NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ783356
Record Type: Journal
Publication Date: 2007
Pages: 5
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-0009-4056
Rethinking Welcoming Literacy Environments for LGBT Families
Emfinger, Kay
Childhood Education, v84 n1 p24 Fall 2007
Teachers often are shocked and in disbelief when someone points out that they are not embracing all children and families. For many teachers, digesting the words of "Everything Possible" or encountering their first nontraditional family in the classroom is an "aha" moment, when they realize that they need classroom resources to support these families. Professional standards developed by such organizations as the Interstate New Teacher Assessment and Support Consortium (INTASC, 1992) and National Board for Professional Teaching Standards (NBPTS, 2002) state that early childhood educators should ensure that all children and families are welcomed and affirmed. Embracing diversity--whether it be individual differences in race, religion, culture, gender, age, ability, class, or sexual orientation--is one of the most challenging areas in standards implementation (Unitarian Universalist Association of Congregations, 2000). In this article, the author provides literacy resources for teachers that get beyond tokenism to authentically mirror diversity and to provide guidelines for preparing a welcoming literacy environment.
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A