Transactional relations and reciprocity between refugee mothers and their children: changes in child, parenting, and concept of child

Erdemir, Ersoy

doi:10.1080/1350293x.2020.1858916

Cited by 8 publications

(8 citation statements)

References 52 publications

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“…The ECEC programmes researched in the studies were either provided in ECEC centres, schools or community hubs (Akar, 2019;Akar et al, 2017;Dalrymple, 2019;Erdemir, 2021aErdemir, , 2021bErdemir, , 2021cShah, 2016;Smith, 2015;Tanaka, 2013;Tobin et al, 2015;UNICEF, 2018), or they were home-based (iAct, 2015; Jesuit Refugee Service/iAct, 2019a, 2019b; Laxton et al, 2021;VSO Bangladesh, 2019). Most programmes were provided (or supported) by international or local NGOs; a few were offered by national governments.…”

Section: Resultsmentioning

confidence: 99%

“…These studies included direct accounts of young children themselves, and used them to explore the subjective experiences of those participating in ECEC (Akar et al, 2017;Dalrymple, 2019;Erdemir, 2021b). They also included rich information from ECEC practitioners, parents and caregivers, and used them to elicit complex associations driving and enforcing changes in children, practitioners and parents (e.g., Erdemir, 2021c). To investigate the quality of ECEC, information was collected through qualitative interviews and focus group discussions with ECEC staff and parents (and sometimes children), surveys, and observation field notes (Akar, 2019;Akar et al, 2017;Mbidde & Oguniyi, 2019;UNICEF, 2018;VSO Bangladesh, 2019).…”

Section: Appraisal Of Included Studiesmentioning

confidence: 99%

“…The qualitative study by Erdemir (2021b) described how participation involved cultural wealth capital (including navigational, social, linguistic and familial capital) that children accessed and built upon when participating in ECEC programmes. Several qualitative studies (which were all conducted in very different contexts) reported both that children take their newly learned skills from the ECEC centre into their home environment, and then into the community; and also that changes in children's skills and development can also benefit their interactions outside school, and lead to changes in parental beliefs and behaviour (Akar et al, 2017;Dalrymple, 2019;Erdemir, 2021bErdemir, , 2021cSmith, 2015).…”

Section: Benefits Of Ecec For Children's Wellbeing and Developmental ...mentioning

confidence: 99%

“…Studies also highlighted the value of interactions with emotionally responsive educators who are respectful and trustworthy (Akar, 2019;Erdemir, 2021c), who model and explain expected behaviour (Akar, 2019;Mbidde & Oguniyi, 2019), and who focus learning on emotion regulation and development of empathy (Akar, 2019;Dalrymple, 2019).…”

Section: Social-emotional Supportmentioning

confidence: 99%

See 3 more Smart Citations

A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries

Stevens

Siraj

Kong

2023

ICEP

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Refugee children are some of the most vulnerable populations in the world. Early Childhood Education and Care (ECEC) for refugee children can have positive impacts on child outcomes, however most of the evidence stems from research from high income countries. This paper reports on a critical review, carried out to evaluate what we know about benefits and the quality of ECEC programmes for refugee children in low- and middle-income countries (LMICs). 15 studies were identified, located in refugee camps and resettlement contexts in seven different countries. Whilst acknowledging limitations due to the small number and low rigour of the studies included in this review, the findings indicate benefits of ECEC participation for children across developmental domains, showing particular the potential to support socio-emotional learning and emotional recovery. Findings confirm the challenge of resources for the provision of high-quality refugee ECEC in LMICs, including lack of materials, space, and training and support needs of staff. By bringing together what we learn from the existing research in the field, this review helps to identify successful strategies, that call for play-based approaches, interactions that focus on socio-emotional support and recovery, the engagement of communities and families, and the provision of culturally responsive environments. These findings strengthen the wider knowledge base about the characteristics of ECEC provision which are important for supporting refugee children and families in lower-resource contexts.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Appraisal Of Included Studiesmentioning

confidence: 99%

Section: Benefits Of Ecec For Children's Wellbeing and Developmental ...mentioning

confidence: 99%

Section: Social-emotional Supportmentioning

confidence: 99%

See 2 more Smart Citations

A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries

Stevens

Siraj

Kong

2023

ICEP

View full text Add to dashboard Cite

show abstract

“…We would also like to note an important study that did not meet our inclusion criteria but is directly related to our systematic review. Erdemir conducted a Preschool Education Program (PEP) with the aim of promoting holistic development and boosting school readiness skills before starting primary school among Syrian refugee children resettled in Turkey [ 85 ]. The program operated for nine weeks in two schools.…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review of Evidence-Based Family Interventions for Trauma-Affected Refugees

Mak

Wieling

2022

IJERPH

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Family connections are crucial for trauma-affected refugees from collectivistic cultures. Evidence-based family interventions are consistently promoted to support a host of mental and relational health needs of families exposed to traumatic stressors; however, there is still limited research focused on cultural adaptation and the testing of the effectiveness of these interventions on some of the most disenfranchised populations in the aftermath of forced displacement. This systematic review was conducted to examine the reach of existing evidence-based family interventions implemented with newly resettled refugees globally. Studies included in this review include those testing the effectiveness of a systemic treatment with pre and post intervention evaluation, studies with or without control groups, and studies that include at least one family member in addition to the target participants. Twelve studies met the inclusion criteria. Barriers to conducting randomized control trials with displaced refugee populations are discussed. Recommendations are made for future studies to include a focus on scientifically rigorous multi-method designs, specific cultural adaptation frameworks, and the integration of relational aspects rather than focusing only on individual adjustment. Global displacement continues to rise; therefore, it is imperative that the mental health and wellbeing of displaced populations be treated with a comprehensive, multi-level framework.

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Uncovering Community Cultural Wealth Through an Early Intervention Program: Syrian Refugee Children Speaking

Erdemir

2021

Early Childhood Educ J

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Transactional relations and reciprocity between refugee mothers and their children: changes in child, parenting, and concept of child

Cited by 8 publications

References 52 publications

A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries

A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries

A Systematic Review of Evidence-Based Family Interventions for Trauma-Affected Refugees

Uncovering Community Cultural Wealth Through an Early Intervention Program: Syrian Refugee Children Speaking

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