Page 50 - PSPS: A Training guide

When addressing a language barrier of any type, at the time of the child’s transition
from preschool or home to primary school, professionals need to:

Start with self-assessment of personal prejudice, bias and stereotypes related to
those who come from different ethnic/religious/socio economic/geographical
backgrounds.

We all have personal prejudice or bias towards something. It is reflected in our way of
talking, body language, readiness to accept/keep distance from people coming from
different places, backgrounds and cultures. Once we become conscious of our own
stereotypes, prejudice and bias, we can pay attention and change our communication
style. Primary school teachers, education specialists, school management and other
staff need to self-assess and self-reflect on their own attitudes and opinions in order
to create and sustain a welcoming environment for all children. Their example is then
followed by children who very quickly pick up on any unequal treatment of anybody.

In a similar way, parents of children with language, or any other barrier, may or may not
be willing to get involved and partner with teachers if they sense that there is bias or
prejudice from the teachers towards them or their children. Equally, parents may
also have prejudice or stereotypes towards the new school, location, country which
their children pick up. It is therefore, recommended that their awareness is also raised
about these issues in order to overcome them.

Learn as much as possible about each child’s geographical, ethnic, cultural
and socio-economic background, family situation and factors that
influenced their different or lack of language skills prior to the beginning of
the school year.

This information about each child is necessary to develop a successful plan for
supporting them to make a meaningful transition to primary school. It can be obtained
from the child’s preschool, social services, parents, NGOs working with that
refugee/migrant/ immigrant family, social services, or other members of the family. If
the child attended a preschool setting, joint activities with that preschool can be
developed to help the child see the transition as an exciting new adventure. If the child
was not enrolled in preschool, but has attended any alternative activities (workshops
and psycho-social support services at the refugee camp for instance), communication
and joint activities between school teachers, parents, and relevant services (social
services or NGOs working in a refugee camp) in the child’s environment can encourage
a positive attitude and eagerness in the child about starting school