A systematic review of interventions promoting social inclusion of immigrant and ethnic minority preschool children
Peer reviewed, Journal article
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Original versionKeles, S., Munthe, E., Ruud, E. (2021) A systematic review of interventions promoting social inclusion of immigrant and ethnic minority preschool children. International Journal of Inclusive Education, 10.1080/13603116.2021.1979670
The aim of this review was to systematically examine interventions in preschools that promote social inclusion of children with immigrant and ethnic minority backgrounds. This systematic review was performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. By a comprehensive literature search of relevant peer-reviewed articles in three databases, seven studies were selected as eligible in line with the a priori defined inclusion criteria. Data across included studies were synthesised using thematic analysis. Four prominent themes emerged from the studies: (a) a strength-based approach, not a deficit-based one; (b) involvement of family and the larger community; (c) importance of cultural brokerage; and (d) importance of intergroup contact to reduce prejudice, discrimination and improve social relations. The review highlights the paucity of interventions that promote the social inclusion of immigrant and ethnic background children in preschools. It also suggests that parent and community-based interventions can positively increase social inclusion amongst immigrant and native children. Additional well-designed interventions are needed to better understand and identify effective interventions targeting social inclusion of preschool-age children with immigrant and ethnic minority backgrounds.