A qualitative study of daycare integration of children adopted internationally: Perspectives of parents and educators
Research on internationally adopted children most often examines nutrition, adaptation or neurocognitive problems, developmental catching up, or attachment. No study has examined the transition to the daycare environment. Within an exploratory framework and a qualitative research design, the current study investigates the integration of adopted children in daycare through the subjective experience of parents and child care educators. Twelve adoptive families and their current child care educators took part to a semi-structured individual interview. Analysis of the interviews revealed that parents and chid care educators share some perceptions, for example on the importance of a progressive integration of the child. However, some differences were found. Most educators do not consider the adopted child to be different from the other children; and thus think the child’s integration does not necessitate special attention. Adoptive parents, as well as a group of three educators experienced with the reality of adoption, do not share this view. The discussion presents suggestions to improve practices in daycare centers in order to integrate an internationally adopted child. Directions for future research are also discussed.