‘Love and knowledge’: Enhancing knowledge, fostering belonging, and advancing caring skills among community caregivers for children of asylum-seekers

Yael Mayer, Ayala Shani, Ayelet Dovrat, Maryann Oneyji Chinenye and Ido Lurie

Children and Youth Services Review, 2024, vol. 159, issue C

Abstract: The lack of early childhood education services for the children of asylum-seekers is a significant problem in many countries. The urgent need for childcare and the lack of national solutions often lead to temporary and unregulated childcare services. This paper examines the case of community daycares, known as the 'Babysitters,' for undocumented children of African asylum-seeking families in Israel. These centers are generally staffed by undocumented community members. The study examined the C-SMART program, an intercultural consultation program provided by counselors to enhance community caregivers' developmental knowledge and caring skills for infants and young children. The qualitative study, guided by a grounded theory methodology, examined the caregivers' experiences and perceptions of learning within the C-SMART program. Fifteen undocumented African migrant and asylum-seeking caregivers shared their experiences in semi-structured interviews. Caregivers indicated that the consultation process included cultural tensions alongside moments of connection when shared cultural meanings were created. When the counselors demonstrated a humble, curious, and enabling attitude, the caregivers had significant learning moments and felt a sense of meaning and belonging that enhanced their caring skills. These results have substantial implications for the development of intercultural services for the caregivers of children from refugee or asylum-seeking families.

Keywords: Belonging; Asylum-seekers; Migrant; Early childhood educators; Cultural safety; Intercultural consultation (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:159:y:2024:i:c:s0190740924000598

DOI: 10.1016/j.childyouth.2024.107487

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