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

Popyk, Anzhela, Gaywood, Donna, Tobin, Alison, Koutoulas, Jennifer and Gabi, Josephine ORCID: https://orcid.org/0000-0003-3629-0719 (2025) Shifting the paradigm of teaching migrant and refugee children: inclusive welcome practices for ECEC. Journal of Early Childhood Teacher Education. pp. 1-20. ISSN 1745-5642

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Abstract

In 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.