**4.1 Inclusive EC practices addressing LGBT-led families**

EC educators must:


Practices for responding to family diversity are the most prevalent in all literature pertaining to LGBT+ issues in EC education. A potential reason for this is the broad relevance of these practice across the developmental continuum from birth to age five and across roles, program models, and systems. Family-centered practices are integral to addressing the needs of LGBT+-led families because family engagement itself is integral to the success of collaborative education and intervention for young children. These practices are rooted in dual concerns: first, ensuring that LGBT+-led families feel that they are valued members of the community of their child's EC education program; and second, a desire for children in such families to begin their school experiences with a sense of family pride, as opposed to feeling

**277**

*Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education*

erased or silenced by messages of exclusion that are potentially damaging to their self-esteem [12]. As teacher educators consider how to best approach the teaching of these practices, a critical lens on such practices is necessary for bridging the gap between preparation to practice. Adaptations and responsiveness to individual settings and needs should be emphasized, as well as strategies to support children's

Across both published research and in the articles and policy statements of various professional organizations, practices directed toward LGBT+-led families are frequently framed as "welcoming" and "supportive." Inclusive language serves as one example, particularly on forms and communication from the school. For example, forms that refer to or require the input of a "mother" and "father" could easily be changed to read: a) "parent 1 and 2" b) "parent/caregiver 1 and 2," or 3) "caregiver" with options to indicate whether each adult is a mother, father, foster

Another change in language involves reflecting on and updating language used to refer to various family structures. The terms *traditional* vs. *nontraditional* reflect a history of heteronormativity, as *traditional* often refers to nuclear families and carries with it an outdated assumption that such families are superior or prevalent. A useful question for educators to consider is whether grouping families into more general categories is necessitated by context, or whether the labels are associated with generalizations about family types reflect a deficit lens on families who are

Families vary widely on what they view as welcoming and inclusive [12]. While a mere symbol (such as a rainbow flag) can be powerfully welcoming for some families, for many others inclusiveness is rooted in trust that must be earned. This can be a challenging idea for preservice teachers to grapple with as they enter preparation programs potentially holding assumptions that children and families will immediately respond positively to their good intentions. Family-centeredness requires educators to allow and encourage families themselves to decide whether they feel welcome or included, rather than assuming that a practice or policy itself

**Table 1** presents examples of supportive practices from EC literature. A pitfall in implementing such practices is a failure to root them in actual relationships. They also rest on a variety of assumptions, hypotheticals, and generalizations about LGBT+-led families that run the risk of simultaneously ignoring both the diversity of such families and their potential similarities, including with non-LGBT+-led ones. Instituting blanket policies can be necessary and useful; in itself, however, this does not necessarily meet the need for individualization that true inclusivity requires. In **Table 1** examples of policies are resituated within responsive, individu-

EC educators can affirm children's family lives by creating a classroom environment that positively represents families' experiences and structures. NAEYC's Position Statement on Developmentally Appropriate Practices [13], which guides EC teaching/ preparation in the U.S., includes among its standards for Creating a Caring, Equitable

different from those in the experience of the educators themselves.

alized, and potentially more inclusive frameworks on the right.

*4.1.3 Strategies to increase family representation in the classroom*

*DOI: http://dx.doi.org/10.5772/intechopen.96522*

*4.1.1 Considerations of language*

parent, extended family member, etc.

*4.1.2 Welcoming and inclusive policies*

is inherently welcoming or inclusive.

emerging understandings as they begin to develop.

#### *Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education DOI: http://dx.doi.org/10.5772/intechopen.96522*

erased or silenced by messages of exclusion that are potentially damaging to their self-esteem [12]. As teacher educators consider how to best approach the teaching of these practices, a critical lens on such practices is necessary for bridging the gap between preparation to practice. Adaptations and responsiveness to individual settings and needs should be emphasized, as well as strategies to support children's emerging understandings as they begin to develop.

#### *4.1.1 Considerations of language*

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

(rather than detract from) the lives of children, families, and educators.

