Immigrant and Refugee Children's Social and Emotional Well-Being During the Transition to Preschool

Abstract

Among the most vulnerable immigrants and refugees are young children, whose lack of maturity and autonomy leave them dependent on adult caregivers. With a focus on the transition from home to school, this chapter integrates developmental and school transition theories in order to shed light on risks among young immigrant and refugee children as well as opportunities to support their development. Guided by this combined framework, the authors examine linkages from parents' experiences with acculturation stress and microaggressions to children's social and emotional development. The chapter also discusses sources of resilience, such as parents' own positive childhood experiences. The authors then address the need for future research to utilize mixed methods designs to help advance knowledge on the adaptation of preschoolers from immigrant and refugee backgrounds. Lastly, the chapter discusses using such methods as part of research-community partnerships focused on the early education of immigrant and refugee children.