Introduction
In a previous post entitled Adopting Older, International Children, I addressed a number of issues when adopting older children internationally. Everything I discussed in that post related to making the child feel comfortable in a home environment including food, sleeping arrangements, language and touch. What I didn’t address was issues relating to venturing outside of the home environment.
Playing
Playing with other children or siblings is one area where older children adopted internationally seem to have some unique difficulties, especially if the have been institutionalized for any length of time. This institutionalization appears to be the key to certain behaviors unique to these children.
In an institution, there is always competition, whether it be for food, toys, attention or playmates. When children are in these environments, many of them take on aggressive behaviors.
When a child wants a particular food, toy or playmate, they will “race” to be first, push others out of the way and jump in front of the line without regard for others. In order to get attention, many of these children believe they have to be the loudest around.
Another tendency you need to be aware of is cultural and not specific to an institution. Many cultures are more personal than ours and personal space is valued much less than it is here. Handholding during an entire conversation, regardless of gender combination, is common in parts of Asia, Europe and the Middle East.
Last year, I visited a Japanese restaurant in Anchorage, Alaska and I was introduced to the the owner. During the entire conversation, he held my hand with one hand and my forearm with the other. This may have made many people uneasy. For me, it was expected and accepted. This is the culture’s way of making sure you’re not a threat and showing that the individual holding the hand is not a threat as well. If they’re holding your hand, you can’t be holding a weapon and neither can they. It’s an age-old practice that’s survived to this day.
I haven’t seen our children holding hands during conversations with others but Evan does invade the private space of others. He also exhibits some of the aggressive behaviors at times. Fortunately, all of these behaviors are changing for the better after repeated explanations. Dealing with these behaviors takes some time and patience.
School
One of the most worrisome topics when adoption older children internationally is school. Because of the language barrier, the adopted child starts off with a disadvantage that borders on handicap. There are a few rules, however, that can be used to get an idea about where to start the child in school.
If your child is between roughly age five and seven and has never attended school before, Kindergarten is the place to start. This is the easiest and safest place for him or her to learn the language, school fundementals and expected social behaviors. It’s also a wonderful place for them to make friends.
Older children that have attended school can and should go through testing to determine where they should begin. Overseas schools, many times, have more advanced elementary and secondary schools than those in the United States. As an example, children in Vietnam are taught many advanced math courses prior to their freshman year in high school. This would include everything short of pre-Calculus and Calculus.
Regardless of the age of your child and prior schooling, you really need to speak to a school counselor and come up with a plan that will work for you, your child and the school. Our school district is very good and they went out of their way to make Evan feel comfortable. They enrolled him in some ESL (English as a Second Language) classes and his English language skills exploded from there.
One thing you will definitely need to do is spend time teaching the alphabet, reading, mathematics and language skills. As painful as it can be for both you and your child, it can make a world of difference in their educational growth and development.
Evan and I had some difficult evenings while I was trying to teach him the numbers and letters. Early in the process, my Vietnamese skills far outmatched his English skills and we both became terribly frustrated. Although my Vietnamese skills were better, it doesn’t mean they were good to any degree. I would, many times, mispronounce my words and get the wrong point across. That was the worst. In the end though, the frustration was well worth the results.