The areas of practice most often discussed in literature related to LGBT+ social justice fall into three general categories: welcoming and including LGBT-led families; addressing gender bias and allowing for gender agency and creativity; and incorporating social justice into EC curriculum. In the sections to follow, examples of these areas of practice are shared with a goal of identifying some of the knowledge and skills EC teacher educators must consider in designing preparation experiences for future educators. These consist of practices which have been recommended and/or evaluated in EC education literature as well as in the policies and publications of organizations (such as NAEYC) focused on the education of young children. Each section begins with a set of principles related to LGBT+ social justice representing the beliefs of the author which underlie the presentation and critical

• recognize the realities of LGBT-led families as critical issues of EC develop-

• understand and prevent negative consequences (for children and families)

• recognize and value the importance of knowing, collaborating with, and

• fully include LGBT+-led families in programs, classrooms, and curriculum

• work within diverse family structures to identify developmentally appropriate

Practices for responding to family diversity are the most prevalent in all literature pertaining to LGBT+ issues in EC education. A potential reason for this is the broad relevance of these practice across the developmental continuum from birth to age five and across roles, program models, and systems. Family-centered practices are integral to addressing the needs of LGBT+-led families because family engagement itself is integral to the success of collaborative education and intervention for young children. These practices are rooted in dual concerns: first, ensuring that LGBT+-led families feel that they are valued members of the community of their child's EC education program; and second, a desire for children in such families to begin their school experiences with a sense of family pride, as opposed to feeling

associated with erasure, silencing, shaming, and/or ostracizing

• teach with an asset-based lens on diverse family structures

materials, learning activities, and practices

**4. Relevant areas of practice in early childhood education**

**4.1 Inclusive EC practices addressing LGBT-led families**

ment rather than exclusively adult social issues

supporting LGBT+-led families

analysis of practices that follows.

EC educators must:

learn about. There is little evidence to suggest that adults should worry about harm associated with introducing these topics too early; in fact, it is of greater concern when they are ignored. It is long overdue for EC educators to transcend older and more abstract notions of inclusivity and work toward reframing of EC education as an essential context for asset-based, LGBT+-supportive practices that enhance

**276**

Across both published research and in the articles and policy statements of various professional organizations, practices directed toward LGBT+-led families are frequently framed as "welcoming" and "supportive." Inclusive language serves as one example, particularly on forms and communication from the school. For example, forms that refer to or require the input of a "mother" and "father" could easily be changed to read: a) "parent 1 and 2" b) "parent/caregiver 1 and 2," or 3) "caregiver" with options to indicate whether each adult is a mother, father, foster parent, extended family member, etc.

Another change in language involves reflecting on and updating language used to refer to various family structures. The terms *traditional* vs. *nontraditional* reflect a history of heteronormativity, as *traditional* often refers to nuclear families and carries with it an outdated assumption that such families are superior or prevalent. A useful question for educators to consider is whether grouping families into more general categories is necessitated by context, or whether the labels are associated with generalizations about family types reflect a deficit lens on families who are different from those in the experience of the educators themselves.

#### *4.1.2 Welcoming and inclusive policies*

Families vary widely on what they view as welcoming and inclusive [12]. While a mere symbol (such as a rainbow flag) can be powerfully welcoming for some families, for many others inclusiveness is rooted in trust that must be earned. This can be a challenging idea for preservice teachers to grapple with as they enter preparation programs potentially holding assumptions that children and families will immediately respond positively to their good intentions. Family-centeredness requires educators to allow and encourage families themselves to decide whether they feel welcome or included, rather than assuming that a practice or policy itself is inherently welcoming or inclusive.

**Table 1** presents examples of supportive practices from EC literature. A pitfall in implementing such practices is a failure to root them in actual relationships. They also rest on a variety of assumptions, hypotheticals, and generalizations about LGBT+-led families that run the risk of simultaneously ignoring both the diversity of such families and their potential similarities, including with non-LGBT+-led ones. Instituting blanket policies can be necessary and useful; in itself, however, this does not necessarily meet the need for individualization that true inclusivity requires. In **Table 1** examples of policies are resituated within responsive, individualized, and potentially more inclusive frameworks on the right.

#### *4.1.3 Strategies to increase family representation in the classroom*

EC educators can affirm children's family lives by creating a classroom environment that positively represents families' experiences and structures. NAEYC's Position Statement on Developmentally Appropriate Practices [13], which guides EC teaching/ preparation in the U.S., includes among its standards for Creating a Caring, Equitable


#### **Table 1.**

*Resituating broad policies pertaining to families into a responsive framework [1, 10, 12].*

Community of Learners the following: *Educators acknowledge and accept the family composition that each family defines*. Representation is rooted in this acknowledgement and takes many forms, including basic visual representation, wherein photos of children's families are included in the EC classroom as a way to ease separation, provide a foundation for conversation, and to increase children's awareness of the spectrum of human differences and relationships. As an alternative, classroom posters or other displays can also portray this diversity. Teachers can include families with slight changes in the wording of songs and fingerplays. Educators should be prepared to answer children's questions about family structures, to model genuine curiosity and acceptance of differences, and present an inclusive definition of families and the various ways they are formed [10]. EC educators must also set expectations for what is acceptable and unacceptable treatment of children in LGBT+-led families by peers and other adults. Such competencies are critical to combating hesitancy stemming from ignorance and fear, and the resulting erasure of these families.

