Early childhood education practices for emotional wellbeing: a study of Rohingya and Venezuelan refugee communities

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Abstract/Contents

Abstract: Adverse experiences, such as forced displacement, that occur in early childhood can subject children to the consequences of trauma, and can have lasting negative effects on a child’s development and wellbeing. The purpose of this study is to investigate how early childhood education workers from two non-governmental organizations operating within refugee camps in Bangladesh and Brazil perceive the causes of emotional challenges children face and how they support the emotional needs of the children they work with. In-depth interviews were conducted with 10 participants in each case study. Findings point to the importance of understanding the root causes of children’s emotional distress. In addition, the trauma-informed practices education workers used in both scenarios are inextricably linked to cultural nuances in each site—from the ways one identifies when a child is in need, builds trusting and affectionate relationships, acts in a culturally-responsive manner, employs conflict-sensitive education strategies, and engages the community in investing and sharing responsibility towards the child. Based on these findings, we recommend policies surrounding harm reduction, community engagement, the creation of safe spaces for children to play, the deliverance of basic needs, and increased consciousness surrounding the delicate and unique nature of a child’s traumas.

Author	Gross, Allison Leigh
Author	Correa Gomes, Renata

Subject	Early childhood education
Subject	Refugee camps
Subject	Emotional needs
Subject	Trauma-informed practices
Subject	Conflict-sensitive education
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Text

DOI	https://doi.org/10.25740/ht980pq5483
Location	https://purl.stanford.edu/ht980pq5483

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Gross, A. and Correa Gomes, R. (2022). Early childhood education practices for emotional wellbeing: a study of Rohingya and Venezuelan refugee communities. Stanford Digital Repository. Available at https://purl.stanford.edu/ht980pq5483

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