What does belonging mean to us? Experiences of a Burmese refugee family

In early childhood education in Aotearoa New Zealand, parental belonging is a fundamental contributing factor to home-centre partnership, promoting quality outcomes for tamariki (Education Review Office, 2016; Treweek et al., 2020). In this article, the author discusses what belonging means for a Burmese refugee family who have lived in Aotearoa New Zealand for 10 years, with three of their children who have attended early childhood education and care centres. The parents' ideas were elicited through an interview structured according to Allen et al.'s (2021) framework of belonging that focuses on four key components which are competencies, opportunities, motivations and perceptions. The author found that while language was recognised as a limitation, the family's overall sense of belonging was supported by kaiako who were inclusive and welcoming, treating them as equals in the centre. However, there is a lingering tension between the parents' aspirations for their children's education and teachers' perceptions, which calls for a stronger mutual understanding on cultural perspectives of education and care. Recommendations for teaching practice are provided for early childhood practitioners to support their work with families from refugee backgrounds.