Literature serves as a powerful tool for increasing family representation in EC classrooms. It is crucial, however, that in preparing preservice teachers to select texts for their early childhood classrooms, teacher educators strive to address

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*Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education*

representation not as a static goal but as a complex phenomenon. For example, Christiane Engel's *baby's first words/mis primeras palabras* is a beautifully illustrated book appropriate for B-3 including familiar words within a day in the life of a family with two fathers; the representation provides the context for the concepts and vocabulary in the book rather than their focus. In contrast, a book such as Michael Genhart's *Rainbow: A First Book of Pride* includes joyous vignettes focusing on the colors of the rainbow flag around more abstract concepts such as spirit, harmony, and healing, which has different implications for how and with whom the text might be shared. Additional dimensions of representation requiring consideration by EC educators include the extent to which a text presents families through an asset lens; the level of representation (i.e., including an LGBT+-led family vs. a story about that family); vocabulary and concepts requiring explanation or teaching; intersectionality and diversity within the category of LGBT+-led families, and;

While EC educators must maintain an asset lens when working with families, support for LGBT+-led families may also require an understanding of the ways in which discrimination, teasing, and bullying have affected them. Educators require targeted and intensive preparation in order to understand how to develop and act on a commitment to breaking these patterns. Roles for EC educators include supporting children who have been teased, creating a supportive classroom community, connecting LGBT+-led families with resources (or those who may provide them), and serving as a voice of change when it is needed in their programs/schools. EC teachers must also be prepared to create opportunities for open dialog with parents, including non-judgmental listening and problem-solving in instances where parents/caregivers may have felt excluded or misunderstood [10]. Such conversations require skilled dialog within which educators seek to understand and reflect (listen actively, probe further, value parent/caregiver views, commit to collaborative problem-solving). A reflective stance, willingness to reveal/reflect on/reduce bias, openness to feedback, and professional self-awareness are all required in order to develop skills which build and deepen relationships between educators and families.

Even when their children are enrolled in EC education programs, LGBT+ parents can still feel isolated, or perhaps struggle with whether/when to come out to teachers or other parents. Educators who want parents to feel welcomed may ask whether those parents would feel comfortable attending a planned family event, not realizing that this question contains an underlying message that the family should not be comfortable. Even when parents do feel welcomed and included, they may face challenges in relating to other parents. For example, a mother who has not experienced childbirth firsthand or a father who utilized surrogacy to become a parent each experienced journeys to parenthood that differed from each other's and those of, for example, mothers who themselves gave birth. In addition to demonstrating sensitivity and a commitment to representation, planning informal community-building activities and events can be helpful in helping parents get to know one another and share their journeys to parenting in a low-stakes environment before assumptions about their experiences take root. This can be helpful whether an LGBT+ parent is the only such parent/caregiver in a class or one of many. Over time, as educators develop relationships with additional families, they

*DOI: http://dx.doi.org/10.5772/intechopen.96522*

themes and messages within each text.

*4.1.5 Community-building*

*4.1.4 Strategies to address family needs and provide support*

#### *Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education DOI: http://dx.doi.org/10.5772/intechopen.96522*

representation not as a static goal but as a complex phenomenon. For example, Christiane Engel's *baby's first words/mis primeras palabras* is a beautifully illustrated book appropriate for B-3 including familiar words within a day in the life of a family with two fathers; the representation provides the context for the concepts and vocabulary in the book rather than their focus. In contrast, a book such as Michael Genhart's *Rainbow: A First Book of Pride* includes joyous vignettes focusing on the colors of the rainbow flag around more abstract concepts such as spirit, harmony, and healing, which has different implications for how and with whom the text might be shared. Additional dimensions of representation requiring consideration by EC educators include the extent to which a text presents families through an asset lens; the level of representation (i.e., including an LGBT+-led family vs. a story about that family); vocabulary and concepts requiring explanation or teaching; intersectionality and diversity within the category of LGBT+-led families, and; themes and messages within each text.

