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

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.