{
  "abstract": "Early childhood education can serve as a protective mechanism against the lasting adverse effects of forced displacement on a child’s development and well-being. Educational workers play a crucial role in supporting young children’s emotional development during this critical period. This study interviews five early childhood education workers from refugee camps in Boa Vista, Brazil, about their practices to support the emotional well-being and development of Venezuelan refugee children. The primary strategies used by education workers to support children’s emotional needs included but were not limited to identifying signs of concern, building trust, using affirmation and acting with affection, using play as a pedagogy, fostering relationships with the community, sharing responsibilities with other staff members, and acting with cultural sensitivity and self-awareness. These findings align with the strategies observed by previous studies in the field. However, it should be noted that these practices require a considerable amount of emotional investment on the part of educators, who must be institutionally supported and at the policy level.",
  "authors": [
    {
      "affiliations": [
        "Stanford University, Palo Alto, California, USA"
      ],
      "name": "Allison Gross"
    },
    {
      "affiliations": [
        "Stanford University, Rio De Janiero, Brazil"
      ],
      "name": "Renata Gomes"
    }
  ],
  "title": "160 How education workers support young children in Venezuelan refugee communities",
  "uid": "b1deeb1f-c5f0-54f5-baae-7406e22e5bd1"
}