Society in 1990s and 2000s

The authors consider the processes of social and cultural adaptation of migrant children and their integration into the host society in the context of Norway’s immigration policy in the article. Particular attention is paid to the specifics of the country’s immigration policy, strategies for working with immigrant children in the host society, as well as the social consequences of these strategies for Norwegian society. It is emphasized that immigrants and the native population of the country exert mutual influence on each other. Establishment of effective social interactions between them, assimilation of elements of new culture by immigrants has a favorable effect on the internal political stability of the state. It is noted that this is especially important for Norway, which adheres to the policy of multiculturalism. It is concluded that the integration of immigrants into the host community does not happen automatically. The authors also highlight the strengths and weaknesses of the Norwegian immigration policy in relation to children, which to a certain extent calls into question its effectiveness in the long term.

Adaptation of Migrant Children in a Foreign Cultural Environment: Socio-Philosophical Analysis

The phenomenon of labor migration from the post-Soviet countries and, mainly, from the Central Asian republics to the territory of the Russian Federation is the subject of close attention of specialists, scientists from various fields of socio-humanitarian sciences. The expansion of the area of labor migration spreading within Siberia and the Far Eastern Federal District, as well as the quantitative increase in incoming migrants, actualizes a number of issues, including aspects such as the adaptation of arriving migrants to changed socio-cultural conditions, analysis of the transformation of the ethno-cultural and ethno-religious space of the recipient region, the incorporation of migrant labor families, including their children, into social institutions of the host community. The purpose of this study is to identify the cognitive-motivational aspect of adaptation of the studied categories, which will allow to adjust the social policy strategy available at the regional level in relation to migrants and their families, and, accordingly, will create conditions for more effective management of migration processes. The problems of the research imply the use of theoretical and empirical methods. Consideration of the phenomenon of childhood in these aspects makes it possible to identify existing models and strategies for the adaptation of children who have left the usual cultural environment and migrated with their parents, and those born in migration based on the application of theoretical and methodological developments of acculturation of J. Berry and Yang Kim’s adaptation theories. The need for this kind of analysis is determined directly by the social agenda itself – an increase in the share of migrants among recipients of social services. As an empirical method, the focus group method is used, which helps to identify the difficulties and features of the adaptation process, as well as the goals and prospects of further socialization, which is a priority for migrant children, representatives of educational institutions ‒ preschool, school education.

CHILDREN FROM MIGRANTS’ FAMILIES IN RYAZAN’ AND KALUGA REGIONS: PROBLEMS OF INTEGRATION INTO RUSSIAN SOCIETY

The problems of adaptation and integration of ethnic migrants into the Russian society become more and more acute, due to the intensification of migration processes in the modern world and the involvement of the Russian Federation in them. Nearly 38 million children participate in the international migration, and many of them meet difficulties with the access to qualitative education, and have to pass through an enduring and tricky way of linguistic, cultural, social and psychological adaptation. The structure of conventional cultural and communicative, natural and geographical contacts, interactions of a child with his family and relatives is destroying, a child is stressed and experiences the crisis of identity, has to rethink and reinvent values and social regulations. The listed problems contribute to the increase of social disadaptation of ethnic migrants’ children; generate the situation of their potential failure in the future. Inside the society, accepting migrants, these problems complicate the structure of interethnic relations and links, and sometimes it becomes a ground for inter-ethnic tension.
 
 In the Russian Federation, the problem of adaptation of children from the families of ethnic migrants also becomes quite urgent, especially in the sphere of education. The author of the article has been researching this theme during the latest 20 years, and in 2019–2020 this research is made in the frames of the project “Integration of the children of ethnic migrants’ families via education: the methodical and consultative support of schools and kindergartens in the regions of the Russian Federation”, where 32 educational organizations in ten regions participate. The article illustrates a series of problems connected with the adaptation of migrant children, using the materials of the research made in the Ryazan’ and Kaluga regions. These children are mostly migrants of one-and-a-half or the second generation, and their families came to Russia from Kyrgyzstan, Uzbekistan, Azerbaijan and Tajikistan. Several paragraphs refer to the problems of adaptation to school of the Gypsy children. Basing on the results of the analysis, the author names main restrictions that prevent schools from the organization of intensive work aimed at linguistic, social and cultural adaptation of ethnic migrants’ children. She also defines main problems restraining the integration of the children from ethnic migrants’ families into the Russian educational environment and Russian society.