### *4.1.4 Strategies to address family needs and provide support*

While EC educators must maintain an asset lens when working with families, support for LGBT+-led families may also require an understanding of the ways in which discrimination, teasing, and bullying have affected them. Educators require targeted and intensive preparation in order to understand how to develop and act on a commitment to breaking these patterns. Roles for EC educators include supporting children who have been teased, creating a supportive classroom community, connecting LGBT+-led families with resources (or those who may provide them), and serving as a voice of change when it is needed in their programs/schools. EC teachers must also be prepared to create opportunities for open dialog with parents, including non-judgmental listening and problem-solving in instances where parents/caregivers may have felt excluded or misunderstood [10]. Such conversations require skilled dialog within which educators seek to understand and reflect (listen actively, probe further, value parent/caregiver views, commit to collaborative problem-solving). A reflective stance, willingness to reveal/reflect on/reduce bias, openness to feedback, and professional self-awareness are all required in order to develop skills which build and deepen relationships between educators and families.

#### *4.1.5 Community-building*

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

• Learn how the members of each family refer to one another • Demonstrate respect by consistently incorporating the

• Recognize LGBT+ parents **as** parents and ensuring they are included and referred to as such rather than diminishing

• Consider the purpose/benefit of these holidays to children; ensure they are addressed in developmentally appropriate ways (as opposed to, for example, overusing adult-selected

• Recognize a variety of meanings of parenthood in diverse

• Learn about whether/how same-sex couples have addressed the topic of the opposite gendered parent with

• Learn more about adoption types and acknowledge adoptive LGBT+ parents' wishes regarding the inclusion of

• Encourage children with two mothers or fathers to

• Encourage children to include other close male and female family members (e.g., grandparents, aunts and uncles) • Celebrate adoption in the curriculum and through

• Learn about the unique journeys to parenting and adoption

• Authentically, meaningfully, and consistently celebrate and acknowledge adoption in curriculum and literature • Include families in planning and decision-making for

celebrate and create for both parents

experiences of LGBT+ people

informational or celebratory events

terms used by each family

them via dilution of language

projects to send home)

families

their child

literature

biological parents

**Generalized Policies Responsive Policies**

• In dialog, refer to all *husbands and wives*/*moms and dads* as *partners*

• Address communication to *families* rather than *parents* [10]

• Abolish holidays such as Mother's Day or Father's Day (where these are

• Replace gender specific holidays with others, such as Families' Day [10]

• Recognize Adoption Awareness Month (or other similar isolated celebratory

celebrated)

events)

**Table 1.**

Community of Learners the following: *Educators acknowledge and accept the family composition that each family defines*. Representation is rooted in this acknowledgement and takes many forms, including basic visual representation, wherein photos of children's families are included in the EC classroom as a way to ease separation, provide a foundation for conversation, and to increase children's awareness of the spectrum of human differences and relationships. As an alternative, classroom posters or other displays can also portray this diversity. Teachers can include families with slight changes in the wording of songs and fingerplays. Educators should be prepared to answer children's questions about family structures, to model genuine curiosity and acceptance of differences, and present an inclusive definition of families and the various ways they are formed [10]. EC educators must also set expectations for what is acceptable and unacceptable treatment of children in LGBT+-led families by peers and other adults. Such competencies are critical to combating hesitancy stemming

*Resituating broad policies pertaining to families into a responsive framework [1, 10, 12].*

from ignorance and fear, and the resulting erasure of these families.

Literature serves as a powerful tool for increasing family representation in EC classrooms. It is crucial, however, that in preparing preservice teachers to select texts for their early childhood classrooms, teacher educators strive to address

**278**

Even when their children are enrolled in EC education programs, LGBT+ parents can still feel isolated, or perhaps struggle with whether/when to come out to teachers or other parents. Educators who want parents to feel welcomed may ask whether those parents would feel comfortable attending a planned family event, not realizing that this question contains an underlying message that the family should not be comfortable. Even when parents do feel welcomed and included, they may face challenges in relating to other parents. For example, a mother who has not experienced childbirth firsthand or a father who utilized surrogacy to become a parent each experienced journeys to parenthood that differed from each other's and those of, for example, mothers who themselves gave birth. In addition to demonstrating sensitivity and a commitment to representation, planning informal community-building activities and events can be helpful in helping parents get to know one another and share their journeys to parenting in a low-stakes environment before assumptions about their experiences take root. This can be helpful whether an LGBT+ parent is the only such parent/caregiver in a class or one of many. Over time, as educators develop relationships with additional families, they

may participate in informal support networks for parents who do not know others who have experienced similar journeys.
