Addressing the needs of children of immigrants and refugee families in contemporary ECEC settings: findings and implications from the Children Crossing Borders study

Tobin, Joseph

doi:10.1080/1350293x.2020.1707359

Cited by 32 publications

(47 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, the generalizability of our results could be limited to pre-school teachers having already worked to some extent with newly arrived children. As findings from other studies suggest that teachers often lack experience or education in teaching refugee children ( 14 – 16 ), future research could examine whether our findings can be generalized to teachers with less work experience with refugee children.…”

Section: Discussionmentioning

confidence: 74%

“…In several studies, teachers have reported feeling insecure when working with refugee children ( 14 – 16 ). Teachers' self-efficacy has accordingly been linked to their well-being ( 47 ), suggesting that not only the well-being of refugee children but also the entire pre-school facility could benefit from considering the links between teachers' beliefs, values, and motivational orientations.…”

Section: Discussionmentioning

confidence: 99%

“…However, teachers often lack experience or training for working with refugee children. Teachers reported feeling insecure in effectively detecting and serving refugee children's specific needs ( 14 – 16 ) and to find overcoming language barriers as well as communication with the parents difficult ( 17 ). Enhancing teachers' abilities to detect specific needs and behavior problems can improve the positive impact of early education on refugee children.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children

et al. 2021

View full text Add to dashboard Cite

Introduction: Since 2015, increased numbers of refugee families with pre-school-aged children have arrived in Germany. In pre-schools, teachers' professional competence for teaching those children and adapting to their socio-emotional needs has become increasingly important. Previous research linked teachers' stereotypes and cultural beliefs to their self-efficacy and enthusiasm when teaching immigrant children. This study investigated the links between domains of pre-school teachers' professional competence (i.e., negative stereotypes, multicultural beliefs, self-efficacy, and enthusiasm when teaching newly arrived refugee children), and examined whether teachers' professional competence was linked to their perceptions of newly arrived refugee children's behavior problems.Method: In a cross-sectional self-report survey, N = 147 German pre-school teachers reported on their professional competence and completed the Strengths and Difficulties Questionnaire (SDQ) for a selected refugee child from their pre-school group. We used regression modeling to link teachers' negative stereotypes and multicultural beliefs to their self-efficacy and enthusiasm for teaching refugee children. Next, we examined the links between teachers' beliefs, values, and motivational orientations to their ratings on the SDQ subscales. Last, we linked demographic data on teachers and children to teachers' professional competence and SDQ ratings.Results: Teachers with more negative stereotypes toward newly arrived refugee children and less agreement with multicultural beliefs reported lower self-efficacy and enthusiasm for teaching newly arrived refugee children. Teachers with more negative stereotypes perceived more hyperactivity/inattention and total difficulties. Teachers with higher self-efficacy perceived less hyperactivity/inattention, less total difficulties, and more prosocial behavior. Additionally, teachers who had more experience with refugee children reported more negative stereotypes and higher agreement with multicultural beliefs. Teachers having more overall work experience perceived more total difficulties. Boys were perceived to display more externalizing behavior problems, less prosocial behavior, and more total difficulties. Older children were perceived as displaying more prosocial behavior and children from African countries were perceived as displaying more conduct problems.Discussion: Our findings suggest that pre-school teachers' stereotypes and self-efficacy might be related to perception biases concerning newly arrived refugee children's externalizing behavior problems. Implications for the professional development of pre-school teachers and teacher-informant diagnostics of refugee children's socio-emotional needs are discussed.

show abstract

Section: Discussionmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children

et al. 2021

View full text Add to dashboard Cite

show abstract

“…This also applies to major reviews on the state of the art of research and comparative studies providing a broader picture on the situation of refugee children. As these major reviews and comparative studies show, research is not only focussing on issues of education and integration, but also on other aspects relevant to the well-being of refugee children like general living conditions, socioeconomic status, particular needs, mental health issues or the provision of support by welfare services, schools or early childhood education (see for example Dryden-Peterson, 2016;Nakeyar et al, 2017;de Wal Pastoor, 2016;Sullivan & Simonson, 2016;Tobin, 2019).…”

Section: Conclusion For Further Research Beyond and Within Childhood Studiesmentioning

confidence: 99%

How Children in Germany Experience Refugees: A Contribution From Childhood Studies

2021

View full text Add to dashboard Cite

This paper deals with perceptions, encounters and experiences of children with refugees and refugee children in Germany. It is based on the Fourth World Vision Children Study, which is regularly conducted in Germany since 2007. The study is based on a representative survey among 6- to 11-year-old children, which was combined with qualitative case studies and focuses on children´s well-being, their fears, their concerns as well as their attitudes toward other societal groups and contemporary political issues. For the survey of the Fourth World Vision Children Study, in the questionnaire there were also items included which should allow collecting data on children´s encounters and experiences with refugees, and particularly refugees who are their peers. This paper presents the approach taken in the study and how it is embedded conceptually in childhood studies before reporting and discussing selected findings on the experiences of children in Germany with refugees in their neighbourhood and among their peers. The findings presented in this paper refer to contact as well as interactions and opportunities for establishing friendships between refugee and non-refugee children. This is followed by a discussion of the implications these findings have in terms of consequences for supporting refugee children when arriving at Germany. In the conclusion, we will finally point out the implications of our study for the broader field of childhood studies in social sciences.

show abstract

“…In research focusing on newly arrived children, it is common that an adult or a teacher perspective is adopted when studying, for example, teacher-child interactions (Peleman, Vandenbroeck and Van Avermaet 2020), communication between the school and the home (Tobin 2020), and the reception, pedagogy and education surrounding the child (Åkerblom and Harju 2019). In this paper, our perspective will be on children as active agents.…”

Section: Previous Researchmentioning

confidence: 99%

Newly arrived children’s encounters with the cultural community of preschool

Skaremyr

2021

European Early Childhood Education Research Journal

View full text Add to dashboard Cite

The Swedish preschools have evolved to be more diverse in terms of language and culture amongst the attending children. Previous research on newly arrived children in the Swedish preschools focusses on, amongst other things, how to provide for the best reception or education, but less is known about the newly arrived children's own communicative ways when they start preschool. The aim of this paper is to explore how children entering a new linguistic environment are able to participate by using communicative tools in speech events at preschool. The analysis shows how the children participate by combining different communicative tools when they shadow, code-switch, invent language and make use of expressive body language. The study contributes with knowledge about preschool children's various ways of approaching a new language and adjusting to a new cultural context and children's social and informal learning practices in preschool.

show abstract

Addressing the needs of children of immigrants and refugee families in contemporary ECEC settings: findings and implications from the Children Crossing Borders study

Cited by 32 publications

References 10 publications

Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children

Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children

How Children in Germany Experience Refugees: A Contribution From Childhood Studies

Newly arrived children’s encounters with the cultural community of preschool

Contact Info

Product

Resources

About