High-quality educator and family interactions are fundamental to inclusive early learning, particularly in contexts where diverse family structures shape children’s educational experiences. This study investigates how adoptive families and early childhood educators in Türkiye establish, sustain, and navigate these interactions, and examines how the Turkish Early Childhood Education Program (ECEP) supports or constrains inclusive, adoption-informed collaboration. In this study, the term adoptive families refers specifically to families formed through legal adoption and does not include foster care, kinship care, or temporary guardianship arrangements. In this phenomenological qualitative design, semi-structured interviews were conducted with adoptive parents (n = 7) and early childhood educators (n = 8) from early childhood settings. Data were analyzed thematically, complemented by a document analysis of the ECEP framework to assess the representation of family diversity and inclusion. Results demonstrate that reciprocal communication, empathy, and relational trust are key elements of quality educator–family interactions. While both educators and families valued partnership, participants reported that adoption-related sensitivity and institutional guidance were limited. The ECEP promotes family engagement but lacks explicit recognition of diverse family forms, creating inconsistencies between policy and practice. By foregrounding adoption as an underexplored dimension of inclusive early learning, this study contributes to the international dialogue on equitable ECEC practices. It highlights the need for relational pedagogies and policy frameworks that empower educators to engage meaningfully with diverse families, strengthening the quality and inclusivity of early learning experiences across contexts.
Gamze Bilir Seyhan (Tue,) studied this question.