Abstract
ABSTRACT Provision of early childhood education and care services for refugee families took on heightened challenges during COVID-19 restrictions. We undertook a small-scale study to explore how Australian educators worked with and cared for refugee families during the COVID-19 outbreak in an urban Australian setting. This paper emerges from a larger project that aimed to support social inclusion and cultural and linguistic diversity for refugee families in Australia. The paper draws on two group interviews conducted during a COVID-19 lockdown with four educators working with refugee families in early childhood education and care. Data analysis is framed by the ethics of care work of Carol Gilligan and Nel Noddings. On the basis of these theories and the interview data, two vignettes on an ethics of care were developed. The importance of being cared for and cared about and genuinely listening were identified as crucial aspects of the care provided to refugee children and their families.
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