Managing newly arrived children's double transition: Towards inclusionary practices in rural Swedish preschools

This study examines preschool practitioners’ accounts of managing newly arrived children's double transition into rural preschools with little previous experience migration. The narratives are analysed through Bakhtin's theory dialogism. analysis reveals that the practitioners at first found migrant troublesome and challenging. Eventually, they started to reflect critically on their own culturally endorsed beliefs practices, took a dialogical approach helped them adjust practices needs children. results show in order support inclusion children, themselves had go process included change mindset practice. Hence, manage transition, needed make dual adjustment.