Creating Welcoming and Inclusive Environments for Lesbian, Gay, Bisexual, and Transgender (LGBT) Families in Early Childhood Settings.

Abstract

® 1, 2, 7 A MOTHER’S EARS PERK UP when she overhears her 7-year-old daughter say to a friend, “I hate having two moms.” “Why?” asks the friend. “I hate when the teachers say, ‘Take this home to your mom and dad.’” Her mom exhales. Upon hearing the first part of this story, this mother and most educators would immediately assume the child is talking about a problem within her two-mom family. After hearing the rest of the story, educators should reflect on those immediate thoughts and see where the child’s painful feelings really come from—not from her family but from a teacher’s assumption that every child has a mom and a dad. Children’s identities and sense of self are inextricably tied to their families. The experience of being welcome or unwelcome, visible or invisible begins in early childhood. Our goal as authors and as early childhood professionals is to ensure that all children and their families are welcomed in early childhood settings and provided with quality care and education. Early childhood settings should recognize, value, and include every child and family they serve. This article addresses four main points: (1) children are being harmed; (2) all educators have a responsibility to make things better for children; (3) educators can take steps and actions that will make a difference; (4) support is available for educators who want to take action. Creating Welcoming and Inclusive Environments for Lesbian, Gay, Bisexual, and Transgender (LGBT) Families in Early Childhood Settings

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