Resumen

MUJICA-STACH, Ana; MATAMALA LLAITUL, Luisa Andrea  y  OYARZO MILLAQUEN, Patricia Ivette. Inclusion of second-generation Haitian migrant early childhood in nursery schools. Areté [online]. 2024, vol.10, n.20, pp.179-190.  Epub 18-Oct-2024. ISSN 2443-4566.  https://doi.org/10.55560/arete.2024.20.10.10.

This article examines the process of inclusion of second-generation migrant children in Chilean education, focusing on the strategies used by early childhood educators in nursery schools. A qualitative approach supported by the phenomenological method was used, with the participation of 7 female nursery educators interviewed. The results reveal that the strategies implemented are timely, despite the lack of experiences related to cultural diversity in their daily routine. The strategies include simple gestures, such as welcoming, greeting and creating a welcoming atmosphere, with the purpose of validating the different cultures in the classroom. It is suggested that schools strengthen inclusion by adopting strategies that involve the families of migrant children, recognizing the importance of their dual cultural belonging, and promoting fair and egalitarian education for the whole group of students.

Palabras clave : Migration; Early childhood education; Inclusive education, Nursery school.

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