Description
This text offers a comprehensive portfolio of approaches to support young children with refugee backgrounds. It covers trauma-informed pedagogies, transitioning to school, authentic inclusion, play, social and emotional learning, and intergenerational trauma.
In early childhood centres around the world, teachers and directors can be uncertain of how to meet the needs of newly arrived children. Based on empirical research in five countries, this book offers insights from early childhood educators who are working hard to support families and young children with refugee and asylum-seeker experiences. It illustrates the link between theory and practice and the importance of developing culturally sensitive classroom strategies to effectively support the emotional and cognitive needs of multilingual, multicultural students whose common experiences may only include displacement, trauma, and loss. Rather than offering a measure for success,' this book shares the knowledge and experien
