Summary of an article #2

Picture Books Reflecting Gay and Lesbian

Families Elizabeth H. Rowell

Make the Curriculum Inclusive for All Children As HAS LONG BEEN RECOGNEFD, lit- erature has the power to touch the heart.s and minds of readers of all ages (Chapman 1999). Many early child- fiood teachers and librarians across the country feel they have adequate collections of picture books to meet their curriculum needs. Nonetheless, millions of children lack access to books characteristic of them, their families, or friends. Picture books depicting children in households headed by gays and lesbians or in families with homosexual members or friends are frequently missing from many preschool and primary class- rooms as well as libraries (Goodman 1983; LGPA 1995; Betts 1995; Rubin

1995; Chapman 1997; Lamme 2001/02; Rowell 2002). The lack of inclusive, gay-friendly picture books means some children cannot see their own lives or the full diversity of family life reflected in books.

The number of children raised in families headed by parents who are gay or lesbian is increasing. An esti- mated 6 to 14 million children in the United States have gay, lesbian, bisex- ual, or transgender parents (GLSEN 2003). Many other children know that some of their family members or friends are homosexual, and even as young as four some begin to be aware of their own sexuality differences (Herdt & Boxer 1993; Hunt 2002).

Elizabeth H. Rowell, PhD, is professor of graduate and undergraduate early child- hood education and literacy at Rhode Island College (RIC) in Providence. With Eliz- abeth's heip, RIC acquired an extensive historical collection of gay-friendly picture books for young children published or distributed in the United States. Elizabeth can be reached at [email protected].

This article, with an expanded annotated list of picture books that include gay and lesbian famtiies, is available online in Beyond the Journal, May 2007, at www.journal.naeyc.org/bti. Both result from a study funded by an RiC Faculty Research Grant.

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Although most early childhood teach- ers are increasingly aware of the need to respond to the diversity of their students, sexual orientation is not always seen to be a part of that diver- sity (Colleary 1999).

Educational concerns

Historically, homosexuals have been one of the most maligned subgroups in society. Incidents of violence and prejudice as well as negative portray- als of gays and lesbians continue, and some young children are afraid to talk about their two moms or two dads. These realities directly influence the availability of materials and their use in early childhood settings.

The publishing history of gay- friendly picture books includes many struggles and determination and com- mitment by a few authors and small publishing companies. Fewer than 80 titles published or made available in the United States have reached the U.S. marketplace, and most go out of print quickly (Goodman 1983;

young Children *tfia^ 2007

Books

Chapman 1997). Only some are read- ily available in local bookstores, but many, even those out of print, can be purchased online.

Teachers' unawareness and fears

Gay-friendly picture books are rarely discussed in children's literature classes, featured in library or book- store displays, or marketed by popular book clubs. Some educators express concern about using inclusive materi- als because they think such books will be about sex (Wickens 1993).

Others may fear parental backlash or loss of their jobs if they read gay- friendly books in their classes. In the late 1950s and 19G()s, during the strug- gle to racially integrate U.S. schools, teachers often mentioned similar apprehensions and used such books as The Rabbits' Wedding, by Garth Williams, and The Snowy Day. by Ezra Jack Keats, to promote understanding.

Typically, gay-friendly picture books, like those depicting hetero- sexual families, simply capture every- day family life experiences involving children, pets, family outings and cel- ebrations, and families enjoying each other's company. The fact that some characters are homosexuals is evident but not the main focus of the story.

Learning about oneself and others

Today, most early childhood pro- grams and elementary schools offer a wide array of multicultural and multi- racial books so that children can see themselves as well as learn about oth- ers. The next step is for programs and schools to choose a wider range of materials that portray children from all family configurations, including

those having gay and lesbian parents. Some children will feel confirmed and others will learn about families differ- ent from their own.

