Examining the Role of Emotional Connection between Educators and Immigrant Children in Early Childhood Education: A Literature Review

Abstract

This literature examines the role of emotional connection between early childhood educators and immigrant children in promoting academic development and social-emotional well-being in Canadian preschools. Based on Attachment Theory (Bowlby, 1969) and the Ethics of Care (Noddings, 1992), the literature suggests that secure and nurturing relationships in the classroom significantly improve immigrant children's adaptation and learning experiences. The literature also highlights the impact of teachers understanding diverse cultures, offering emotional support, and experiencing training to help bridge cultural and linguistic gaps. Educators can influence the lives of immigrant children by fostering welcoming and inclusive classrooms through strategies such as bilingual support and emotion-centered teaching. Additionally, the literature underlines the value of connections and identifies areas for further research, including evaluating emotional adaptation and promoting safe interactions. Future studies should examine the long-term impact of emotional connections on immigrant children's academic and personal development.