Socio-pedagogical support of the process of social adaptation of migrant children in Russian schools

Socio-pedagogical support of the process of social adaptation of migrant children in Russian schools

FORMATION OF SOCIAL AND PSYCHOLOGICAL ADAPTATION OF MIGRANT CHILDREN IN THE CONTEXT OF EDUCATIONAL SYSTEM

The article describes the results of the implementation of the program of social and psychological adaptation of migrant children from the war zone and the temporarily occupied districts of Donetsk and Luhansk regions. The results of the observational phase of the study indicate that migrant children have high rates of aggression, irritability, negativity, resentment and suspicion. Many migrant children are ignored by their classmates and have the status of isolated, which indicates a low level of their adaptation to the new educational environment. The molding experiment was conducted in an educational institution. The comprehensive program is designed to take into account the age of migrant children: primary school students and students of middle and senior classes. The description of the developed program of social and psychological adaptation which contains exercises and training employments is provided. The results of the formative experiment showed a positive dynamics of socio-psychological adaptation of migrant children, which indicates the effectiveness and feasibility of a comprehensive program, which was used in secondary school. The program included a variety of classes and exercises, such as reducing anxiety, increasing self-esteem, relieving fears, developing communication skills. In addition, the joint work of migrant children in the group helped to unite children of different nationalities, cultures, and encouraged mutual respect and tolerance.

STRATEGIES OF DIASPORA ORGANIZATIONS IN THE CONTEXT OF ADAPTATION OF CHILDREN FROM MIGRANT FAMILIES

The article deals with the activities of Diaspora organizations as a potential subject of adaptation of children from migrant families in the Russian socio-cultural environment. The work is based on the materials of Diaspora organizations and schools with ethno-cultural component. Migration strategies are correlated with the four main models of migration policy – assimilation, segregation, marginalization and integration. According to the authors ' findings, the priority for Diaspora organizations is to establish the preservation of the ethnic identity of migrant children, rather than their adaptation to the Russian civil society. There is also a priority orientation to the States of immigration departure in educational and educational work with young people, while the orientation to the Russian Federation is secondary, and in some cases – the attitude to it is built through latent hostility. The authors associate the way out of the conflict with the integration model of migration policy, which implies the formation of a two-level identity system for migrants. Despite the obvious role potential of Diaspora organizations in the adaptation of migrant children as an independent research problem, this topic has not been directly raised in the national scientific literature, which necessitates scientific work in this area.

ПОРІВНЯЛЬНИЙ АНАЛІЗ СОЦІАЛЬНО- ПСИХОЛОГІЧНОЇ АДАПТАЦІЇ ДІТЕЙ- МІГРАНТІВ ТА МІСЦЕВИХ ДІТЕЙ

The article presents the empirical study comparing socio-psychological adaptation of migrant children and local children at general education school. The performed theoretical analysis has substantiated the existing problem of migrant children adaptation to school. The performed theoretical analysis also has determined that the difficulties in the socio-psychological adaptation of migrant children are often stipulated by their inability to interact with the local population (peers and their parents, teachers), communicative drawbacks, which in turn stimulate anxiety, hostility, distrust at new living conditions and the environment, and so on. The performed empirical study has shown that indicators describing socio-psychological adaptation of migrant children and local children are different. In particular, migrant children have higher aggression and hostility; they have more pronounced forms of aggression such as: physical, verbal and indirect aggression, manifested in the use of physical force, threats, bad language, gossip, rumours, etc. They also show more often negativism, irritation, suspicion, and insults in comparison to local children. The local children have lower personal and reactive anxiety and self-esteem; they have a high social status (stars) in school more often than migrant children and very rarely have low (ignored) status, while almost half of migrant children have ignored or isolated statuses in the group. All children (local and migrants) response mainly impulsively in frustration situations, however, migrant children are still often show an extrapunitive orientation and, they manifests an intropunitive orientation to a lesser extent.

