https://journals.eagora.org/revEDU <p><em>EDU REVIEW. International Education and Learning Review</em> publishes rigorous articles that contribute to our collective understanding of the theory and practice of the field of education. Submissions related to contemporary as well as emergent research theory, methods, practices, and issues are welcome. The goal of the journal is to promote dialogue, understanding, as well as collaboration among scholars and practitioners who reflect the broad spectrum of education around the world. The journal welcomes submissions in English, Spanish, and Portuguese. The journal is refereed, blind-peer reviewed, and publishes 4 issues per year. Only original texts are accepted for publication.</p> Global Knowledge Academics en-US EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje 2695-9917 <p>Those authors who publish in this journal accept the following terms:</p> <ol> <li class="show">Authors will keep the moral right of the work and they will transfer the commercial rights.</li> <li class="show">After <strong>2 years</strong> from publication, the work shall thereafter <strong>be</strong><strong> open access </strong>online on our website, but will retain copyright.</li> <li class="show">In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to <a href="mailto:publishing@gkacademics.com">publishing@gkacademics.com</a></li> </ol> https://journals.eagora.org/revEDU/article/view/2793 <p><em>The article presents the learnings and changes that are being accessed through systematic reflection by two beginner Early Childhood Education teachers who work in the field of language in its oral modality, with children under three years of age. The longitudinal study is developed from the interpretive paradigm, under a qualitative perspective. and takes as data the transcripts of ten weekly meetings of shared reflection developed by the teachers during three cycles over a year. These teachers are part of the teaching team of the Maternal School of the National Pedagogical University in Bogotá, Colombia.&nbsp;&nbsp; </em></p> Claudia Marcela Rincón Wilches Copyright (c) 2021 EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje 2021-05-06 2021-05-06 9 2 67 80 10.37467/gka-revedu.v9.2793 https://journals.eagora.org/revEDU/article/view/2811 <p><em>While there is much in the press about refugee and migrant children’s movements around the world and their status in the countries where they ultimately (or even temporarily) settle, how these children experience schooling and education is critical in mitigating the effects of the trauma they experience in their home countries, in the process of leaving their home communities or countries, in traveling to their new communities and countries and getting settled in those new communities and countries. This paper presents the stories of three teachers who work with migrant children in the United States Midwest. Interviews with these teachers show that they actively work to mitigate the trauma the migrant children have experienced by creating classrooms that welcome the children and their families, help them to have a sense of belonging in their schools and communities, and help the children develop feelings of confidence and competence, critical to overcoming toxic stress.</em></p> Judith Gouwens Copyright (c) 2021 EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje 2021-06-04 2021-06-04 9 2 81 87 10.37467/gka-revedu.v9.2811