Design For Community Social Capital:
Improving the Welfare of Left-Behind Children in Rural Village
YANG LI Email: leo103127932@gmail.com Phone: +61405169766 The Univerisity of Melbourne Faculty of Architecture Building and Planing Melbourne School of Design Master of Landscape Architecture Design Thesis
Š 2017
Contents 0.0 Project Statement
1
1.0 Background The Issue of Left-Behind Children Severity and Impact
3 4 5
2.0 Theoretical Framework
9
3.0 Context of Tongling Village Village Location Village Context Village Photos Relevant Demographics Parents Migration Locations Public Space for Increasing Social Capital
13 14 15 16 17 18 19
4.0 Site Selection Site Selection Critietia Children’s Living Location Accessible Walking Area Slope Analysis Frequent Playing Location Existing Land Use Site Suitability
21 22 22 22 23 23 24 25
5.0 Precedents Yi Wei Garden, Guizhou, China
27 28
Ibtasem: A Playground for Refugee Children as Emergency Response
32
6.0 Site Analysis Existing Condition Microclimate Condiion Sun Shade Analysis Daily Activities of Children Existing Socialization Pattern
37 38 40 41 42 43
7.0 Design Strategy Proposed Strategy Children’s Scale in different ages Spatial-temporal based programs for different ages Circulation Analysis Internal Spacial Analysis Walkable and accessible Space Concept Plan
45 46 47 48 49 50 52 53
8.0 Convertible Spaces Straw Stacks Retaining Existing Program Local Traditional Performance Plants Selection Materials Selection
55 56 57 58 60 61
9.0 Master Plan
63
10.0 Moments of Children Weekdays Weekends Local Festivals
67 68 70 72
Some last words
74
References
75
Project Statement During China's rapid urbanization, hundreds of millions of rural inhabitants migrated into cities while leaving their children behind in the villages. The separation with parents causes the negative transformation of family welfare supply structure. As a result, many “left-behind� children display characteristics that include loneliness, misconduct, low self-esteem and confidence. The thesis utilises the theory of welfare pluralism that argues that children's welfare is not only received from family, but also from the community, state, nation and voluntary organizations. Through the siting and designing of a communal public space, the project provides compassionate welfare services from the community level for left-behind children that increases the community’s social capital.
2
1.0 Background The Issue of Left-Behind Children in China
The Issue of Left-Behind Children
Urbanisation Economic Development
Left Behind Income
Working Opportunities
Registered Permanent Residence System Rural Villages
Urban Areas
Left-behind children is a severe social issue in China. It refers to the phenomenon of millions of parents migrating from rural to urban areas for increasing income and their children are left behind in rural areas under the care of relatives and grandparents (Loosee & Yao 2012). Figure 01. Photos of Left-Behind Children (Hu 2015, Juan 2017 & Mrozinski 2015)
4
Severity and Impact
Left-Behind Children Percentage in 2010
21.88%
61 Million 4000 Villages
Juvenile Criminal rate Left-Behind Children
70%
30%
78.12 % Left-Behind Children Non-Left Behind Children
There are approximately 61 million of Left-behind children in China, which account for 21.88% of the Chinese children, according to Chinese 6th Population Census in 2010 (Li 2015).
Non-Left Behind Children In recent years, criminal rate for juvenile increased 13% and left behind children's criminal rate is 70% higher than non-left behind children (Shang 2011)
5
Injured Children
Suicide Rates 6.3%
37%
40.8%
55.7% Thought of Committing Suicide No Thought of Committing Suicide Once Committed Suicided but fail Once Planned to Commit Suicide
According to a Chinese small scale research , 37% of left-behind children thought of committing suicide, 12% of them once planned to commit suicide and 6.3% committed suicided but fail (Li 2009).
6
Left-Behind Children
Thought of Committing Suicide
12%
49.2%
Left-Behind Children Non-Left Behind Children
There are 49.2% of left-behind children was once injured, which is 7.9% higher than non-left behind children based on a research in 2014 (Xin 2008).
