Are Marbles Really Allowed in ECE Centres and Homebased?

FULL REFERENCE: Liang, X., Waniganayake, M., & Hadley, F. (2023). Children learning about same-sex families: Perspectives of Chinese parents living in Australia.  NZ International Research in Early Childhood Education Journal, 25, pp. 44-56.

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ABSTRACT: Every child should feel valued and have a sense of belonging in the early childhood (EC) setting they attend regardless of their family composition. A comprehensive literature review undertaken has revealed that a key source of EC practitioners’ reluctance to include same-sex families in their programmes has been their perceived opposition of parents. To better understand parents’ perspectives on the inclusion of same-sex families in EC settings, this study captured the views of parents of Chinese heritage living in Australia. It explored parents’ perceptions about their own children’s understanding of same-sex families. Analysis of the online survey (43 mothers and 11 fathers) and follow-up interviews (four mothers and one father) indicated parents’ reluctance towards engaging children in learning about same-sex families. Underpinning this reluctance were themes about: 1) the relevance of information that parents perceived their children have access to about same-sex families; and 2) challenges they identified about children’s conceptual capabilities and developmental outcomes. The findings suggest that parents require evidence-based information to alleviate potential concerns and practitioners require dedicated professional training to gain confidence in including same-sex families.  

KEY WORDS: Early childhood education, same-sex families, diversity, inclusion, parents, training.

INTRODUCTION

Children from birth to five years are described as competent and capable in Australia’s Early Years Learning Framework V2.0 (EYLF 2.0) (Australian Government Department of Education [AGDE], 2009).  Children’s ability to understand topics such as same-sex families should not be underestimated. In revising the original EYLF, gender and family diversity, two aspects of a child’s identity, were being updated in the Learning Outcomes when the study reported in this paper was conducted (Hadley et al., 2021). Learning about including same-sex families in early childhood (EC) settings is integral to upholding children’s rights to quality education without discrimination, as required by the Convention on the Rights of the Child (The CRC; Office of the United Nations High Commissioner for Human Rights [OHCHR], 1989). It aligns with the EYLF V2.0 in recognising that inclusion requires anyone who works directly with children in EC settings to consider children’s gender, sexual identity, and family circumstances in their curriculum decision-making practices (AGDE, 2009). It also supports the core objective stated in the Alice Springs (Mparntme) Education Declaration (The Declaration) to ensure children’s access to a comprehensive education during early childhood that enables “all young Australians to become active and informed members of the community” (Department of Education, Skills and Employment, 2019, p. 6).