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

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.