Mental health Problem & Behaviours Low Misconduct self-esteem Defense mechanism Left-Behind Children Hatred
Bad habit
The major psychological issues and behaviors of left-behind children include low self-esteem, Defense mechanism, Hatred, Misconduct and play hooky (Li 2015).
Low Study Results
12%
Inter-personal relationship Play hooky
Emotional
Educational Status
47% 41% Low Study Results Good Study Results Medium to low
Based on a survey in 2003 by Sichuan Agricultural Survey Team, there are 47% of the left-behind children performed poorly in their studies and 41% were between medium to low results of study (LooSee & Yao 2012).
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As Landscape architects, what can we do for improving the welfare of left-behind children?
2.0 Theoretical Framework The welfare of left-behind children can be improved by the increasing community social capital, which can be achieved by the design of public space with the principles of inclusiveness, playability, walkability, accessibility, safety and social interaction (Harvard Graduate School of Design 2015, Wu, Lu & Kang 2015, Wan 2016).
Theoretical Framework Low Se lf-E
steem Lo n
eli
Cognitive Social Capital
ss
e dn
Sa
Structual Social Capital
ne
ss
Bridging Social Capital
Increase Community Social Capital
Health Welfare
Increase Community Welfare Supply
Phenomenon
Left-Behind Children
Deep
Reaso
n
Living Welfare
Welfare Pluralism Educational Welfare
Separation of parents
Welfare Supply Source
Family
Nation Community
10
Fam Sup ily Wel fa ply Defi re cien cy
State
Tra of nsfo Su Fam rma pp ily tio W n ly Str elfa uc re tur e
Increase Community Social Capital
Public Space
Cognitive Social Capital
Connecting the life of local inhabitants
Design Principles Inclusiveness
Walkbility & Accessibility
Level of Trust and Sharing
Bridging Social Capital
Providing opportunities for social interaction
Links between individuals/ groups in different ethnic and occupational backgrounds
Increase the welfare of left-behind children
Bonding Social Capital Relationship within homogeneous groups
Left-behind children Non left-behind children Grandparents Farmers
Proximity to living location Green space for plants and animals Easy to enter and exist
Social Interaction
Safety
Family and community activities Cultural and social activities Educational activities Common interest Connecting Daily Life
Plants selection Materials selection Lighting Safe games
(Family and Neighbors)
Structual Social Capital
Local Villagers
Density of Social Networks
Left-Behind Children
Grandparents
Other Children
Playability Age based games Temporality Traditional rural games
(Harvard Graduate School of Design 2015, Wu, Lu & Kang 2015, Wan 2016)
11
12
3.0 Context of Tongling Village A Rural village under rural-urban transition in China with 19 left-behind children living with grandparents
Village Location
Tongling Village
Tongling Village, Ba ling Shan Town, Jingzhou District, Jingzhou City, Hubei Province, China 14
Village Context 78 Children 19 Left-Behind Children
Average Age: 8 0-3
4-6
7-9
10-14
15
Village Photos
Major Road
Fish Pond
Small Road
Village Committee
Farm Land
Reservoir
Farming 16
Singing
Relevant Demograpgics Age Groups
Left-Behind Children’s Living Status
20%
31% 39%
10%
45-59
60+
17-44
0-16
Educational Level Aloneness Living with grandparents 26% 10%
Parents working in cities 31%
Primary School Middle School Kindergarten
Data from informal conversion with local government officers and local left behind children growing document 2017 17
Parents Migration Locations
Zhengzhou Henan Zhenjiang Jiangsu
Taizhou Zhejiang Wenzhou Zhejiang
LEGEND Site
Guangzhou Guangdong Dongguan Guangdong (Data from informal conversion with local government officers and local left behind children growing document 2017)
18
Shenzhen Guangdong
Current Working Location of Parents Quantity of Parents Low High
Settlement Pattern Change Past
Current
Scattered Data from Arc Gis Map 2016
Future
Centralized
More Centralized Data from Local Planing Document, Changjiang University 2015
Data from Google Map 2017
Public space as medium to increase social capital Structural Social Capital Beneficial for Improving Social Network
Compact
Cognitive Social Capital