The current situation of social adaptation and influencing factors in migrant children

Objective To study the current situation of migrant children’s social adaptation and explore its influencing factors. Methods The study population was 1 547 children aged 10-16 years recruited from Shijiazhuang city. Social adaptation was collected through social adaptation questionnaire, whereas self-control was measured by children’s self-control investigating questionnaire. The data were statistically analyzed with the ANOVA and stepwise regression analysis. Results ①There was no significant difference on social adaptation scores between migrant children and urban children (3.71±0.65, 3.70±0.69, P>0.05). ②Among migrant children, girls scored significantly higher than boys(3.80±0.59, 3.63±0.69, P 0.05). Conclusion There is no significant difference on social adaptation between migrant children and urban children. Children’s self-control, parent-child relationship and peer relationship have significant influence on social adaptation of migrant children . Key words: Migrant children; Social adaptation; Self-control

Synergetic Approach to the Formation of the Normalized Tempo-Rhythmical Organization of Speech in the Russian Language as a Foreign Language of Bilingual Children

Theoretical and applied aspects of bilingualism at present, more and more attract the attention of not only linguists, and researchers in the field of speech-language pathology. This interest is due to the relevance of the problem of bilingualism (multilingualism) in the world. Currently in places of compact residence of the Tatar population, in particular in the Tyumen region, is created an environment, conducive to the development of early bilingualism. Tatars are the second largest by population in the Tyumen region. Also there is a marked growth in the number of representatives of the Turkic ethnic groups (Azeris, Kazakhs, Kyrgyz, Uzbeks), due to migration processes. This raises the problem of learning Russian as a second language by children bilinguals who arrive with their parents. The new realities of the post-Soviet world has led to an increase of the distance in school programs, the reduction of the role and place of Russian language in the newly independent states, which creates additional difficulties in the adaptation of migrant children. It is important to realize that the choice of strategy of formation of the linguistic features of children with speech dysfunctions and bilingualism is not possible without recourse to physiological and neuropsychological mechanisms of speech, psycholinguistic aspects of language analysis. DOI: 10.5901/mjss.2015.v6n3s4p135

The Adaptation of Migrant Children

Alejandro Portes and Alejandro Rivas examine how young immigrants are adapting to life in the United States. They begin by noting the existence of two distinct pan-ethnic populations: Asian Americans, who tend to be the offspring of high-human-capital migrants, and Hispanics, many of whose parents are manual workers. Vast differences in each, both in human capital origins and in their reception in the United States, mean large disparities in resources available to the families and ethnic communities raising the new generation. Research on the assimilation of these children falls into two theoretical perspectives. Culturalist researchers emphasize the newcomers' place in the cultural and linguistic life of the host society; structuralists, their place in the socioeconomic hierarchy. Within each camp, views range from darkly pessimistic-that disadvantaged children of immigrants are simply not joining the American mainstream--to optimistic--that assimilation is taking place today just as it has in the past. A middle ground is that although poorly endowed immigrant families face distinct barriers to upward mobility, their children can overcome these obstacles through learning the language and culture of the host society while preserving their home country language, values, and customs. Empirical work shows that immigrants make much progress, on average, from the first to the second generation, both culturally and socioeconomically. The overall advancement of the immigrant population, however, is largely driven by the good performance and outcomes of youths from professional immigrant families, positively received in America. For immigrants at the other end of the spectrum, average socioeconomic outcomes are driven down by the poorer educational and economic performance of children from unskilled migrant families, who are often handicapped further by an unauthorized or insecure legal status. Racial stereotypes produce a positive self-identity for white and Asian students but a negative one for blacks and Latinos, and racialized self-perceptions among Mexican American students endure into the third and fourth generations. From a policy viewpoint, these children must be the population of greatest concern. The authors cite two important policy measures for immigrant youth. One is to legalize unauthorized migrants lest, barred from conventional mobility channels, they turn to unorthodox means of self-affirmation and survival. The other is to provide volunteer programs and other forms of outside assistance to guide the most disadvantaged members of this population and help them stay in school.