Abstract
This article focuses on early childhood educators’ readiness to address controversial issues in the classroom related to gender and sexual identity in young children, with a special focus on homosexuality and homophobia. The terms gender, sexual identity, sexual orientation, homosexuality, and homophobia are defined in relation to the part they play in the lives of young children and their families. The role of early childhood teachers and consequently the roles played by individuals who train teachers (teacher trainers) are also presented for discussion.
Highlights
We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people. —Martin Luther King Jr., Letter from Birmingham Jail, April 16, 1963There is a widespread belief that issues of sexual development pertain predominantly to adolescents and not to young children (Blaise & Andrew, 2005; Grieshaber & Ryan, 2006)
[Vol 9:149 will have to deal with the claim that the topic of sexual identity is irrelevant to the field of early childhood education
For instance, ought to prepare teachers for dealing with situations of verbal or physical violence stemming from homophobic beliefs; courses on social and emotional development should expand their course matter to the development of sexual identity in young children; courses that discuss relations between the professional staff and the school community or the children’s parents might emphasize the special care that needs to be taken in making their school environment a welcoming and safe place for all families, with specific mention with regard to the sensitivity that should be shown toward lesbian and gay families
Summary
We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people. —Martin Luther King Jr., Letter from Birmingham Jail, April 16, 1963. Teachers of young children need to set strong limits to reduce hurtful or even violent behavior towards other children; they need to make a clear educational statement on the legitimacy and acceptability of choosing a non-heterosexual identity, or of adopting behavior that is not heterosexually gender typical This is true with respect to the development of the child’s own sexual identity as well as that of his or her parents or legal guardians. In responding to the needs of children whose parents or legal guardians are gay or lesbian, teachers will face further challenges (Robinson, 2002; Souto-Manning & Hermann-Wilmarth, 2008) Many of these challenges can be met by relating openly to families in a way that includes the alternatives that nonconventional families suggest. Imparting concise information regarding the terminology used is of utmost importance (Straut & Sapon-Shevin, 2003), since confusing terminology and ignorance are often at the base of stereotypes that form part of homophobia, and will be the focus of the section
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