Reading straight : an examination of heteronormativity in children's literature

Diversity in ignored in many early childhood education settings, especially sexual diversity. The purpose of this study is to determine if children's literature in early childhood education settings represents diversity. Because identity is interconnected, this study includes an exploration of individual aspects of identity such as gender, sexuality, race, class, age, body size and ability. One hundred and nine books from four childcare classrooms were analyzed to investigate the representation of diversity in children's literature. A qualitative queer critique of two of the titles from this study supplemented the competing yet inadequate findings of the quantitative research. Results showed that beyond moderate representation racial diversity, the literature examined failed to represent significant diversity of sexuality, class, age, body size, and ability. Through the analysis of children's books it was found that oppression exists in the form of omission. Research from supplementary queer critiques of two titles showed that each book is heteronormative in nature and that one of the books may be deemed homotolerant as it positioned heterosexuality as 'normal,' represented sexuality as private, failed to celebrate difference, and failed to challenge essentialism. The findings of this study may be significant for initiating a dialogue among early childhood professionals to promote a celebration of difference.

Reading straight : an examination of heteronormativity in children's literature

Diversity in ignored in many early childhood education settings, especially sexual diversity. The purpose of this study is to determine if children's literature in early childhood education settings represents diversity. Because identity is interconnected, this study includes an exploration of individual aspects of identity such as gender, sexuality, race, class, age, body size and ability. One hundred and nine books from four childcare classrooms were analyzed to investigate the representation of diversity in children's literature. A qualitative queer critique of two of the titles from this study supplemented the competing yet inadequate findings of the quantitative research. Results showed that beyond moderate representation racial diversity, the literature examined failed to represent significant diversity of sexuality, class, age, body size, and ability. Through the analysis of children's books it was found that oppression exists in the form of omission. Research from supplementary queer critiques of two titles showed that each book is heteronormative in nature and that one of the books may be deemed homotolerant as it positioned heterosexuality as 'normal,' represented sexuality as private, failed to celebrate difference, and failed to challenge essentialism. The findings of this study may be significant for initiating a dialogue among early childhood professionals to promote a celebration of difference.

Perceptions of family involvement and cultural responsiveness in early childhood education

This study explores 30 early childhood professionals' and 31 family members' perceptions or practices associated with eliciting and fostering culturally responsive family involvement in the High/Scope approach to Early Childhood Education, and identified, research-based model of early childhood curricula. A non-experimental cross-sectional survey design was used to gather data in three different High/Scope programs related to the role of culture, the curriculum model, family involvement practices and the perceived differences of these practices by the early childhood professionals and the family members. The results suggest that both participant groups are aware of family involvement practices that strive to acknowledge the diverse contextual lives of children lending support to initiating culturally responsive practices in early childhood settings.

Perceptions of family involvement and cultural responsiveness in early childhood education

This study explores 30 early childhood professionals' and 31 family members' perceptions or practices associated with eliciting and fostering culturally responsive family involvement in the High/Scope approach to Early Childhood Education, and identified, research-based model of early childhood curricula. A non-experimental cross-sectional survey design was used to gather data in three different High/Scope programs related to the role of culture, the curriculum model, family involvement practices and the perceived differences of these practices by the early childhood professionals and the family members. The results suggest that both participant groups are aware of family involvement practices that strive to acknowledge the diverse contextual lives of children lending support to initiating culturally responsive practices in early childhood settings.

Inherent Presence Of Children In Society "Proposed Criteria And Indicators."

This study shows that achieving the child's inherent presence is a vital requirement for a life he deserves, as the child's inherent existence is the extent to which the child gets a sense of satisfaction with life. This is according to key components such as integration in mutual relationships and opportunities to develop life skills and develop children's right to express their views and create a healthy and child-friendly climate. The research supports enabling early childhood professionals to work together with children's families to achieve common outcomes for all children. Promote all learning and development outcomes. The results confirm the importance of sensitive practice and responding to children's desires and need to support their real presence in society. The study resulted in indicators and practices carried out by the child and his teachers in all five areas of the feeling of original existence which are developing children's strong sense of identity, developing children's connection to and participation in their world, improving children's sense of personal happiness, development and improvement of self-confidence in children, and developing and refining effective dialogue with children. The novelty of the study is shown from the achieving the child's original existence is a vital requirement for a life he deserves, as the child's original presence is that extent to which the child gets a sense of satisfaction with life according to key ingredients such as integration in mutual relationships and opportunities to develop life skills and develop children's right to express their own views Create a healthy environment for children.