DIVERISTY and Early Childhood Education

I go back and revisit the subtitle of the blog; “A discourse that embraces equity and inclusion” (Terreni, Gunn, Kelly & Surtees, 2010). Research carried out by Terreni et al. (2010) was set up to investigate the different ways lesbians and gay men create and maintain their families. They looked at the issues and the external environment that these families needed to deal with in their daily lives.
 

Gunn and Surtees (2009) explain that “in New Zealand, legislation and many educational policies uphold the right of all children to enrol, attend and participate in inclusive early education settings” (p. 3). However there are some educational discourses and many settings  that are ignorant to family diversity and respect for same gender families. In Te Whāriki (Ministry of Education, 1996) it states “the wider world of family and community is an integral part of the early childhood curriculum” (p. 42). So, what should an educator’s pedagogical approach to inclusion look like?
 

In Terreni et al’s. (2010) research they referred to the question; “How have education agencies responded to your family?” (p. 14). The parents who participated in the research were asked to answer questions and reflect on their experiences about the Early Childhood Education service. Some had positive experiences, explaining that the centre was very inclusive and positive.  Some said that the centre had a positive attitude toward diversity which made the families feel comfortable.

From an indigenous perspective, a mother explained that in her daughter’s centre the teachers were open and accepting.
 

            the issues of homophobia obviously                                      

            exist across cultures and they certainly   

            exist in Māori but knowing they [the

            Puna Reo] had a sound kaupapa Māori

            told me they would also be open and

            accepting of different families, of lesbian

            families in particular.  (p.21).
 

Recognition and acceptance of same sex parents is not always easy, especially if you have your own values and beliefs on how family should be and what they should  look like. However, as teachers it is our responsibility to maintain relationships with the families and whānau regardless of their perceptive on family life. In Te Whāriki it states, “Children’s learning and development are fostered if the well-being of their family and community is supported” (Ministry of Education, 1996, p. 42). As teachers we need to keep an open mind about the families attending our centre. After all it is the children in our care we need to focus on. 

References:

Gunn, A..C., & Surtees, N. (2009). “Who are you?”: Same-gender parented families’         
          navigating heteronormativity, homophobia and inclusion in early childhood settings. 19^th 
          EECERA Annual Conference, 26-29. Retrieved from             
          http://ir.canterbury.ac.nz/bitstream/10092/4998/1/12619042_EECERA%20Co 
          nference%20Paper_2009.pdf

Ministry of Education. (1996). Te Whāriki: He Whāriki  mātauranga mō ngā mokopuna o 
          Aotearoa. Early childhood curriculum. Wellington, New Zealand: Learning Media.

Terreni, L., Gunn, A. C., Kelly, J., & Surtees, N. (2010). In and out of the closet: Successes and 
          challenges experienced by gay and lesbian headed families in their interactions with the 
          education system in New Zealand. In V. A. Green & S. Cherrington (Ed.), delving into 
          diversity: An international exploration of issues of diversity in education (pp. 151-            
          161). New York: Nova Publishers.