A majority of gay-friendly books are interesting and enjoyable to children. Many that do not use the terms gay or lesbian provide important images for children who also have two moms or two dads as a result of divorce and remarriage. Other picture books focus more directly on gay and lesbian parents. The two moms or dads are referred to as parents, and sometimes they are portrayed showing outward signs of affection, such as one having an arm around the other's shoulder. Young children from same-sex par- ent families can recognize themselves, and all are encouraged to talk about the commonalities of happy family lives, This literature contributes to the validating of many young children's lives and to erasing homophobia.

Gay-friendly books can make a posi- tive difference in the classroom: chil- dren from same-sex parent families feel their families are Included and other children learn about and gain respect and acceptance for other types of families. When teachers and future teachers are aware of inclu- sive literature, integrate use of these books throughout the curriculum, and share their knowledge with oth- ers, they strengthen their programs, broaden children's learning, and win supporters.

Literature quality, variety, and avaiiabiiity

In recent years publishers have pre- sented gay-friendly picture books with clever illustrations and engaging sto- ries, including board books for tod- dlers, leveled materials for beginning readers, bilingual stories, and chap-

The fact that some characters are homosexuais is evident but not the main focus of the story.

It is important for the teacher to person- ally review books and select the ones that children will profit from and enjoy.

ter books. Most feature reality-based narrative stories having a plot, action, different types of settings, and situa- tions that can elicit children's reflec- tions and class discussion. Inclusion of some of these books throughout the curriculum may help make the early childhood classroom a safer, more just and equal place for children of lesbian and gay families and more welcom- ing and supportive of their parents or homosexual relatives and friends (Clay 2004).

The picture books highlighted in this article have received favorable reviews from early childhood teach- ers, teacher candidates, and parents and are good choices for early child- hood classroom and school libraries.

Infusion in the curriculum

How can teachers infuse a devel- opmentally appropriate early child- hood curriculum with literature that includes gay and lesbian families? The answer is by choosing appropri- ate, inclusive literature that addresses early childhood standards and pro- motes goals and objectives related to self-affirmation, self-esteem, and learn- ing about human diversity.

When a child in the class is being teased about his or her family struc- ture or another is making unkind com- ments about someone's family, the teacher can read stories with similar situations to open up discussion that can promote antibias awareness and action. As with all types of materials, it is important for the teacher to

young Chiidren • May 2007 2 5

personally review books and select ones children will profit from and enjoy.

Literacy is key in the early child- hood curriculum and integral to all learning. But the use of literature can go beyond to support learning throughout the curriculum. Teachers can use books such as the following to introduce and reinforce concepts in all areas of the curriculum.

Math

Mathematics is an important part of young children's everyday experi- ences. Picture books help teachers make this tie-in as well as integrate math learning throughout the curricu- lum. These two picture books show same-sex parented families, just like all families, helping children develop counting skills and math concepts. Adding them to the math center also prompts fun with numbers and read- ing enjoyment.

1, 2, 3: A Family Counting Book, by Bobbie Combs. Illus. Danamaric Hosier. 2000. Kidley Park, PA: Two Lives Publishing. 32 pp. Ages 4 to 7.

This delightful picture book high- lights the numbers 1 through 20 and features multiracial gay and lesbian parents in a variety of settings with- out mentioning family structure. The families are doing things most young children would enjoy, such as "seven skaters rolling down the street" and "eight popsicles for a special treat."

Chiidren can count items on each page and discuss the things the fami- lies are doing. They could also each select a number, write and illustrate a number of similar things they do or could do with their families, and collect them to make a Class Family Counting Book.

One Hundred Is a Famiiy, by Pam Muiioz Ryan. Illus. Benrel Huang. 1996. New York: Hyperion. 28 pp. Ages 4 to 7.

Multiculturally diverse family groups come in many sizes, including two moms and a child illustrated with the accompanying caption: "THREE is

UnerHiindrcd i Is a tamily

Pim Muilez Ryin

a family counting the sparkling stars at night." As a class activity, children could call out the bold number on each page and make a book graph, then repeat the exercise creating a class graph of the numbers of mem- bers of their individual families.

Science

Young children enjoy exploring and learning about natural phenomena. These books, which include same-sex parents, could help children to learn more about living things, habitats, and seasons as well as different family configurations.

