Shifting the paradigm of teaching migrant and refugee children: inclusive welcome practices for ECEC

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cris.lastimport.scopus2025-10-13T03:13:18Z
dc.abstract.enIn this article, we seek to reconceptualize early childhood education and care (ECEC) for migrant and refugee children through the lens of teachers’ positionality, and funds of knowledge. Our study adopts an ethical, power-conscious approach that integrates the diverse backgrounds of children within pedagogical practices. It further incorporates play-based, trauma-informed, child-centered, and community-cohesive approaches as a foundation for inclusive teaching practices in ECEC. Drawing on Rayner’s (2017) Natural Inclusion theory, as introduced by Gaywood (2023) in refugee studies, we argue that the natural social inclusion of migrant and refugee children is essential for broader social evolution and change. This theoretical framework is complemented by the concept of “Welcome,” an introductory theme of our Educational Toolkit, which was developed and trialed for ECEC teachers and practitioners across five countries: England, Australia, Greece, Turkey, and Poland. The Toolkit’s evaluation assessed how welcoming practices facilitate natural inclusion and foster classroom interaction. This paradigm shift in the education of migrant and refugee children aims to enhance current models of teacher professional development by promoting pedagogical strategies that address the needs of diverse child populations. Our findings contribute to reshaping teacher’s practices and advancing a more inclusive and equitable approach to early childhood education.
dc.affiliationInstytut Nauk Społecznych
dc.contributor.authorPopyk, Anzhela
dc.contributor.authorGaywood, Donna
dc.contributor.authorTobin, Alison
dc.contributor.authorKoutoulas, Jennifer
dc.contributor.authorGabi, Josephine
dc.date.access2025-07-22
dc.date.accessioned2025-09-02T09:30:21Z
dc.date.available2025-09-02T09:30:21Z
dc.date.created2025-07-14
dc.date.issued2025-07-22
dc.description.accesstimeat_publication
dc.description.additionalvorprzypisanie do numeru wydania z wslazanymi stronami 2025, VOL. 46, NO. 3, 547–566 https://doi.org/10.1080/10901027.2025.2536476
dc.description.issue3
dc.description.physical547-566
dc.description.versionfinal_published
dc.description.volume46
dc.identifier.doi10.1080/10901027.2025.2536476
dc.identifier.eissn1745-5642
dc.identifier.issn1090-1027
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/1632
dc.identifier.weblinkhttps://www.tandfonline.com/doi/epdf/10.1080/10901027.2025.2536476?needAccess=true
dc.languageen
dc.pbn.affiliationnauki socjologiczne
dc.rightsCC-BY-NC-ND
dc.rights.questionYes_rights
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0
dc.share.articleOTHER
dc.subject.enrefugee
dc.subject.enplay-based
dc.subject.enagency
dc.subject.enmigrant children
dc.subject.eninclusive education
dc.subject.entrauma-informed
dc.subject.otherECEC
dc.swps.sciencecloudsend
dc.titleShifting the paradigm of teaching migrant and refugee children: inclusive welcome practices for ECEC
dc.title.journalJournal of Early Childhood Teacher Education
dc.typeJournalArticle
dspace.entity.typeArticle