Rigonati SIlva, Tatiane2024-11-122024-11-122024https://hdl.handle.net/1828/20741In recent years, a significant number of people across the globe have crossed borders in search of safer homes, better health care, education, and economic opportunities (International Organization for Migration, 2022; UNICEF, 2023). For the children who have experienced migration, they are more likely to face a discontinuity between their cultural heritage and the culture of their new society. In this study, the importance of listening to newcomer Latin American children’s experiences in Canada was addressed in relation to their sense of belonging and identity development in a new country. Framed by sociocultural theory, funds of knowledge, multimodality, and translanguaging, 4-year-old Latin American newcomer children’s experiences, (transnational) funds of knowledge, and identity development were examined across multiple contexts, such as their homes and daycare environments. Findings revealed that children combined and compared symbols, knowledge, experiences, and language from their home countries with those in Canada to develop their identities and sense of belonging in a new country. This study also provides additional insight on the significant role adult caregivers played in the children’s worlds and resettlement journeys. Findings highlighted the importance of parents and early childhood educators engaging in translanguaging practices to accommodate newcomer children’s needs and welcome their languages, knowledge, and identities in diverse environments. This study also offers recommendations for early childhood educators on potential ways to welcome and include newcomer children’s funds of knowledge, languages, culture, and identities in early learning contexts.enAvailable to the World Wide WebIdentitySense of belongingNewcomer childrenEarly childhood educationThesis