Many parents of adopted children worry about their child's early school experience. The following ERIC Digest, which provides suggestions for early childhood educators who have adopted children in their classrooms, may help parents discuss their concerns with their child's teacher or caregiver. ERIC Digests are short reports on topics of current interest to parents, policy makers, educators, and other practitioners. Other ERIC Digests are available on the ERIC/EECE Web site at http://ericeece.org/pubs/digests.html.

Adoption in the United States is on the rise-national estimates indicate that 1 million children live with adoptive parents (Stolley, 1993). As the number of adopted children in classrooms continues to rise each year, early childhood programs must begin to educate teachers about adoption issues. Adoption awareness will help teachers support young children who are trying to understand, and adjust to, their adoptive status.

Celebrating individuality, fostering self-esteem, and developing self-confidence in the world beyond the family are socioemotional goals that receive top priority in high-quality early childhood programs. Multicultural materials are provided in many classrooms, and activities are planned to heighten children's awareness and sensitivity to all families (Derman-Sparks, 1989). Amidst the attention given to recognizing the value and uniqueness of each family represented in an early childhood class, teachers will want to consider the special needs of children who have been adopted. Careful curriculum planning combined with adoption awareness, genuine concern, and sensitivity will insure a positive early education experience for these children. This Digest provides suggestions for teachers who may have children in their classroom who were adopted.

Select Curriculum Activities and Materials That Represent Diverse Families

Teachers can help young children develop an awareness of and appreciation for the many kinds of family structures in today's society. Because adoptive families are becoming more prevalent, it would be appropriate to represent them in class discussions and activities. Specifically in cases of transracial and international adoptions, teachers can strive to provide curriculum materials and experiences that "celebrate diversity, complexity, and the interrelatedness of cultures" (Wardle, 1990, p. 46) by including images of families whose members do not necessarily share similar physical or other characteristics.

The overall emphasis can be placed on the "belongingness" definition of a family, rather than on the circumstances surrounding a particular child's birth. Children might enjoy compiling photographs to make books about their individual families, or they may be interested in cutting pictures from magazines to make a family collage or bulletin board. Either activity could be used as an introduction or summary for thematic experiences planned to help children understand the many kinds of families and ways families are formed.

Teachers can be sensitive to adopted children's feelings in the selection and planning of family-themed activities. "Family related assignments stimulate thought about who we are and where we come from, bring our feelings about our families to the surface, help us to look at our families from a different perspective, and make our families more visible to others" (Edwards & Sodhi,1992, p. 13). For children who have been adopted, this reflection may result in confusion, raise questions that cannot be answered, and underline differences between these children and their peers. For example, a teacher's request for newborn photographs needed as part of a bulletin board display would be inappropriate, and perhaps disheartening, for a child who was adopted at the age of 2 years.

© 1999 ERIC Clearinghouse on Elementary and Early Childhood Education

Credits: Judith E. Stroud, James C. Stroud, and Lynn M. Sta