An investigation of the experiences of preschool teachers with refugee children in their classes in the context of multiculturalism

The aim of this pehenomenological study was to gain a better understanding of preschools teachers' experiences, attitudes, and approaches to multiculturalism. Researcher interviewed 17 preschool teachers directly working with refugee children in Gaziantep, a major metropolitan city in southeastern Turkey. Participant teachers were working at primary schools, secondary schools, and kindergartens. Criterion and stratified sampling methods were used in a multi-stage successive selection process of participants. A structured interview form was used to collect data from teachers. The interview form had four sections and contained a total of 26 questions. Due to COVID-19 pandemic, interviews were conducted through telephone conversations. After verbatim transcription of the interviews, raw data was transformed into a holistic structure through the processes of code extraction, code identification, code combination, and creation of categories. Datas were organized into five major themes: Adaptation, communication, educational situation, refugee problems, and teacher needs. Participants expressed feelings of insufficiency related to adaptation processes, and communication difficulties with children and their families. Furthermore, participants stated that adaptation difficulties and communication problems had detrimental effects on the education of refugee children. When participant teachers had difficulties communicating with children and their families, they felt that they lacked the necessary skills to deal with multiculturalism. Keywords: Multiculturalism, refugee children, attitudes and approaches of preschool teachers