A Critical Review of the Research Evidence on Early Childhood Education and Care in Refugee Contexts in Low- and Middle-Income Countries

Autor/inn/en	Ereky Stevens, Katharina; Siraj, Iram; Kong, Kimberley
Titel	A Critical Review of the Research Evidence on Early Childhood Education and Care in Refugee Contexts in Low- and Middle-Income Countries
Quelle	In: International Journal of Child Care and Education Policy, 17 (2023), Artikel 7 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ereky Stevens, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1976-5681
DOI	10.1186/s40723-023-00109-4
Schlagwörter	Refugees; Early Childhood Education; Child Development; Educational Benefits; Educational Quality; Social Emotional Learning; Trauma; Educational Resources; Barriers; Research Reports; Land Settlement; Emergency Shelters; Staff Development; Educational Needs + Suchen Sie Ihr Suchwort? Flüchtling; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Bildungsertrag; Quality of education; Bildungsqualität; Bildungsmittel; Research report; Forschungsbericht; Siedlungsraum; Notunterkunft; Personnel development; Personalentwicklung; Educational need; Bildungsbedarf
Abstract	Refugee children are some of the most vulnerable populations in the world. Early Childhood Education and Care (ECEC) for refugee children can have positive impacts on child outcomes, however most of the evidence stems from research from high income countries. This paper reports on a critical review, carried out to evaluate what we know about benefits and the quality of ECEC programmes for refugee children in low- and middle-income countries (LMICs). 15 studies were identified, located in refugee camps and resettlement contexts in seven different countries. Whilst acknowledging limitations due to the small number and low rigour of the studies included in this review, the findings indicate benefits of ECEC participation for children across developmental domains, showing particular the potential to support socio-emotional learning and emotional recovery. Findings confirm the challenge of resources for the provision of high-quality refugee ECEC in LMICs, including lack of materials, space, and training and support needs of staff. By bringing together what we learn from the existing research in the field, this review helps to identify successful strategies, that call for play-based approaches, interactions that focus on socio-emotional support and recovery, the engagement of communities and families, and the provision of culturally responsive environments. These findings strengthen the wider knowledge base about the characteristics of ECEC provision which are important for supporting refugee children and families in lower-resource contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01