Young Children on the move : migrants, immigrants and refugees Pistoia 19 november Young Children on the move : migrants, immigrants and refugees What can we learn from research and from interesting practices? Dr. Jan Peeters Ghent University

The Transatlantic Forum on Inclusive Early Years A meeting place for policy-makers and researchers on ECEC , focus on children from low-income, refugee and migrant families. Seven meetings of two days over a period of three years, from January 2013 until January 2016 group of 50–70 leading researchers, practitioners, civil society representatives, civil servants and political decision-makers or advisors (total 120 policymakers and 110 leading researchers). Films, background papers, reports of discussions

Program of the forums: VBJK , Innovations in the Early Years (Ghent) and Policy Migration Institute (Washington)

1. Improve Access for children from migrant, refugee and low-income families (Ghent) Arguments need to be made clear why investments towards refugee and migrant groups may benefit the whole society: broad coalition of support. Progressive universalism: universal services with targeted approaches for the vulnerable families High-quality ECEC services must not only be accessible, affordable and available, but also desirable, useful and meaningful to migrant and refugee families Real problem is not hard-to-reach parents, but hard- to -reach services

2. Develop Competences, Knowledge and Attitudes of ECEC Professionals (New York) Workforce preparation must focus on reflective competences that are necessary to work in a context of hyper-diversity. Diverse staff, but ethnic matching should be avoided: all staff members should work with all children and families. Continuous professional development is as important as high initial training ( 60% bachelor).

Competences needed on the individual and team level when working with children at risk , migrant and refugee children . (Peeters, Sharmahd, 2014) Openness to dialogue with parents, colleagues and children on the basis of reciprocity; An engagement and ability to work towards social change; The ability to reflect critically on the own pedagogical practice and that of the team and the institution; The ability to create new pedagogical knowledge and practice.

Eurofound systematic review: which CPD interventions are effective Eurofound systematic review: which CPD interventions are effective? (Peeters, et al., 2015) Intensive CPD programs -with an active involvement of practitioners in the transformative process for the improvement of educational practices within ECEC settings -focused on practitioners learning in practice, in dialogue with colleagues and parents -where a coach is available during non-contact hours. - have to be embedded in a coherent pedagogical framework or curriculum that builds upon research and addresses needs of migrant and refugee families

3. Well designed Curricula (New York) Holistic understanding of learning and care : well-being, positive identity formation and inclusion Effective curricula respect the different backgrounds, also of migrant and refugee children: responsive to diverse needs and capabilities Scientifically based but adapted to local context: Participatory approach in dialogue with parents and communities

4. Expand Cultural and Linguistic responsiveness in EC programs (Washington) Importance of the home language for emerging cognitive and literacy development Being a dual language learner may not be seen as a problem but as a strenght of these children How to work with dual language learners must get more attention in initial training and CPD

5.Foster family involvement of refugee and immigrant families (Lisbon) Specific training for professionals to deal with varying experiences and expectations of refugee parents: co-constructing services and provisions that have meaning to them Translation and interpretation provisions Strenghts-based approach: give these parents a voice avoid a ‘labyrinth’ of services for different groups support in the education of their children :to stimulate them to read books or tell stories Two generation strategies to break cycle of poverty

6. Strenghten Integration of Services (Dublin) Multidimensional approaches are needed to address child poverty Public debate engaging support of all stakeholders is necessary to realise alignment and integration of services Take account of context , community, local connectivity and local decision-making Importance of smooth transitions – home and ECEC, childcare and school – especially for poor , refugee and migrant children (in particular second-language learners). Every transition represents an additional challenge for them Alignment of different parts of education system: continuity in curriculum, didactical methods, workforce, governance.

7. Use monitoring and evaluation for quality assurance (Amsterdam) Centralised systems needed to regulate and monitor quality monitoring or evaluating has to be based on a definition of quality Who defines quality? Not only researchers, also migrant and refugee parents Ongoing process of negotiation and cooperation between researchers, professionals, parents of different background Standardised evaluative systems of children (school readiness) can sometimes result in more judgemental effects towards children

Conclusion TFIEY : Vandenbroeck, 2016

Read more Peeters, J. (2016). Working with young children from poor and migrant families. Dossier La nouvelle revue de l’ adaptation et de la scolarisation. No 73. Peeters, J. Vandekerckhove , A. (2015). A meeting place for policy makers,: the Transatlantic Forum on Inclusive early years. International journal of Early Years Education vol 23 no 3, 329-337. Peeters, J, Sharmahd, N. (2014). Professional Development for ECEC practitioners with responsibilities for children at risk: which competences and in-service training are needed. European Early Childhood Education Research Journal. 22 ( 3), 412-424 Dumcius, R., Peeters, J., Hayes, N., Van Landeghem, G., Siarova, H., Peciukonyté, L., Ceneric, I., Hulpia, H. (2014) Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL). Report for the European Commission DG Education and Culture. Brussels.