Page 72 - PSPS: A Training guide

We know from research that their expectations for their children’s achievements vary
from moderate to high academic success, which also influences how they understand
and approach the transition of their children to primary school. This, in turn, affects
how the child views their transition to ‘real school’. Most migrant parents are
experiencing some form of disadvantage and the teachers need to know, understand
and if possible, provide support or link the parents with other families that can provide
encouragement, reassurance and understanding. When a refugee child doesn’t have a
parent by his/her side, the closest responsible adults become a key stakeholder and
the child’s support lifeline.

The preschool practitioner/an NGO worker working in a refugee camp with young
children or volunteers can liaise with the primary school teachers that will have a
migrant/refugee child in their class. If a migrant/refugee child has arrived to the
primary school’s neighbourhood some months before the beginning of a new school
year, and the child has either started going to preschool or attending any workshops
for young children in a migrant/refugee camp, the adults who are in contact with the
child can assist in preparation for the transition to primary school together with the
teachers. Schools usually prepare a transition plan some months before summer
break, so in the process of its development and in the implementation phase,
preschool teachers, or psycho-social support including personnel from NGOs and
international organisations can play an important role in assisting the transition
process.

Schools will know that in a new cohort of children, some will be migrant or refugee
children, those who are coming from another part of the country or from another
country. They are also aware that each child, and especially the ones coming from
different cultures, need individual plans and support. They know that each such child
has multiple challenges to overcome and that this process is different in pace and
characteristics for each child. Therefore, the school needs to develop an individualised
plan for the transition of these children, ensure a culturally welcoming atmosphere and
environment, and develop a plan for other children to understand, accept and
appreciate the cultural diversity of their class.
Learning Objectives

This unit is designed to help you understand:
The key differences that need to be taken into account
when a migrant child coming from a different culture
makes the transition to primary school

Your role in bridging the cultural differences so that a
child feels comfortable in the new environment