Kinder mit Fluchterfahrung in Kitas

The inclusion of children with refugee experience in day care centres requires a rethinking of the pedagogical offers and the work in educational institutions as a whole. On the one hand, because these children have had different experiences than the other children, and on the other hand, because the existing pedagogical structures are predominantly designed for homogeneous, monolingual groups. How can children's multilingualism be incorporated into the everyday life of day-care centres? Multilingualism in the context of language education is the key to this. The linguistic abilities of children with refugee experience are a central resource in language education work in day care centres. Including other languages strengthens the children's existing abilities and enables the day care centre to open up to new cultures and languages. Language education also plays a central role in the context of the inclusion of children with refugee experience, as a means of communication between people and as access to the new culture. Matilde Heredia shows how the consideration of multilingualism in language education can succeed and how it can point the way for new pedagogical structures that do justice to the current social changes. Pedagogical professionals will receive numerous impulses for their everyday work in day-care centres from reading this book.