Challenges and Solutions Perceived by Educators in an Early Childcare Program for Refugee Children

Immigration to Germany peaked in 2016. More than 105,000 refugees below the age of 7 years arrived within 12 months. Since then, Germany and other host nations have been in need of strategies to cover the emerging demand for childcare services. The German federal state North-Rhine Westphalia has funded a specialized early childhood education and care (ECEC) program for recently arrived refugees. The present study investigated challenges and possible solutions in this specialized ECEC. In a pilot study, inductive content analysis of n1 = 28 semi-structured interviews with early childhood educators revealed 19 distinct challenges and four generic categories for solutions (provide clear and predictable structures, involve and support parents, ensure adequate structural features of the childcare group, convey trust and feelings of competence). For the main study, identified challenges were transcribed into items for a closed-format questionnaire, which was distributed to a second sample of educators (n2 = 96). Challenges perceived as most difficult concerned language barriers and communication with parents. An exploratory factor analysis of the challenges questionnaire yielded four underlying domains (interpersonal stress, feasibility and attendance, cultural and communication barriers, structural features of a childcare group). Our study provides a first basis to adapt childcare settings for refugees, and to guide staff training for this special group. We discuss evidence in regard to understanding how ECEC programs can successfully promote refugee children’s psychosocial adaptation and educational outcomes

Forced migration and mental health of young refugee children

Weltweit sind mehr als 30 Millionen Minderjährige von Flucht und Vertreibung betroffen. Für diese jungen Menschen können die Risikofaktoren der Zwangsmigration lang anhaltende negative Auswirkungen auf ihre psychosoziale Entwicklung haben. Um eine angemessene Versorgung zu gewährleisten, sind Studien zur psychischen Gesundheit dieser vulnerablen Population unerlässlich. Das Ziel dieser Arbeit war es die psychische Gesundheit von Kleinkindern mit Fluchterfahrung in Deutschland aus verschiedenen Perspektiven einzuschätzen. Meine Ergebnisse legen insbesondere nahe, 1) dass Kleinkinder eine hohe Komorbidität von Symptomen aus dem internalisierenden Spektrum aufweisen, die über eine Posttraumatische Belastungsstörung hinausgehen, 2) dass im Kontext von formalen Bildungseinrichtungen vermehrt soziale Verhaltensprobleme berichtet werden, 3) dass diese Verhaltensprobleme nach der Einschulung zunehmen und 4) es in Folge der Flucht zu langfristigen physiologischen Stressreaktionen kommt

Implementation and quality of an early childhood education program for newly arrived refugee children in Germany: an observational study

Abstract Early childhood education [ECE] can foster the social-emotional adjustment and development of young refugee children. Still, the large numbers of newly arriving refugee families challenge the ECE capacities of host countries. In Germany, state authorities have subsidized flexible ECE programs for refugee children in response to this situation. The goal of this study was to examine the implementation and quality of these programs. In the first study phase, we categorized the seemingly heterogeneous ECE programs and assembled measures to assess their ECE quality. In the second study phase, we evaluated the ECE quality of a randomly selected sample of these ECE programs (N = 42) using standardized observation procedures. The ECE programs were implemented differently in temporary setups (caravans, tents), improvised settings (parish rooms, refugee accommodations), or education settings (preschools, elementary schools). To evaluate ECE quality, we created an observation tool for structural quality and coded dimensions from the Classroom Assessment Scoring System Pre-K for process quality. Overall, structural quality was acceptable but differed between implementation settings. Process quality was consistently high, independent of the settings. Our findings suggest that adaptive ECE programs under a flexible childcare policy could support young refugee children after they arrive in host countries. Still, such ECE programs do not compensate for center-based ECE services because of their more vigorous emphasis on children’s social-emotional adjustment than pre-academic learning. Further research should consider adaptive assessment tools to assess ECE quality, taking into account heterogeneous program implementation strategies and the specific needs of refugee children

Exploring Mental Health Status and Syndrome Patterns Among Young Refugee Children in Germany

