Investigation of peer relations of preschool refugee and non-refugee children

Çiçekoğlu, Pınar; Durualp, Ender; Kadan, Gül

doi:10.1016/j.apnu.2019.01.004

Cited by 9 publications

(4 citation statements)

References 22 publications

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“…In addition, one publication by Çiçekoğlu et al. (2019) examining peer relations among preschool refugee children aged 5–6 years in Turkey also recommends implementing “social skills programs” (p. 323) to reduce aggressive behaviors which were observed more often among this population compared to their native peers. Moreover, three publications analyzed the implementation of tandem or group programs to promote integration, such as through the fostering of social skills in migrant and refugee children in educational settings.…”

Section: Resultsmentioning

confidence: 99%

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

Larran

Schuster

Hein

2021

New Drctns Chld & Adlscnt

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Given the significant amount of time that refugee and asylum‐seeking children (RASC) spend in schools, these institutions play an important role in their lives and represent an ideal environment in which to help them to adapt to their host society. The present study aimed to draw attention to the possibility of transferring intervention methods designed for children with ASD to formal education settings welcoming newly arrived RASC to support their adaptation to their new school environment. For this purpose, a systematic review was undertaken to assess the feasibility of implementing three specific ASD intervention methods (i.e., TEACCH, PECS, and PMI) in schools welcoming RASC. While the review did not reveal previous attempts to implement and evaluate ASD intervention methods with newcomer RASC, 21 records were uncovered providing preliminary evidence in support of this idea. Hypothesized strengths and limitations, as well as considerations about implementation, are discussed.

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Section: Resultsmentioning

confidence: 99%

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

Larran

Schuster

Hein

2021

New Drctns Chld & Adlscnt

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“…However, teachers also stated that the values of respect, responsibility, cooperation, friendship, helpfulness, and kindness that children have are generally similar to their Turkish and Syrian friends. Çiçekoğlu, Durualp, and Kadan (2019) compared the peer relationships of refugee and non-refugee children in the preschool period, and researchers were stated that refugee and non-refugee children were at a similar level in social behavior for aid purposes. Gaias, Gal, Abry, Taylor, and Granger (2018), on the other hand, found that children who were educated with people from different cultures in preschool classrooms were more successful in making friends with their different peers as a result of their research.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

The Opinions of Preschool Teachers Regarding the Values of Turkish Children and Syrian Refugee Children

Yilmaz¹,

Ömeroğlu²

2021

IES

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The purpose of the study is to determine the opinions of preschool teachers regarding the values of Turkish children and Syrian refugee children. Phenomenology design, one of the qualitative research methods, was used in this study. The study group of the research consisted of twenty-four pre-school teachers working in different cities, namely Adıyaman, Kilis, Şanlıurfa, Gaziantep, and Hatay, where refugees live intensely. Purposeful sampling method was used to determine the participants of the study. The data of the study were obtained by using semi-structured interview form. The analysis of the data of the research was made by deductive content analysis. The findings of this research reveal that Turkish children and Syrian children generally show similarities behaviors according to the values of respect, responsibility, cooperation, friendship, and helpfulness. In addition, it has been stated that Turkish children and Syrian children display negative behaviors according to the values of self-control and tolerance.

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“…For refugee adolescents, language difficulties and consequences of traumatic experiences can provide barriers to peer acceptance 23 , 24 . Moreover, social integration is not a one-sided process.…”

Section: Mainmentioning

confidence: 99%

Ethnic diversity fosters the social integration of refugee students

Boda¹,

Lorenz²,

Jansen³

et al. 2023

Nat Hum Behav

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Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refugees). We find that refugee adolescents have fewer friends and are more often rejected as desk mates than their classmates. Crucially, however, they are less rejected in more diverse classrooms. This results from two basic processes: (1) more opportunities to meet other ethnic minority peers, who are more accepting of refugees in general and (2) higher acceptance of refugee adolescents by ethnic majority peers in more diverse settings. Our results can help promote the social adjustment of young refugees in school and mitigate the negative consequences of prejudice.

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Investigation of peer relations of preschool refugee and non-refugee children

Cited by 9 publications

References 22 publications

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

The Opinions of Preschool Teachers Regarding the Values of Turkish Children and Syrian Refugee Children

Ethnic diversity fosters the social integration of refugee students

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