Refugee Children’s Peer Relationships in Preschool: Teachers’ Evaluations

This study examines the peer relationships of refugee children in preschool, highlighting early social integration as a foundation for long-term adjustment. Guided by Bronfenbrenner’s theory of ecological systems and sociocultural perspectives on language and belonging, an explanatory sequential mixed methods design was used. Quantitative data from 160 refugee children were gathered through teacher-reported peer relationship assessments, followed by qualitative interviews with five preschool teachers. Findings showed that gender, prior preschool attendance, and Turkish language proficiency significantly influenced peer relationships and social skills, while class size and the proportion of refugee children in classrooms were not linked to peer dynamics. Qualitative insights emphasized the role of language barriers, cultural adaptation, family background, and inclusive practices of teachers in shaping peer experiences. In general, the results suggest that structural factors alone cannot fully explain social integration; instead, peer language match, cultural expectations, and teacher–child relationships are critical. The study calls for context-sensitive interventions and teacher training to promote culturally responsive pedagogy in early childhood education.