And Tango Makes Three, by Justin Ricbardson and Peter Parnell. 2005. New York: Simon & Schuster. 32 pp. Ages 4 to 8.

Two male Chinstrap penguins in New York City's Central Park Zoo were a couple for many years and even tried to hatch a rock before their keeper put an egg that needed care in their nest. Baby Tango was the first penguin in the zoo with two daddies.

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This well-written and -illustrated true story for young children con- tains information about all penguins. Discussions could inspire penguin, bird, or zoo study,

Postcards from Buster: Buster's Sugartime, by Marc Brown, 2006. Boston: Uttle, Brown. 32 pp. Ages 4 to 8.

Although Buster, the traveling TV rabbit, is unlike most other bunnies, the photos and information about the two-mom families and the maple sugar-making process are real. The leveled book and available DVD could be compared with each other and other factual sources about sugar time in New England in focused discussions and using a Venn diagram.

Flying Free, by Jennifer C. Gregg, [llus. Janna Richards. 2004. North Charleston, NC: Book Surge. 28 pp. Ages 5 to 8.

A firefly captured by a five-year-old with two moms is the narrator of this clever story. It could be used to pro- mote young children's understanding of the needs of insects and help develop responsible behavior toward living things. The class could discuss what was real and fiction in this picture book, compared with some other fact-focused materials about fireflies. Invite children to pretend they are different types of insects confined to places unlike their natural habitats. Encourage them to write stories about their feelings.

Social studies

Family histories are important to young children, and the follow- ing books include same-sex parents. Teachers can find many ways to incor- porate family histories in tbe curricu- lum. Social studies goals, for example, include expanding children's horizons by recognizing and respecting similari- ties and differences among individuals and groups, understanding and appre- ciating their own and others' cultures and traditions, mastering problem- solving techniques, building positive interpersonal interactions, and devel- oping the strength of character to stand up for themselves and others when treated unfairly (Derman-Sparks 1989; Kostelnik 2007). Two of the pic- ture books described below feature stories of adoption to help all chil- dren understand this way of creating a family.

All Families Are Special, by Norma Simon. Illus. Teresa Ravin. 2003. Morton Grove, IL: Albert Whitman. 32 pp. Ages 4 to 6.

The kindergarten teacher and her students in this book share informa- tion about their different types of fami- lies. One child mentions her two mom- mies, who both have green thumbs. At the end of the family-sharing session, the teacher says. "No families are the same. All families are definitely spe- cial!" Engage the children in talking about characteristics of the families in the book. Then, ask them to describe, write, or illustrate things they notice about the special people in their families.

The Family Book, by Todd Parr. 2003. Boston: Uttle, Brown. 32 pp. Ages 4 to 7.

Young children will enjoy the comi- cal illustrations on brightly colored pages in this book. It features differ- ent types of families, including some that look like their pets, share a house with others, or have two moms or two dads. Children could take the theme further, each thinking of something unique about his or her family to write

about, illustrate on brightly colored paper, and display in the classroom.

How My Family Came to Be—Daddy, Papa and Me, by Andrew R. Aldrich. Illus. Mike Motz. 2003. Oakland, CA: New Family Press. 32 pp. Ages 4 to 8.

An adopted, school-age child in a gay-parented, biraciai family nar- rates this joyful book written by the author to explain to his son how their "forever" family ccime to be. With a few words and vivid pictures, details rarely conveyed in adoption sto- ries, such as meeting with the social worker, the home study, and filling out lots of papers, come alive. In class, after reading and discussing this family's story, children may ask lots of questions, share what they know about their own families, and explore together similarities and differences.

The White Swan Express: A Story about Adoption, by Jean D. Okimoto and Elaine M. Aoki. Illus. Meilo So. 2002. Boston: Clarion Books/ Houghton Mifflin. 32 pp. Ages 5 to 8.

