Transitions in ECEC services: the experience of children from migrant families

Picchio, Mariacristina; Mayer, Susanna

doi:10.1080/1350293x.2019.1579552

Cited by 16 publications

(23 citation statements)

References 11 publications

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“…2013). Hur barnen blir bemötta, hur de stödjs i att komma till rätta i den nya miljön, samt vilken hänsyn som tas till deras språkliga och kulturella bakgrund speglar hur de kommer att utvecklas och se på sig själva på kort och på lång sikt (Dunlop & Fabian 2006;Lamb 2020;Petriwskyj 2014;Picchio & Mayer 2019;Vandenbroeck 2011;Vogler m. fl. 2008).…”

Section: Sammanfattningunclassified

Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor

Löthman

2022

Linköping Studies in Education and Social Sciences

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Preschool is seen as an important integration arena for newly arrived families with young children. The reception of newly arrived families has for a long time been unevenly distributed in the country with a strong concentration on metropolitan areas and larger cities. Consequently, previous research on integration of newly arrived families in Swedish preschools has been conducted in multicultural urban areas. However, since 2015, the number of newly arrived children in rural municipalities has increased. For that reason, it is relevant to also pay attention to how integration is achieved (or challenged) in a rural context. In this study, I examine how preschool practitioners at three rural preschools experienced receiving newly arrived families in 2015/2016. For many of these practitioners, working with linguistic and cultural diversity was at the time a new experience. Therefore, I have been able to study practitioners' narratives about the first steps towards integration and inclusion. Data was generated through focus-group interviews. With integration (Penninx 2019) and inclusion (Petriwskyj 2014) as theoretical starting points, the narratives were analyzed through Bakhtin's theory of dialogism. The findings are presented in two research papers: one that explores integration processes in relation to the migrant parents, and one that focus on the children's inclusion in preschool. The results show that the practitioners describe a change in terms of moving from a monologic to a dialogic stance in relation to the parents and the children. As regards the parents, the dialogic stance meant that the practitioners acknowledged the importance of meeting and discussing differences in experiences and perspectives with the parents. The dialogic encounters, in turn, led to enhanced confidence among the practitioners in facing "otherness", at the same time as they resulted in cultural reflexivity regarding the practitioner's own practices and values. As regards the children, the dialogic stance resulted in a critical examination of existing practices, and led the practitioners to reformulate their sense of preschool "normality". This, in turn, enhanced their flexibility in adjusting preschool's daily routines and practices in accordance with the needs of the children. In sum, the study demonstrates that a dialogical approach is a prerequisite for integration.

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Section: Sammanfattningunclassified

Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor

Löthman

2022

Linköping Studies in Education and Social Sciences

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“…Children with a migration background face a double transition during this first contact with peers and other adults outside their own family. On one hand, like all children, they have to handle a more varied, unfamiliar environment, very different from their home lives; on the other they are participating in a context which is also new from a cultural and linguistic point of view ( Picchio and Mayer, 2019 ). However, while the experiences children make in early institutional childcare might be stimulating for their prosocial behavior, they could also be stressful with respect to conflicts with peers due to their still limited abilities to solve them ( Howes, 1987 ).…”

Section: Early External Childcare and Social Developmentmentioning

confidence: 99%

Differences in Children’s Social Development: How Migration Background Impacts the Effect of Early Institutional Childcare Upon Children’s Prosocial Behavior and Peer Problems

Konrad-Ristau

Burghardt

2021

Front. Psychol.

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This article focuses on the early years of children from immigrant families in Germany. Research has documented disparities in young children’s development correlating with their family background (e.g., immigrant or ethnic minority status), making clear the importance of early intervention. Institutional childcare—as an early intervention for children at risk—plays an important role in Germany, as 34.3% of children below the age of three and 93% of children above that age are in external childcare. This paper focuses on the extent to which children from families with a background of migration differ in their social development when considering their age of entry into early external childcare (and thus its duration). Data from the infant cohort study of the German National Educational Panel Study (NEPS, N = 1,846) is used to analyze the impact of early institutional childcare before the age of 3 years on children’s social competence at the age of 5 years, controlling for gender, siblings, temperament, home learning activities, and socioeconomic status. Results show the effects of duration of early external childcare on peer problems for children from families with a background of migration, in such a way that children who attend early external childcare for more than 1 year before the age of three show less problem behavior with peers than those who attend for less than a year. These findings have equity implications for children with a migration background living in Germany, especially as the proportion of these children is trending upwards.

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“…Their involvement in play was observed as an arena where identity and belonging are acted out in socio-cultural context, with specific reference to children's meaning-making processes. Picchio and Mayer (2019) investigated the experience of children from migrant background during their first entry into Italian ECEC services. The study analysed the difficulties that migrant children face during the transition from home to ECECas well as the competence they used to overcome themwith the aim of supporting professionals in improving their practice and fostering children's wellbeing, participation and social interaction.…”

Section: European Literaturementioning

confidence: 99%

Sustaining warm and inclusive transitions across the early years: insights from the START project

Lazzari

Balduzzi

Laere

et al. 2019

European Early Childhood Education Research Journal

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Transitions in ECEC services: the experience of children from migrant families

Cited by 16 publications

References 11 publications

Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor

Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor

Differences in Children’s Social Development: How Migration Background Impacts the Effect of Early Institutional Childcare Upon Children’s Prosocial Behavior and Peer Problems

Sustaining warm and inclusive transitions across the early years: insights from the START project

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