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Bridging Transitions Through Cultural Understanding and Identity

  • Linda MitchellEmail author
  • Amanda Bateman
  • Robyn Gerrity
  • Htwe Htwe Myint
Chapter
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 16)

Abstract

Internationally, there is a commitment to helping refugees resettle in a new country. However, few studies have explored the role that might be played by early childhood education and care (ECEC) to support these transitions. This chapter draws on research investigating teaching and learning in an early childhood centre for refugee children and families in New Zealand. The study gathered data on teaching and learning practices through documentation and video recording of intercultural episodes. Through interviews, the researchers investigated the perspectives of teachers and families. The chapter concludes by arguing for values of respect, social justice and dialogue as a basis for creating a community based on a sense of belonging and well-being. Through providing opportunities for families and children to contribute and communicate in ways that they feel are meaningful, early childhood teachers bridge the transition process between home cultures and the culture of the early childhood centre.

Keywords

Early Childhood Early Childhood Education Home Language Early Childhood Teacher Refugee Child 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  • Linda Mitchell
    • 1
    Email author
  • Amanda Bateman
    • 1
  • Robyn Gerrity
    • 2
  • Htwe Htwe Myint
    • 2
  1. 1.Early Years Research Centre, University of WaikatoHamiltonNew Zealand
  2. 2.Carol White Family CentreAucklandNew Zealand

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