Beyond invisibility. Welcoming children and families with migrant and refugee background in ECEC settings

Bove, C; Sharmahd, Nima

doi:10.1080/1350293x.2020.1707940

Cited by 26 publications

(21 citation statements)

References 10 publications

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“…Several schools outlined decisions they had made to support those making invisible transitions: having a designated transitions staff member to 'check in' with the family and child at regular intervals, involving buddies, building support networks among parents, having 'welcome packs' available, sharing social stories and staff across the school being informed about new children and their strengths and interests, as well as pedagogical approaches that supported play and provided opportunities for children to build relationships. Badiozaman (2017) connected experiences with invisibility and students' identity construction. At the very beginning of a school career, it would seem critical that children develop images of themselves as valued and cared for within the school community, competent and capable in that setting, and with the ability to make important contributions to the group.…”

Section: Discussion: Opportunities Provided By Invisible Transitionsmentioning

confidence: 99%

Invisible transitions: Transitions to school following different paths

Dockett

Perry

2021

Australasian Journal of Early Childhood

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Most children starting primary school in Australia do so after attending early childhood education and participating in a transition to school programme. While this has become the expected pathway, it is not the one followed by all children and their families. In this article, we describe visible transitions as those that are known, understood and planned – that is, they follow the expected path. In contrast, invisible transitions occur when children and families arrive unexpectedly at school. Drawing on two studies involving 30 schools in two different states of Australia, we report the scope and nature of invisible transitions and the challenges and opportunities arising from invisible transitions in these schools. Each of the schools reported instances of invisible transitions. Some, but not all, schools promoted strategies involving school staff, other families and children to support those arriving unexpectedly. While invisible transition was identified as a challenge, the opportunities for reflecting on existing transition approaches and building inclusive strategies were also noted.

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Section: Discussion: Opportunities Provided By Invisible Transitionsmentioning

confidence: 99%

Invisible transitions: Transitions to school following different paths

Dockett

Perry

2021

Australasian Journal of Early Childhood

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“…As the United Nations stated in the fourth Sustainable Development Goal, special efforts are needed to improve learning outcomes during the entire life cycle, especially for people in vulnerable settings. In this vein, the involvement in schools of families and community members from minority and vulnerable groups has been shown to be crucial in improving academic achievement, but it remains a challenge for European ECEC (Bove and Sharmahd 2020).…”

Section: Discussionmentioning

confidence: 99%

“…To address this situation, schools may promote inclusion through comprehensive equity schemes which encourage the involvement of families and communities (OECD 2016). However, engaging families with minority backgrounds in schools remains a challenge for European Early Childhood Education and Care (ECEC) institutions (Bove and Sharmahd 2020). It is essential to tackle this challenge from ECEC to ensure that family involvement has a positive impact on children's cognitive and emotional development (Reynolds et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships

Khalfaoui

García-Carrión

Villardón-Gallego

2020

European Early Childhood Education Research Journal

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Family participation and involvement in schools has been reported to be crucial for improving academic achievement and social cohesion, especially among those systematically excluded such as migrants or the Roma population. However, these families often participate less in school life. This hinders any attempt to reverse the cycle of inequality experienced in Europe by the Roma and migrant population, among others. This study focuses on a specific school that has successfully engaged Roma and migrant families. Particularly, this case study aims to identify the characteristics of the relationship that the Roma and migrant families have with the school and the way that parents' involvement in the education of their children has been promoted. The main results show that the participation of these families has been fostered by a strong collaboration constructed with egalitarian dialogue, trust and confidence-based relationships, and having a shared purpose of ensuring high-quality education for all children.

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“…Vissuti e storie talvolta segnati dalla solitudine, dalla marginalità sociale e dalla difficoltà d'inserimento dei genitori (SILVA, 2006;PRISCO, 2018;BOVE, SHARMAHD, 2020). I bambini con background migratorio, anche qualora non abbiano sperimentato direttamente l'esperienza della migrazione, si trovano ad affrontare la sfida della conciliazione di due mondi culturali diversi, quello della famiglia di origine e quello della società d'inserimento (FAVARO, MANTOVANI, MUSATTI, 2006).…”

Section: Introduzioneunclassified

Bambine e bambini con background migratorio nei servizi educativi in Italia

Silva

Carvalho

2021

0a6

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L’articolo verte sul tema dell’educazione interculturale in relazione alla presenza delle bambine e dei bambini con background migratorio nei servizi educativi per l’infanzia in Italia. Una presenza che ha posto gli educatori e i coordinatori pedagogici di fronte all’esigenza di ripensare le pratiche educative e di partecipazione dei genitori al fine di riconoscere e valorizzare le specificità di cui è portatrice la nuova utenza. Alla luce di ricerche condotte negli ultimi anni in Italia e in Europa sono illustrati i principali nodi teorici alla base dell’educazione interculturale e presentate alcune esperienze educative realizzate in Toscana, volte a promuovere la relazione tra le diversità attraverso la lettura degli albi illustrati.

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Beyond invisibility. Welcoming children and families with migrant and refugee background in ECEC settings

Cited by 26 publications

References 10 publications

Invisible transitions: Transitions to school following different paths

Invisible transitions: Transitions to school following different paths

Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships

Bambine e bambini con background migratorio nei servizi educativi in Italia

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