ABSTRACT
Early childhood educators working with migrant and refugee children face many challenges. They must create learning environments that support the developmental needs of the children in their care, many of whom have experienced trauma; work to build trust with recently resettled families; develop sensitivities to the host cultures of those families; and even support families as they transition to their new homes, communities, and cultures. As if this set of responsibilities was not daunting enough, early educators are also guiding the children in their care along the pathway to school readiness and later academic success. This chapter discusses the concept of school readiness, and the special challenges the transition to formal schooling present for early childhood educators working with migrant and refugee children. The role of Western expectations and practices that often do not value the uniqueness of individuals or the values held by newly arrived families is explored. Research participants illustrate how educators have an opportunity to purposefully develop transition processes that both welcome and value new families and provide long-term support for those families. The chapter encourages rethinking programmes and policies with newly arrived families in mind to offer carers a fresh perspective to improve practice for all children.