Bonding Social Capital
Social Network
Bridging Social Capital
Public Space
19
20
4.0 Site Selection A site that local inhabitants can easily access, stay and play
Site Selection Design Principles
Site Selection Criteria
Inclusiveness
Proximity to living location
Playability
Gentle Slope
Walkability & Accessibility
Frequent Activities Location
Safety
Accessible Walking Area
Social Interaction
Respect to existing land use types
Children’s Living Location
Children’s Living Location 22
Accessible Walking Area
2 Minutes
5 Minutes
10 Minutes
Slope Analysis
Slope Degrees 0-2 2-4 4-6 6-8 8-10
Frequent Playing Location
Children’s Frequent Playing Location
10-12 12-14 14-16 16-18
23
Existing Land Use
Legend Farmland Orchard Water Area Square Buildings Farm Roads Secondary Rodas Major Roads
24
Site Suitability
LEGEND Least Suitable 2 3 Most Suitable (Selected Site) 25
5.0 Precedents Yi Wei Garden, Guizhou, China Ibtasem: A Playground for Refugee Children as Emergency Response, Bar Elias, Lebanon
SITE LOCATION
Yi Wei Garden, Guizhou, China
This project is located on Zhongguan Village, Tongzi county, Guizhou, China. This Village is remote from nearest town and it has the property of poverty (Fu 2016).
DESIGN PRINCIPLES 2
Designer: Yinbin Fu Area: 1200 m Project Location: Zhongguan Village, Tongzi county, Guizhou, China Construction Year: 07.2016-08.2016 Material: red brick, reinforced concrete prefab, square steel, used tire, used cement pipe, used water pipe, bamboo board, timber (Fu 2016)
Figure 02. Aerial view of Yiwei Garden (Fu 2016)
ORIGINATION
Low Cost
Rural Children's Activities
Environmental Education
Connection
Satisfying the needs of rural children's activities
How to Grow ?
Low cost construction and technology Environmental education for children Children in Village 28
How can children feel warm and kind?
Parents working in cities
Connection between the site and people
Participatory Construction Relationship is the suture of two periods of time
Local villagers participated in construction
Villager drawing amulets on cement pipes
Children participated in construction
Children’s handprint on the wall
PLACE Figure 03. Images of Participatory construction (Fu 2016)
Villagers
Connection
Children
Cement bricks made by children
“People give sites warmth and sites give people memory and concern. Participations suture two periods of time of different lifes. This is the beginning of relationship between people and site” (Fu 2016).
Material Selection Recycling Local Materials
Figure 04. Local wasted materials (Fu 2016)
Figure 05. Children playing a cement pipe and sand (Fu 2016)
During the process of rural construction, a large number of materials were wasted and accumulated in the site. Designer decided to use and assemble them for creating children's playground (Fu 2016).
The project utilise existing landform and divide the place into 4 platform with different elevation. The amusement facilities were connected by a ring road (Fu 2016). 29
Axonometric View
Plan
Figure 04 Axonometric view
Figure 07. Plan (Fu 2016)
Figure 06. Axonometric view (Fu 2016)
The project utilise existing landform and divide the place into 4 platform with different elevation. The amusement facilities were connected by a ring road (Fu YB 2016). RECYCLING CENTER
EDUCATION IS SUBTLE INFLUENCE
There is a resource recycling center was designed in this site for combining the traditional thinking of saving and recycling in rural life. This recycling center can teach children the recycling system and its significance in the improvement of rural environment (Fu 2016). Figure 08. Resource Recycling Center (Fu 2016)
30
Plan of Recycling Center
Recycling Center Operation Mode
Refuse Classification
Figure 11. Image of refuse classification (Fu 2016)
Organic Refuse
Inorganic Refuse
Educating Children
Figure 09. Plan of recycling center (Fu 2016)
Figure 10. Recycling center operation mode (Fu 2016)
Figure 12. Image of children Learning recycling (Fu 2016)
The transformation from a site to a place The mouthpiece made of water pipes
Youth viewing and talking
The youth seldom appeared in the village. Now They were usually seen communicating, viewing and playing in the place after the construction of children’s playground (Fu YB 2016).
