Early this week I posted some thoughts about legislation proposed in Florida around what some folks call critical race theory and others call history.
Yesterday this headline popped up in my news feed
Yes, same idea different marginalized and oppressed group of people.
Under the House bill, a Florida school district "may not encourage classroom discussion about sexual orientation or gender identity in primary grade levels or in a manner that is not age-appropriate or developmentally appropriate for students." The bill doesn't specify how "age-appropriate" and "developmentally appropriate" would be defined.
I think it might be helpful, since I am an early childhood educator (who has co-written a book on Developmentally appropriate practice), to explain what is "age appropriate" and "developmentally appropriate" for kids in the primary grades - so everyone understands. "Developmentally appropriate" includes ages as well as social, physical and cognitive development so including both in the bill is redundant (Just FYI).
Developmentally appropriate practices are a set of guidelines developed by the National Association for the Education of Young Children (NAEYC), these guidelines represent what research has found to be the best practices for educating young children.
DAP are methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning. Educators implement developmentally appropriate practice by recognizing the multiple assets all young children bring to the early learning program as unique individuals and as members of families and communities. Building on each child’s strengths—and taking care to not harm any aspect of each child’s physical, cognitive, social, or emotional well-being—educators design and implement learning environments to help all children achieve their full potential across all domains of development and across all content areas. Developmentally appropriate practice recognizes and supports each individual as a valued member of the learning community. As a result, to be developmentally appropriate, practices must also be culturally, linguistically, and ability appropriate for each child. NAEYC position statement
I will start by acknowledging one statement the governor got right "The larger issue with all of this is parents must have a seat at the table when it comes to what's going on in their schools." As noted in the position statement every child is a member of a family and a community, and parents, including LGBTQ+ parents, deserve a seat at the table. We teach children "every person is a valued member of the learning community" by ensuring that our communities are inclusive.
Before we go any further, I want to acknowledge my privilege here. I am a cis-gender, heterosexual white woman - No one is questioning my seat at the table. So while I am here I want to share my thoughts about making sure everyone has a seat at the table and metaphorically speaking - utensils, napkins and something to eat and drink.
Children are not empty vessels (or blank slates) sent to school to filled up with knowledge; they are members of these communities, who come with strengths, ideas and potential. Developmentally speaking, most children come to school with some stereotypical ideas about gender. What boys and girls are "supposed" to do and not do, how moms and dads are. They have developed these ideas from their families, the community and the larger society. Teachers have the opportunity to either expand kids ideas about gender or reinforce what are often narrow and harmful stereotypes. For examples: "Girls don't play with cars, Boys can't take care of babies. Boys can't wear dresses; Girls can't wear construction helmets. You can't have two moms!"
"Building on each child's strengths, [we must] take care not to harm any aspect of each child's physical, cognitive social or emotional well being" This is the work at the heart of teaching young children. The teacher respects the child's emerging thinking about gender roles and then asks the child to examine their own experience and perhaps expand their ideas. So a teacher might respond, "You see your mom take care of your baby sister, do you like to help her? or I know you love playing with cars, I have seen lots of girls in our class play with them too." The teacher might also point out that what the child might really want is for the girl who is playing with his favorite car to go somewhere else, perhaps the housekeeping center. It isn't always about gender.
The teacher might also anticipate a child's curiosity about something new or different, "Most men in our community don't wear dresses, but some do, what clothes make you feel most comfortable?" The teacher points out how the child may have gotten the idea and then asks the question. If a boy responds that he would love to wear a dress because they are soft and comfortable and the one is the dress-up corner is purple, his favorite color - teachers must feel empowered to allow this exploration. Kids love dressing up This is how kids learn what they like and how they will be in the world. If there is a child in the classroom who is truly exploring gender identity or identify as a gender other than their assigned gender, research suggests that allowing this socially reduces depression and anxiety for trans kids. Teachers must do our very best "not to harm any aspect of each child’s physical, cognitive, social, or emotional well-being." Prohibiting this leads to harm. Period.
Let me be very clear here, if this is a problem for parents, the teacher then has the responsibility to help them understand why this type of exploration is important and needs to be encouraged. The research is clear, exploration and play are the best ways for kids to learn!
For the child who believes a person can't have two moms, we might point out the child's lack of experience and celebrate the many kinds of families that exist. Families are so important to young children this child has perhaps not met a child with two moms, so I might say, "You have never met a person with two moms before. It is different than your family. There are so many different ways to be a family. In our class we have kids who live with their Mom and Step-dad, kids who live with their mom and dad, kids who live with their two moms. Isn't it interesting how many different kinds of families there can be?"
Now the teacher has some work to do. It is time to get together all the books she has about families. Invite the class to bring in pictures of their families and celebrate how different, wonderful and unique they all. Point out similarities and differences. As I said before, this is what teachers do. We listen to children, we learn with and from them and we help them become informed citizen.
One last note: Florida please stop! I have other things to do in my life!