Common Ground Books
Common Ground Open
The Arts in Society
Information, Medium & Society
Climate Change: Impacts and Responses
Diversity in Organizations, Communities & Nations
Global Studies
Spaces & Flows
Design Principles & Practices
New Directions in the Humanities
Interdisciplinary Social Sciences
Aging & Social Change
Tourism and Leisure Studies
The Learner
Organization Studies
Religion in Society
Food Studies
Communication and Media Studies
e-Learning and Innovative Pedagogies
Sport & Society
On Sustainability
Technology, Knowledge & Society
World Universities Forum
The Constructed Environment
Health, Wellness & Society
The Image
Science in Society
The Inclusive Museum
The Ecological Model as a Guide for Early Childhood Care and ...
Views: 386
- Title: The Ecological Model as a Guide for Early Childhood Care and Education for Young Refugees and Their Families
- Author(s): Martha Buell, Myae Han, Rena Hallam
- Publisher: Common Ground Research Networks
- Collection: Common Ground Research Networks
- Series: Common Ground Open
- Journal Title: The International Journal of Diversity in Education
- Keywords: Early Childhood Care and Education, Ecological Systems Theory, Family Partnerships
- Volume: 20
- Issue: 2
- Date: August 26, 2020
- ISSN: 2327-0020 (Print)
- ISSN: 2327-2163 (Online)
- DOI: https://doi.org/10.18848/2327-0020/CGP/v20i02/25-36
- Citation: Buell, Martha, Myae Han, and Rena Hallam. 2020. "The Ecological Model as a Guide for Early Childhood Care and Education for Young Refugees and Their Families." The International Journal of Diversity in Education 20 (2): 25-36. doi:10.18848/2327-0020/CGP/v20i02/25-36.
- Extent: 12 pages
Open Access
Copyright © 2020, Common Ground Research Networks, Some Rights Reserved, (CC BY-NC-ND 4.0)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
Abstract
The Ecological Systems Model is applied to professional development and professional competencies for early childhood educators in order to support young refugee children and their families. This nested approach emphasizes the need to design and implement refugee education in ways that account for the complexity of the refugee experience. Specifically, we discuss multiple levels of influence on refugee children, including classroom practices, teacher preparation, and the need to coordinate educational services with other actors, such as health and social welfare programs.