Figure 14. Youth viewing and talking in the place (Fu 2016)
Connection
Sense of Belonging
SITE
PLACE Participation
Figure 13. Children playing mouthpiece (Fu 2016)
Sense of Identity
The site is becoming a place where villagers willing to accept and to start their life on. It becomes a place with the sense of identity and belonging through the participation of local residents and the use of local identity 31
Ibtasem: A Playground for Refugee Children as Emergency Response
Designer: Catalytic Action Project Location: Bar Elias, Lebanon Construction Year: 9th August-31st August, 2015 Figure 15. Photo of the playground (Catalytic Action 2015)
“Within humanitarian responses, programmatically, children often become invisible� (Marc Sommers). This project seeks to challenge this notion and expand the remit of what is deemed necessary in emergency situations. We believe that children have a right to an education, to feel safe, to play and to develop confidence in themselves (Catalytic Action 2015) 32
PROJECT BACKGOUND
CONCEPT
Refugees Insecurity Syria
Vulnerable
Lebanon
Poor Education Low Confidence Figure 16. Children designing the project (Catalytic Action 2015)
The crisis in Syria force families to leave their country and find safety elsewhere, such as Lebanon. The children in those refugees feel vulnerable, unsafe, low confidence with poor education.
This project explores opportunities enabling children to design the playground by themselves. This approach makes Playground specific to its context, time and people (Catalytic Action 2015).
SECTION
All the activities in this project are children and designed by children themselves.
Figure 17 Section of the playground (Catalytic Action 2015)
Passive
Active
Passive
Active 33
ISOMETRIC DRAWING
Passive Area (Relaxation)
Active Area (Physical Activities)
Figure 18 Isometric drawing (Catalytic Action 2015)
It is worthwhile to help Children who may suffer from psychological and developmental issues. Designers summaries the activities that children want and divided the activities into passive and active areas. It provides a space where children can play, rest and feel safe (Catalytic Action 2015). 34
Participation from design to construction
Design Ideas
Construction
Design-Build Workshop The structure of the playground
Children playing together
Playground components and finishing
Passive
Figure 19. The process of participation from design to construction and the results (Catalytic Action 2015)
RECYCLING MATERIALS
Local Materials
Active
Passive
Active
“The involvement of the children since the inception of the project until the actual building gives them a sense of ownership and attachment to the playground”.
THE CATALYST EFFECT: SCALING UP
Low cost Low Technology
Figure 19. Recycling Materials ((Catalytic Action 2015))
This project recycle local materials such as tyres, paint bucket, card box to constitute the children’s playground. It is low-cost and low technology, which makes the project easier to build and children can participate in the building process.
