CULTURAL INTEGRATION OF MIGRANT CHILDREN IN GREEK EARLY CHILDHOOD EDUCATION THROUGH LITERATURE
CULTURAL INTEGRATION OF MIGRANT CHILDREN IN GREEK EARLY CHILDHOOD EDUCATION THROUGH LITERATURE

Summary/Abstract: In recent years, the influx of migrant and refugee families into Greece has transformed the cultural composition of early childhood education, making intercultural inclusion a central challenge. The aim of this study was to investigate how children’s literature can be employed to promote empathy and cultural inclusion among preschoolers in Greek kindergartens, with a particular focus on children from refugee and immigrant backgrounds. A quantitative pre-post research design was implemented with 58 children aged 4 to 5.5 years in Ioannina, Greece, during the 2024–2025 academic year. The intervention spanned seven weeks and involved the systematic narration and discussion of illustrated storybooks addressing themes such as migration, friendship, hospitality, and diversity. Data were collected using picture-based and Likert-scale questionnaires assessing children’s cognitive understanding, emotional responses, and social attitudes toward refugees and immigrants. Findings revealed statistically significant improvements in children’s empathy, awareness of inequality,and understanding of migration, as well as in their willingness to interact with refugee peers. Strong correlations were identified between empathy, perceived similarity, and social willingness, indicating that literature-based interventions can reshape preschoolers’ perceptions and reduce fear of“otherness.” The study concludes that children’s literature constitutes a powerful pedagogical tool for promoting intercultural education and cultural inclusivity in early childhood. By integrating carefully selected storybooks into kindergarten curricula, educators can cultivate empathy,foster belonging, and counteract xenophobia from the earliest stages of development.

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