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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/54354
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dc.contributor.authorBa Akhlagh, Somayehen
dc.contributor.authorRogers, Margareten
local.source.editorEditor(s): Sharynne McLeod, Carolyn Gregoric and Shukla Sikderen
dc.date.accessioned2023-03-24T02:24:34Z-
dc.date.available2023-03-24T02:24:34Z-
dc.date.issued2022-11-11-
dc.identifier.citationECV2022: Early Childhood Voices 2022 Conference Proceedings, p. 47-47en
dc.identifier.otherhttps://earlychildhoodresearch.csu.domains/early-childhood-voices-conference-2022/ecv2022-216/en
dc.identifier.urihttps://hdl.handle.net/1959.11/54354-
dc.description.abstract<p><b>Background:</b> A recent study conducted in Australia has identified challenges to the rural resettlement of refugee families. These include securing employment, discrimination, and social isolation. These challenges can affect resettlement outcomes including health and wellbeing, though relatively little research has examined these links. Armidale, a small rural inland city in NSW, is home to a large Ezidi population. Before pre-settlement the children lacked appropriate play environments as they had to play underground quietly to survive ISIS persecution. Therefore, support and investment in early intervention strategies for Ezidi children to improve their wellbeing is necessary.</p>en
dc.languageenen
dc.publisherCharles Sturt Universityen
dc.relation.ispartofECV2022: Early Childhood Voices 2022 Conference Proceedingsen
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleSupporting learning and transition to school for Ezidi refugee children in a rural Australian cityen
dc.typeConference Publicationen
dc.relation.conferenceECV2022: Early Childhood Voices Conference 2022en
dcterms.accessRightsGreenen
local.contributor.firstnameSomayehen
local.contributor.firstnameMargareten
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailsbaakhla@une.edu.auen
local.profile.emailmarg.rogers@une.edu.auen
local.output.categoryE3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.date.conference5th - 9th December, 2022en
local.conference.placeOnline Eventen
local.publisher.placeBathurst, Australiaen
local.identifier.runningnumber216en
local.format.startpage47en
local.format.endpage47en
local.access.fulltextYesen
local.contributor.lastnameBa Akhlaghen
local.contributor.lastnameRogersen
dc.identifier.staffune-id:sbaakhlaen
dc.identifier.staffune-id:mbaberen
local.profile.orcid0000-0002-2352-7193en
local.profile.orcid0000-0001-8407-7256en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/54354en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleSupporting learning and transition to school for Ezidi refugee children in a rural Australian cityen
local.relation.fundingsourcenoteUniversity of New Englanden
local.output.categorydescriptionE3 Extract of Scholarly Conference Publicationen
local.conference.detailsECV2022: Early Childhood Voices Conference 2022, Online Event, 5th - 9th December, 2022en
local.search.authorBa Akhlagh, Somayehen
local.search.authorRogers, Margareten
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/fa7ef2f9-0b28-47d7-9563-c09cc8df8510en
local.uneassociationYesen
local.atsiresearchNoen
local.conference.venueOnline Eventen
local.sensitive.culturalNoen
local.year.published2022en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/fa7ef2f9-0b28-47d7-9563-c09cc8df8510en
local.fileurl.openpublishedhttps://rune.une.edu.au/web/retrieve/fa7ef2f9-0b28-47d7-9563-c09cc8df8510en
local.subject.for2020390302 Early childhood educationen
local.subject.for2020390407 Inclusive educationen
local.subject.seo2020139999 Other culture and society not elsewhere classifieden
local.date.start2022-12-05-
local.date.end2022-12-09-
local.profile.affiliationtypeUNE Affiliationen
local.profile.affiliationtypeUNE Affiliationen
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