This Project Other Projects Triggered Figure 20. Catalyst Effect (Catalytic Action 2015)
This project uses short term change to produce long term effect. It acts as a catalyst and it triggers the awareness of the emergent space for refugee children. Now, the design team working on other similar projects in Lebanon. It engages the process of tactical urbanism (Catalytic Action 2015). 35
36
6.0 Site Analysis A small concrete square located in the center of the village
Existing Condition
Local Clinic
Entry towards Lavender FarmLand
Existing Trees
LEGEND Site Boundary Major Road
Concrete Surface
Walking Path Existing Trees Existing Planting Space Buildings Forecourts Village Clinic
38
Entry towards Lavender FarmLand
Oilseed Rapes Orange Trees
Wheats
Cabbage
LEGEND Site Boundary Towards Lavender Farmland
Clinic Clinc Entry Proposed Main Entry Proposed Second Entry Existing Walking Route
Paddies
Exisiting Walking Path Major Road
Lavender
Farmers Walking Routes Childrens’ Walking Routes 39
Microclimate Condition
N
Main Wind Direction (Winter) Main Wind Direction (Summer) Annual Average Wind Speed 3.2m/s (National Meteorological Center of CMA 2017)
40
Sun Shade Analysis 8.00
10.00
12.00
14.00
16.00
18.00
41
Separation of parents reduce educational welfare
Daily Activities of Children
Existing Educational Support Homework Tutoring (1 to 1) Mentoring
Water Playing Fish Catching
Local Inhabitants as mentors
Climbing Trees
Playing Soil
Drawing Hopscotch
Unconvenient Enducation
LEGEND Children’s Location Educational Institution Location of Mentors Children’s Playing Activities Village Square Route from Village to School 42
Middle School 7:00 - 17:00 Weekdays
Primary School 8:30 - 16:30 Weekdays
Kindergarten 8:40 - 16:30 Weekdays
One Child
Multiple Educational Support
Existing Socialization Pattern
Farming
Chating Playing Chinese Chess Meeting
Convertible
Wanderin g
Programs Morning
Indoor Feeding Animals Cooking Watching TV Dining Sleeping Harvest Celebration
Teaching tutelar children Agricultural Products Processing Farming
Waiting fo
r friends
Exercise
Afternoon
Teaching and Learning Meeting Chating Palying Chinese Chess Playing Cards
Night
Existing Social Activities
Indoor Cooking Feeding animals Taking care of Children Harvest Celebration
Badminton Square Dancing
Festivals Performance (Mashan Folk Song) Autumn Harvest Celebration
Outdoor Movie Community Meeting Farming (No Relaxation Place)
Social Capital Connection Children-Adults Adults-Adults Children-Grandparents Between Children All Local Inhabitants
Taking C Play in hildren to distant town
Playing Ca
rds
Towards School (Outside of this Village) Towards Town Playing Watching Performance
Water Playing Fish Catching (Unsafe and Personal Properties) Indoor Studying Dinning Sleeping Harvest Celebration
Population Groups Adults Children Grandparents 43
44
7.0 Design Strategy Convertible space for increasing community social capital
Proposed Strategy Convertible Community Hub Convertible Space Based on Different Users at Different Time for increasing Community Social Capital Maximizing Social Capital Generation
Educational Space
Convert
Playing Space
Community Activities Existing Socialization Pattern
46
Convertible Community Hub enhancing socialization
Children’s scale in different ages
180
173.4 cm
170
162.5 cm
160 150 140 128.2 cm
130
128 cm
120 109.2 cm
110
107.9 cm
100
Boy 86.8 cm
Girl
90
85 cm
80 70 60 50 40 30 20 10 Height (cm)
Age
2 Years
5 Years
8 Years
16 Years (Disabled World 2017)
47
Spatial-temporal based programs for different ages
Age Play alone or group
0-3
3-6
6-8
8-10 and upward
Usually play alone
Usually Play in Groups
Play in Groups
Play in Groups
Playing Type
Experimentation with touch, sight and sound. Playing sand clay, water.
Abstract elements, tables, benches, as well as with swings, slides and movable equipment.
Activities which involve movement and action. Climbing nets and less complex structures with motor responses
Structured games with objective rules played in groups. More complex climbing games.Basket ball and footabll.
