Abstracts
Résumé
La recherche sur les enfants de l’adoption internationale porte souvent sur l’état nutritionnel, les difficultés d’adaptation, le rattrapage développemental, les troubles neurocognitifs et les troubles de l’attachement. Aucune étude n’a examiné leur intégration en milieu de garde. S’inscrivant dans une logique exploratoire descriptive, à l’aide d’un devis de recherche qualitatif, la présente étude vise à donner la parole aux parents adoptifs et aux éducatrices au sujet de cette transition. Des entrevues individuelles semi-structurées sont réalisées avec 12 familles adoptives et les 12 éducatrices de leurs enfants. Les résultats montrent que les parents et les éducatrices partagent certaines perceptions, par exemple quant à l’importance d’une intégration progressive. Toutefois, certaines différences émergent. Par exemple, une forte proportion d’éducatrices considère que l’enfant adopté de l’international ne présente aucun besoin particulier et que son intégration se vit de la même façon que pour les autres enfants. Les parents adoptifs souhaitent plutôt que l’on tienne compte des besoins spécifiques de leur enfant, opinion partagée par les trois éducatrices qui ont une expérience personnelle de l’adoption. L’article se termine par une discussion sur les façons de contribuer à des meilleures pratiques en milieu de garde afin de favoriser l’intégration des enfants de l’adoption internationale. Des pistes de recherche sont également proposées.
Mots-clés :
- adoption internationale,
- parent,
- enfant,
- éducatrice,
- milieu de garde
Abstract
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.
Keywords:
- international adoption,
- parent,
- child,
- educator,
- daycare,
- childcare
Appendices
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