Children in early childhood education settings may meet people, especially other children, who have recently arrived in Australia. They may be curious about their appearance, culture and language.
Early childhood educators can help children show respect for migrants and refugees by increasing their cultural competency and challenging misconceptions.
Educators may also care for children soon after they arrive in Australia as a refugee. Early childhood educators may feel challenged by the responsibility of welcoming a child who doesn't speak English or who has experienced conflict or war.
Who are refugees and migrants?
A refugee is a person who has been forced to leave their country due to fear of persecution, conflict or violence. They seek safety in another country and may have special legal protections. Almost one million refugees have been welcomed into Australia since the beginning of last century (RCA).
A migrant is someone who moves from one place to another, often for better economic opportunities, but not necessarily because they are in danger. A quarter of Australians were born overseas (AHRC).
UNCRC, NQS and EYLF
The United Nations Convention on the Rights of the Child states that children who are refugees should have the same rights as children who are born in that country.
The National Quality Standard states the dignity and rights of every child should be maintained (5.1.2).
Themes surrounding immigration and refugees can be linked to the Early Years Learning Framework. Children can:
- develop a sense of belonging to groups and communities (2.1)
- learn to interact in relation to others with care, empathy and respect (1.4)
- connect with different people (4.4) and respond to diversity with respect (2.2).
Learning experiences
Early childhood educators who care for children who are refugees or migrants may consider implementing these ideas into their program:
- Multilingual literature and language experiences that celebrate all of the children's home languages. Also, non-verbal play experiences that involve interaction and expression, like homemade musical instruments.
- Start a group project about belonging. Explore what it feels like to belong, how people can belong, and how we can welcome new people into our communities.
- Explore the cultures of families at your service through cooking, storytelling and traditional games.
- Teach children to communicate their needs and express their emotions using a variety of methods. Try sign language or visual flash cards. Give children safe methods of expressing anger, like hitting a boxing bag or stomping their feet to music.
- Designate time and spaces for children’s relaxation and self-care. Ensure all children know where they can safely go when they need to calm down.
Community connections
- Introduce families to each other. Early childhood educators can play a central role in expanding the social networks of refugee and migrant children.
- Provide families with helpful resources and referrals to community organisations. If you have difficulty speaking with a particular family, ask an interpreter for support.
- Seek professional support for children with mental-health needs, like post traumatic stress.
Routines
- Aim for predictable routines, procedures, learning environments, and educator relationships. Consistency fosters a sense of belonging.
- Use routines as an opportunity for children to get to know each other. At the lunch table, talk about your favourite foods. Encourage children to help each other complete tasks, like cleaning up or washing hands.
Events
- 20th June is World Refugee Day
- 18th December is Migrants Day
Educator reflections
Meni Tsambouniaris wrote about educator reflections in Cultural considerations: Welcoming refugee children and families into our services:
"We need to be conscious of the dangers of stereotyping and labelling our refugee children. There is great value in spending time reflecting on our own definition and perception of ‘refugees and the refugee experience’. We should also endeavour to understand the unique experiences of those children and families that become part of our early childhood education and care family."
Tsambouniaris recommends that early childhood educators:
- read about the experiences of refugees
- have conversations with professionals who support refugee families
- ask families sensitive but insightful questions to gain more knowledge about their unique situation.
Resources
Picture books
- 11 Words for Love by Randa Abdel-Fattah and Maxine Beneba Clarke
- The Little Refugee by Anh Do, Suzanne Do and Bruce Whatley
- My Two Blankets by Irena Kobald and Freya Blackwood
- Out by Angela May George and Owen Swan
- All Are Welcome by Alexandra Penfold and Suzanne Kaufman
- The Arrival by Shawn Tan