Local Games
Sand, mud, water
Hopscotch Hide and Seek Fish Catching
Hide and Seek Fish Catching Badminton
Sand, mud, water Hide and Seek
(Broto 2012)
Time Weekdays
Weekends Learning Playing Chating Playing Chinese Chess
48
Festivals Playing
Learning
Commynity Celebration
Circulation Analysis Shortest Routes to Local Clinic
Main Entries Clinic Entries Existing Roads Shortest Routes to Local Clinic
Connecting Existing Circulation Children Perfer Curvilinear Form
ďźˆEvergreen 2013
Main Entries Clinic Entries Existing Roads Proposed Paths 49
Internal Spacial Analysis Main Learning and Mentoring
Traffic Route Car Noise Main Learning Space View towards existing green space
Main Gathering Space Convertible Weekends
Special Dates
Learning Time
Weekdays
Playing
Community Activities Connecting Other Spaces Main Gathering Space
50
Learning
Main Relaxting Space
Existing Walking Path Connecting Walking Path Proximity to Main Active Space Main Relaxing Space
51
Walkable and Accessible Space Continuous Pedestrian Walking Path Walkable Destination Connections to surrounding resources Human Scale Green Space (Burden 2005, Harvard Graduate School of Design 2015)
LEGEND Main Circulation Walking Path Seating & Relaxing Planting Area 52
Concept Plan
Forecou rt
Forecou rt Major Road
Retaining Existing Programs Badminton Square Dancing Daytime Playing Learning Growing Plants
Walking Pa th
Farmland
Night Outdoor Movie Community Activities Special Dates Performance Harvest Celebration
Farmland
Existing
Green S
pace
Farmland
LEGEND Main Gathering Space Main Relaxing Space Main Educational Space 53
54
8.0 Convertible Spaces Convertible Spaces for a variety of uses
Straw Stacks Space Converted by Children themselves Lego
Convertible landform
Siting
Steps
Local Straw
Straw Stacks
Wall
Children’s participation for creating spaces
Maze Hide and Seek
Free combination Children defined Space 56
Group sitting and learning space
Retaining Existing Program Playing Rural Games
Badminton
Standard Badminton Court Size
13.4 m 6.1 m
(Sports Court Dimensions 2015)
Stretchable Badminton Net Average Children’s Height (Disabled World 2017)
1.28 m
Standard Height
(Badminton-Information 2012)
1.09 m
1.524 m 5 Years
Stretchable Badminton Net Location Standard badminton Court Size
8 Years
Flexible Height for Various Age Groups
Flexible Badminton Court Pull Up
Stretchable Badminton Net Pole
Playing Badminton
Playing Traditional Games
Put down 57
Local Traditional Performance Badminton
Daily Playing
Performance
Festivals
Stretchable Timber Stages
Seating Steps Stretchable Stages for Performance
Lifting Platform
Performance Traditional Form in Rural Villages
More Visible Form Stage Chairs Standing People
58
Educational Structure
18.00 Shading Area
Avoid building shading area for more Sunlight
LEGEND Traffic Route Car Noise Dominating Winter Wind Direction Dominating Summer Wind Direction
N
Connecting with Main Path Proposed Educational Structure Location
59
Plants Selection
Increasing Social Capital Growing and maintaining togther Local Plants
Orange Trees
60
Seasonal Change
Long Term Growth Cycle
Oilseed Rapes
Wheats
Paddies
Materials Selection
Recycle Local Building Materials
Red Brick
Grey Brick
Timber
Straw
Straw
61
62
9.0 Master Plan Children’s participation would convert the spaces to any form they like
Master Plan Before Children’s Participation
Forecourt
Clinic
Farmland Clinic
Farmland
Farmland
LEGEND Existing Trees Orange Trees Wheat Fish Pond Oilseed Rapes Paddy 64
N 0
5
10
20
50
100
Master Plan After Children’s Participation Children can create playing spaces by themselves through the free combination of straw stacks
Sitting
Clinic
Maze Bench
Hide and Seek
Performance Stage
Farmland Clinic
Farmland Outdoor Classroom Farmland
N
LEGEND Straw Stacks
0
5
10
20
50
100 65
66
10.0 Moments of Children Social activities connect the daily life of children, adults and grandparents
A
Weekdays
B
Section A-A
B
A
Children Learning Local Mentor Teaching
Children Playing 0 1
5
10
20m
Section B-B
Farmers relaxing after farming time and playing Chinese Chess
Growing Plants
0 68
Sandpit
Children Playing Straw Stacks
1
5
Relaxing and talking to children 10m
Weekdays
69
Weekends Free Combination of Straw Stacks Maze Hide and Seek Bench ...
