When the Children Asked to Study God, What Did the Parents Say: Building Family Engagement Around Sensitive Topics

Abstract

This article explores the reactions and involvement of families in a student-initiated inquiry into religious and spiritual beliefs within a kindergarten classroom in an inclusion model early childhood center. Using the teacher-as-researcher model, the study draws from multiple data sources including documentation of the engagement of children, families, and educators, feedback solicited from parents before and after the inquiry, and qualitative analysis of transcripts from focus groups held with families during and after the inquiry. Results suggest that despite diverse and often conflicting religious and spiritual beliefs, families and educators shared goals to prepare children to engage with religion and religious diversity within a multicultural, anti-bias learning context. Families supported the curriculum critically, in large part because they shared values related to the anti-bias and democratic practices of the school and because they trusted the educators to address diverse issues sensitively. The authors conclude with implications for educators and families in a range of learning contexts.