Charting Paths: Adaptation and Cultural Identity of Second-Generation Preschool Migrant Children in Chile

Abstract

This study examines challenges and facilitators in preschool education for second-generation migrant children in Chile. Linguistic barriers are identified, particularly for Haitian children whose families do not speak Spanish. The lack of comprehension negatively affects their school adaptation and socio-emotional well-being. Facilitators include the connection between school and home, the design of inclusive activities, and active involvement of families. The importance of involving teachers in cultural and linguistic adaptation is highlighted. Effective collaboration between school and home promotes a sense of belonging and self-esteem in children. Inclusive pedagogical strategies, such as the use of visual resources and diversification of educational experiences, are considered fundamental for fostering participation and meaningful learning among migrant students.