Bridging immigrants and refugees with early childhood development services: partnership research in the development of an effective service model

Poureslami, Iraj; Nimmon, Laura; Ng, Kelly; Cho, Sarah; Foster, Susan; Hertzman, Clyde

doi:10.1080/03004430.2013.763252

Cited by 18 publications

(18 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, educators reported accessibility of childcare programs by refugees as challenging. Consistently, refugee families in Canada reported a lack of locally available childcare groups ( Morantz et al, 2012 ; Poureslami et al, 2013 ). In conclusion, stakeholders need to deliberately settle childcare services for refugees to accessible locations, which also meet sufficient structural quality standards.…”

Section: Discussionmentioning

confidence: 95%

“…Regarding the cultural barriers, educators reported to experience different expectations for childcare practices from parents, which represents an additional challenge. ECEC programs similar to Western models of institutionalized childcare are less widespread in several countries from which refugees originate ( Mitchell and Ouko, 2012 ; Poureslami et al, 2013 ). In a study with 199 educators, Bernhard et al (1998) reported that a substantial number of refugee parents did not understand the goals of ECEC programs in Canada.…”

Section: Discussionmentioning

confidence: 99%

“…However, educators should not provide psychological therapy, but detect and refer children in need of intervention to treatment facilities. Close cooperation with communal youth welfare, or health care agencies, might help to conduct intensive psychosocial interventions for the complex, and entangled problems that refugee children and their families face during the post-migration period ( Szente et al, 2006 ; Poureslami et al, 2013 ). Educators in our study reported that the provision of individual assistance for refugee families beyond childcare, e.g., with obstacles of resettlement, promotes successful conductance of childcare with refugee families.…”

Section: Discussionmentioning

confidence: 99%

“…In the interview study by Hurley et al (2013) , educators in childcare with refugees suggested considering community food preparation to bond with the parents, providing routines to make children feel more comfortable, and using pictures and symbols to express emotions. Poureslami et al (2013) utilized focus groups with childcare providers, educators, and immigrant parents to identify five domains to promote the transition of refugee children into childcare. These domains were a centralized system (linking existing programs and sharing expertise on different cultural communities), support of childcare staff (dealing with cultural diversity and strategies to introduce new participants), effective announcement of services (in schools, communities, and media), educational materials (information for parents), and program structure (flexible operating hours, transport, and parental involvement).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Challenges and Solutions Perceived by Educators in an Early Childcare Program for Refugee Children

et al. 2018

View full text Add to dashboard Cite

Immigration to Germany peaked in 2016. More than 105,000 refugees below the age of 7 years arrived within 12 months. Since then, Germany and other host nations have been in need of strategies to cover the emerging demand for childcare services. The German federal state North-Rhine Westphalia has funded a specialized early childhood education and care (ECEC) program for recently arrived refugees. The present study investigated challenges and possible solutions in this specialized ECEC. In a pilot study, inductive content analysis of n1 = 28 semi-structured interviews with early childhood educators revealed 19 distinct challenges and four generic categories for solutions (provide clear and predictable structures, involve and support parents, ensure adequate structural features of the childcare group, convey trust and feelings of competence). For the main study, identified challenges were transcribed into items for a closed-format questionnaire, which was distributed to a second sample of educators (n2 = 96). Challenges perceived as most difficult concerned language barriers and communication with parents. An exploratory factor analysis of the challenges questionnaire yielded four underlying domains (interpersonal stress, feasibility and attendance, cultural and communication barriers, structural features of a childcare group). Our study provides a first basis to adapt childcare settings for refugees, and to guide staff training for this special group. We discuss evidence in regard to understanding how ECEC programs can successfully promote refugee children’s psychosocial adaptation and educational outcomes.

show abstract

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Challenges and Solutions Perceived by Educators in an Early Childcare Program for Refugee Children

et al. 2018

View full text Add to dashboard Cite

show abstract

“…76 (Poureslami et al, 2013). Therefore, it is crucial to listen to immigrant families' perspectives and understand what early childhood education and care can do to support their everyday life.…”

mentioning

confidence: 99%

Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

Lastikka

Lipponen

2016

IJME

View full text Add to dashboard Cite

show abstract

“We Learn and Teach Each Other”: Interactive Training for Cross-Cultural Trauma-Informed Care in the Refugee Community

Swan

2021

Community Ment Health J

View full text Add to dashboard Cite

This paper introduces culturally responsive and trauma-informed mental health training modules to build and enhance competences and partnerships among mental health professionals and refugee community leaders, while facilitating intercultural, mutual learning between participants from various cultural and professional backgrounds. Focus group interviews and participant self-reflections with the training participants (N = 54) were analyzed using thematic analysis. Findings revealed an enhanced understanding of culturally unique as well as universal trauma responses and coping in the refugee community, which led to the building and strengthening of a sense of community and an expansion of social networks and support systems. This study highlights the effectiveness of interactive learning and knowledge transference among participants with various cultural and professional backgrounds, showing that face-to-face interactions and mutual learning reportedly facilitated building relationships and trust among participants and especially those between refugee/immigrant community leaders and service providers.

show abstract

Bridging immigrants and refugees with early childhood development services: partnership research in the development of an effective service model

Cited by 18 publications

References 8 publications

Challenges and Solutions Perceived by Educators in an Early Childcare Program for Refugee Children

Challenges and Solutions Perceived by Educators in an Early Childcare Program for Refugee Children

Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

“We Learn and Teach Each Other”: Interactive Training for Cross-Cultural Trauma-Informed Care in the Refugee Community

Contact Info

Product

Resources

About