Preparing democratic early childhood teachers in Don't Say Gay times: how course readings fall short

Professional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive co...

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Bibliographic Details
Published inJournal of early childhood teacher education Vol. 44; no. 4; pp. 1093 - 1121
Main Authors Cooper, Patricia M., Casey, Erin M.
Format Journal Article
LanguageEnglish
Published Cincinnati Routledge 02.10.2023
Taylor & Francis Ltd
Subjects
anti-bias education
Child development
Democracy
democratic education
Early childhood education
Early Childhood Teachers
Families & family life
Gays & lesbians
Inclusive education
same-sex parent families
Social Studies
Social studies education
Teacher education
Teacher Education Programs
teacher preparation
Young Children
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Summary:Professional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers' proleptical identities as practitioners of democratic education. Findings suggest NAEYC's influential texts on anti-bias education, as well as popular texts in child development, children's literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1090-1027
1745-5642
DOI:10.1080/10901027.2023.2262742