ABSTRACT
In the late 19th and 20th centuries, settlement houses such as Hull House in Chicago offered Early childhood education programs for im/migrant children and newcomer programs for adults. Im/migrants are extremely diverse, coming from many countries with different cultures, languages, socio-economic status and ethnicities. Prior family-life experiences influence im/migrants’ adaption to education in the US; however, experiences in their countries of origin and the circumstances of their migration vary widely. Migration as a social process is experienced differently by different groups of im/migrants, namely refugees, asylum seekers and other categories of im/migrants. The majority of im/migrants are neither refugees nor asylum seekers; they migrate through the visa system. The chapter discusses several strategies for supporting young im/migrant children. The majority of im/migrants are neither refugees nor asylum seekers; they migrate through the visa system. Teachers play a critical role in supporting the success and resilience of children from im/migrant families.