70
Weekends Badminton & Straw Stacks
71
Festival Celebration
72
During this process, the social capital increase incremtally. More importantly, they learned Cooperation, Trust and Shareing
Learning
Performing
Cooperating
Planting
Playing
73
Some Last Words I would like to give thanks to my thesis supervisor Dr. Siqing Chen, thesis coordinator Dr. Sidh Sintusingha and my family for their help and supports.
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References Broto, C 2012, New playground design : design guidelines and case studies, Linksbooks, Barcelona. Burden, D 2005, Principles of Walkable Communities, Walkable Streets, viewed 14th May, 2017 < https://walkablestreets.wordpress.com/2005/08/18/principles-of-walkable-communities/>. Catalytic Action 2015, Ibtasem: A Playground for refugee children as emergency response, viewed 14th March 2017, <http://www.catalyticaction.org/all-project-list/playground-syrian-refugees/>. Disabled world 2017, Average Height to Weight Chart - Babies to Teenagers, viewed 14th May 2017, < https://www.disabled-world.com/artman/publish/height-weight-teens.shtml >. Fu YB 2016, The Design of Children's Playground in the Theme of Environmental Education, viewed 11 March 2017 <http://www.gooood.hk/the-design-of-childrens-playground-in-the-theme-of-environmental-education.htm>. Harvard Graduate School of Design 2015, 'Social Capital, Health, and Place', viewed 28 March 2017, <http://research.gsd.harvard.edu/hapi/files/2014/10/HAPI-ResearchBrief-Social-Capital-102814.pdf>. Li, GY 2009, ' Analysis of left-behind children's psychological status and suicide attempts in aged 14-16', Chinese Journal of Public Health, vol. 25, no. 8, pp. 905-907. Li, YF 2015, ' Left Behind Child Psychological Condition White Paper', Beijing Normal University Scientific Communication and Education Research Center, pp 1-3. LooSee, B & Yao, Y 2012, 'â&#x20AC;&#x153;Left-behind Childrenâ&#x20AC;? Phenomenon in China: Case Study in Chongqing', International Journal of China Studies, vol. 3, no. 2, pp. 167-188.
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National Meteorological Center of CMA 2017, viewed 5 April 2017, <http://www.nmc.gov.cn/publish/forecast/AHB/jingzhou.html>. Shang, XY 2011, 'Chinese children welfare policy report', China Philanthropy Research Institute, Beijing, China, < http://www.bnu1.org/uploads/soft/1_110601085027.pdf>. Sports Court Dimensions, 2015, Badminton, viewed 28th, April, 2017 <https://www.sportscourtdimensions.com/badminton/>. Wan, GW 2016, Construct Welfare Mix System under the Transition of Social Welfare: Empirical Investigation of Left-behind Children in Western Rural Area of China, China Society Science Publishing House, Beijing. Wu, Q, Lu D, Kang, M 2015, 'Social capital and the mental health of children in rural China with different experiences of parental migration', Social Science & Medicine, vol. 132 pp. 270-277. Xin, W 2008, ' The national survey of rural left-behind children', Chinese Journal of Reproductive Health, vol, 19, no. 4, pp. 232-232. Images Catalytic Action 2015, Ibtasem: A Playground for refugee children as emergency response, viewed 14th March 2017, <http://www.catalyticaction.org/all-project-list/playground-syrian-refugees/>. Fu YB 2016, The Design of Children's Playground in the Theme of Environmental Education, viewed 11 March 2017 <http://www.gooood.hk/the-design-of-childrens-playground-in-the-theme-of-environmental-education.htm>. Hu, SL 2015, Left-behind Children, Master Insight, photograph, viewed 5 March 2017, <http://www1.master-insight.com/content/article/4462>.
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Juan, X 2017, Fewer left-behind children, more care, photography, viewed 5 March 2017, <http://www.csstoday.com/Item/4081.aspx>. Mrozinski, B 2015, Children left behind can overcome adversity, USC News, viewed 5 March 2017, < https://news.usc.edu/85905/children-overcoming-adversity-aim-high-but-have-a-plan/ >.
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