Early childhood educators working with children who have lesbian, gay, bisexual and transgender parents: What does the literature tell us?

Kathy Cloughessy*, Manjula Waniganayake

*Corresponding author for this work

    Research output: Contribution to journalReview articlepeer-review

    17 Citations (Scopus)

    Abstract

    Early childhood (EC) educators are expected to cater for all types of families from diverse backgrounds. Research involving EC educators and the spaces they create indicate the dominance of heteronormative practices. This silences programmes, policies, experiences and interactions that could reflect and support children with parents who identify as lesbian, gay, bisexual and transgendered. It is therefore important to consider ways of disrupting this dominance to ensure equity and respect for all children and families. By analysing relevant literature published between 2000 and 2012 we have identified strengths and weakness of existing studies with a view to informing future practice, policy and research in EC education.

    Original languageEnglish
    Pages (from-to)1267-1280
    Number of pages14
    JournalEarly Child Development and Care
    Volume184
    Issue number8
    DOIs
    Publication statusPublished - 2014

    Keywords

    • bisexual
    • early childhood education
    • gay
    • lesbian
    • symbolic interactionism
    • transgender

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