ABSTRACT
Children growing up in low socio-economic circumstances are, for several reasons, more prone to misunderstanding and confusion. Often, they attend kindergartens together with children from various cultures who speak different languages, many of whom are unable to speak the local language. Additionally, the children’s point of contact throughout the day in these kindergarten groups are the kindergarten teachers, many of whom have their own individual cultural identities and linguistic backgrounds. In the light of these factors, relationships and interactions in this multicultural setting tend to be overly complex and challenging. Furthermore, at home, these children typically experience parents who are not attuned and are not able to meet their needs. There is an added tendency in these families for complex family dynamics to be passed down from generation to generation. Many of the parents or the grandparents have either been refugees, or faced terror, violence and helplessness themselves. The severe mental distress in the parents caused by such traumatic experiences are often passed down to their children. As a consequence, children in need of care that would allow them to develop self-regulation and mentalization are often left with parents who lack those capabilities themselves.
