Family education and the development of child models: an example analysis of children in "China's first town of children's clothing" - Zhili Town, China
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i7.2346
Abstract
This paper analyzes the development of child models in Zhili Town, known as "China's First Town of Children's Clothing", and examines the impact of family education on these children.
The study reveals that child models often become the primary income earners in their families, altering family income structures and power dynamics. Additionally, the nature of modeling work complicates the caregiver-child relationship. Due to these factors, child models experience significant changes in their physical, linguistic, cognitive, and socio-emotional development. The paper emphasizes the need for improved family education and public intervention to ensure the healthy development of child models.
Keywords
child models; family education; child development; caregiver-child
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[11] Data from Netizen Attribute Structure. The 44th Statistical Report on Internet Development in China, Cyberspace Administration of China. Online at http://www.cac.gov.cn/2019-08/30/c_1124938750.htm.
[12] Information from Child Model Frequently Asked Questions, Department of labor, New York State Government. Online at: https://labor.ny.gov/workerprotection/laborstandards/secure/ChildModelFAQs.shtm.
[2] In 2018, the export value of China's clothing and accessories is 157.812 billion dollars. Data from the General Administration Customs, P.R.China.
[3] Forward Industry Research Institute. 2019. 2008-2018 economic indicators of children's wear industry in China. Research Report of Market Prospective and Investment Forecast Analysis on China Children's Wear Industry, 38-39.
[4] Data collected from Child Model Screening on Baby Model Website. Online at
https://www.model61.com/mold.php
[5] Yan H. 2015. Guard against the growth of "organizational dependence" in school education. Jiangsu Education, 9: 1.
[6] Meyrowitz J. 2008. The adultlike child and the childlike adult: socialization in an electronic age. Daedalus, 113(3): 21.
[7] Liu W. 2007. Reflections on the adult animation trend of child in the contemporary education. Theory and Practice of Education, 1(27): 11.
[8] Crain W. 2011. Theories of development: concepts and applications (6th ed.). Upper Saddle River. NJ: Pearson Education.
[9] Information from Erikson's Stages of Psychosocial Development, Wikipedia.
Online at https://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development#cite_note-Crain-2.
[10] Breiner H, Ford M, Gadsden V. 2016. Parenting knowledge, attitudes, and practices. Parenting Matters: Supporting Parents of Children Ages 0-8. Washington(DC): National Academies Press (US).
[11] Data from Netizen Attribute Structure. The 44th Statistical Report on Internet Development in China, Cyberspace Administration of China. Online at http://www.cac.gov.cn/2019-08/30/c_1124938750.htm.
[12] Information from Child Model Frequently Asked Questions, Department of labor, New York State Government. Online at: https://labor.ny.gov/workerprotection/laborstandards/secure/ChildModelFAQs.shtm.
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