Refugee children share a large number of pre-, peri-, and post-migration risk factors, which make them vulnerable for developing mental health concerns. Within the last few years, a large number of families with young children have sought refuge in Germany. However, children's mental health status in Germany is mostly unclear. A central aim of developmental psychopathology is to understand how risk factors lead to the emergence of mental health concerns. One approach to investigating this association is the study of specificity, which describes the idea that specific risk factors are related to specific psychological outcomes. The aim of our study was to assess the mental health status of young refugee children in Germany, and to explore a potential refugee-specific mental health pattern. In two studies, we assessed mental health outcomes of 93 children from Syria or Iraq, aged 1.5–5 years, who recently arrived in Germany. The results were compared to U.S. norm data of typically developing children, and to norm data of a clinical sample in order to explore mental health patterns. In the first study (n = 35), we used standardized screening tools for parents (CBCL 1.5-5). In the second study (n = 58), mental health states of refugee children were assessed by caretakers (CTRF 1.5–5). In comparison to U.S. norm data of normally developing children, refugee parents reported more mental health concerns for their children, especially on syndrome scales of internalizing difficulties. A comparison to U.S. clinical reference data showed a specific mental health pattern, characterized by increased levels of anxiety/depression, attention problems, and withdrawal behavior. Caretakers, too, reported more mental health problems compared to typically developing children, albeit to a smaller extent. However, a comparison to clinically-referred children only led to partial confirmation of a specific mental health pattern. Our studies offer important insights into the mental health status and pattern of young refugee children, which is essential for preventing the onset of psychopathology and for offering tailored interventions

Exploring mental health status and syndrome patterns among young refugee children in Germany

Refugee children share a large number of pre-, peri-, and post-migration risk factors, which make them vulnerable for developing mental health concerns. Within the last few years, a large number of families with young children have sought refuge in Germany. However, children’s mental health status in Germany is mostly unclear. A central aim of developmental psychopathology is to understand how risk factors lead to the emergence of mental health concerns. One approach to investigating this association is the study of specificity, which describes the idea that specific risk factors are related to specific psychological outcomes. The aim of our study was to assess the mental health status of young refugee children in Germany, and to explore a potential refugee-specific mental health pattern. In two studies, we assessed mental health outcomes of 93 children from Syria or Iraq, aged 1.5–5 years, who recently arrived in Germany. The results were compared to U.S. norm data of typically developing children, and to norm data of a clinical sample in order to explore mental health patterns. In the first study (n = 35), we used standardized screening tools for parents (CBCL 1.5-5). In the second study (n = 58), mental health states of refugee children were assessed by caretakers (CTRF 1.5–5). In comparison to U.S. norm data of normally developing children, refugee parents reported more mental health concerns for their children, especially on syndrome scales of internalizing difficulties. A comparison to U.S. clinical reference data showed a specific mental health pattern, characterized by increased levels of anxiety/depression, attention problems, and withdrawal behavior. Caretakers, too, reported more mental health problems compared to typically developing children, albeit to a smaller extent. However, a comparison to clinically-referred children only led to partial confirmation of a specific mental health pattern. Our studies offer important insights into the mental health status and pattern of young refugee children, which is essential for preventing the onset of psychopathology and for offering tailored interventions

Exploring hair steroid concentrations in asylum seekers, internally displaced refugees, and immigrants

peer reviewe

Challenges and solutions perceived by educators in an early childcare program for refugee children

Immigration to Germany peaked in 2016. More than 105,000 refugees below the age of 7 years arrived within 12 months. Since then, Germany and other host nations have been in need of strategies to cover the emerging demand for childcare services. The German federal state North-Rhine Westphalia has funded a specialized early childhood education and care (ECEC) program for recently arrived refugees. The present study investigated challenges and possible solutions in this specialized ECEC. In a pilot study, inductive content analysis of n1 = 28 semi-structured interviews with early childhood educators revealed 19 distinct challenges and four generic categories for solutions (provide clear and predictable structures, involve and support parents, ensure adequate structural features of the childcare group, convey trust and feelings of competence). For the main study, identified challenges were transcribed into items for a closedformat questionnaire, which was distributed to a second sample of educators (n2 = 96). Challenges perceived as most difficult concerned language barriers and communication with parents. An exploratory factor analysis of the challenges questionnaire yielded four underlying domains (interpersonal stress, feasibility and attendance, cultural and communication barriers, structural features of a childcare group). Our study provides a first basis to adapt childcare settings for refugees, and to guide staff training for this special group. We discuss evidence in regard to understanding how ECEC programs can successfully promote refugee children’s psychosocial adaptation and educational outcomes