Strengthening belonging and identity of refugee and immigrant children through early childhood education

Abstract

This project explored the role of early childhood education (ECE) and pedagogical strategies in supporting a sense of belonging and identity for refugee and immigrant children and families in Aotearoa New Zealand. We used a design-based research methodology in four culturally diverse ECE settings to develop and trial theories and strategies about how ECE can deliberately encourage refugee and immigrant children to connect with their home countries, sustain their cultural identity, and simultaneously live within and contribute to Aotearoa New Zealand. We analysed the affordances of drawing, storytelling and play, and of teacher engagement with children, parents, and whānau, for constructing pathways to belonging in Aotearoa New Zealand. The research focus was on the potential of early childhood services to be sites for social justice for refugee and immigrant children and families, laying a foundation for a confident transition to a bicultural Aotearoa, additional to their own culture. Through the research, we wanted to develop practice strategies and theories of bicultural belonging and participatory democracy that can be strengthened through early childhood education.