Supporting Refugees Participating in the Home Interaction Program for Parents and Youngsters in Regional Australia

Somayeh Ba Akhlagh; Majida  Mehana; Marianne  Knaus

doi:10.29333/ejecs/2012

Authors

Somayeh Ba Akhlagh University of New England https://orcid.org/0000-0002-2352-7193
Majida Mehana https://orcid.org/0009-0005-5544-9117
Marianne Knaus https://orcid.org/0000-0001-8869-9415

DOI:

https://doi.org/10.29333/ejecs/2012

Keywords:

Transition to school, Home Interaction Program for Parents and Youngsters (HIPPY) program, Refugees, Ezidi

Abstract

The uncertainty of transition to school for refugee children can be alleviated through early childhood programs that cater to children, families, and communities. This paper reports findings from a Home Interaction Program for Parents and Youngsters (HIPPY), where free, home-based early childhood learning occurs during the critical period of the child’s transition to full-time school. The project aimed to support Ezidi parent’s capacity to prepare their children for Australian school contexts and to build a sense of belonging among Ezidi children in their new community in regional New South Wales (NSW), Australia. This qualitative study was based on a case study informed by Vygotsky’s sociocultural theory and Bronfenbrenner’s socio-ecological theory. Data were analyzed for themes using NVivo software. Findings indicated the HIPPY program supported Ezidi children's transition to school. Challenges such as parents’ English language proficiency and limited knowledge about the program resulted in the parents not being fully involved.

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Author Biographies

Somayeh Ba Akhlagh, University of New England

Dr. Somayeh Ba Akhlagh is a dedicated researcher with a passion for inclusive education and the advancement of cultural diversity in early childhood education. Somayeh has over twenty years’ experience as an early childhood educator in Australia and Iran. As a lecturer in early childhood education, her work not only contributes to academic discourse but also directly influences the practical aspects of early childhood education as she imparts her expertise in the field to future educators. She has received several industry focused research grants.

Majida Mehana

Dr. Majida Mehana completed her Ph.D. in Early Childhood Education at the Pennsylvania State University, USA. She is a Lecturer at the University of New England in Australia. She had fulfilled teaching, administrative, and leadership assignments at higher education institutions in Australia, Lebanon, Oman, Qatar, United Arab Emirates, and USA. She researches early childhood education in different contexts, preservice and inservice teacher preparation programs, and the effectiveness of early childhood intervention programs.

Marianne Knaus

Dr. Marianne Knaus, is a researcher and lecturer in the School of Education at the University of New England and an Honorary Associate Professor at Edith Cowan University. Marianne has been working in the early childhood sector for over 45 years as a practitioner, teacher, mentor and leader. Research interests include mathematics, teacher engagement in quality learning, playgroups and the significance of play and learning.

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