W H I T E S W A N EXPRESS b s • I A

2 8 Young Children*May 2007

Four ffimilies, including a pair of women and one single woman, travel to China to adopt their little girls. The pictures portray the excitement and love expressed for their new daugh- ters. The story, based on the author's experiences, will be familiar to many parents who have adopted children from China and other countries.

In class, this book could launch a study of families or China. Children can locate China on the map or learn Chinese expressions, such as Wo shi ni de mama (I am Mommy) and Wo ai ni (1 love you). They can point out in the book's illustrations things that are different in China, such as eat- ing utensils, clothing, and writing. Comparing babies' Chinese names prior to adoption with those given after could lead to children's a dis- cussion at home to learn how their own names were selected.

Art

Young children are usually creatively motivated and eager to learn more about art. At first, experimenting with colors and materials is more enjoyable than the created product, but later the meaning and effect of their work on others become significant. These books emphasize the importance of the mes- sage of children's artwork in relation to their lives in two-mom families.

Antonio's Card/La Tatjeta de Antonio, by Rigoberto Gonzcilez. Illus. CecUia Concepcion Alvarez. 2005. Bilingual Spanish/English. San Francisco: Children's Book Press. 32 pp. Ages 6 and up.

Leslie, Antonio's mother's part- ner, is an artist wbo sometimes wears paint-splattered ciothes when she walks him home from school. When the children make fun of her appear- ance, he is hesitant about display- ing his carefully made Mother's Day card picturing his two moms shar- ing a book with him. After discussing bis dilemma with his mom and doing some problem solving. Antonio real- izes he is lucky to have Leslie as part

of his family and takes her to see his card displayed at schooi.

Molly's Family, by Nancy Garden. Illus. Sharon Wooding. 2004. New York: Farrar, Slraus and Giroux. 32 pp. Ages 4 to 7.

Even kindergarten children may have stereotypic views of families and can make hurtful remarks. After see- ing Molly's drawing of her family, one child says, "You can't have a mommy and a mama." The other children agree and make similar comments that reveal the biases some have already acquired.

Even though Molly's teacher is understanding and encouraging. Molly decides not to have the picture of her family displayed at open house. Later, with the support of her two moms, Molly faces the problem and solves it. She realizes that even if a family is dif- ferent, it can be real and loving. She dis- plays her picture at school the next day.

tiooks

Children from all types of families can develop their understanding and appreciation of the commonalities in lov- ing relationships and homes.

Conclusion

Early childhood educators care- fully reflect on the messages conveyed about family diversity in the materi- als they select to use. Picture books depicting gay and lesbian families can enhance the curriculum and make an important contribution to young chil- dren's development. Families com- prised of same-sex parents or those who have gay and lesbian family mem- bers or friends will feel that the peo- ple they know and love are evident in materials used in their child's school. Children from all types of families can develop their understanding and appreciation of the commonalities in loving relationships and homes.

Including these books can help pre- vent or end harassment that often begins in preschool and kindergarten because some children are perceived as different by having two moms or two dads. Let's hope that one day

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Young Children'Way 2007 29

soon, such books or future ones will be found in early childhood class- rooms and infused in the curriculum.

References

Betts, W. 1995. Gay and lesbian themes in chil- dren's books. Online: www.armory.com/ - web/gay books. iitmi.

Chapman, S. 1997. Annotated bibliography of children's books with gay and lesbian char- acters. Online: www.glsen.org.

Chapman. S. 1999, The power of children's litera- ture: Gay and lesbian themes in a diverse child- hood curriculum. Online: www.glsen.org.

Chasnoff, D.. & H. Cohen. 1996. Its elementary: Talking about gay issues in school. Videotape, San Francisco: Women s Educational Media.

Clay, J. 2004. Creating safe, just places to learn for children of lesbian and gay parents: The NAEYC code of ethics in action. Young Chil- dren 59 ((>); 34-40, 42.

Colieary, K. 1999. How teachers understand gay and lesbian content in tbe elementary sociai studies curriculuni. In Queering elementary education: Advancing the dialogue about sexu- alities and schooling, eds. W. I^tts & J. Sears. 151-61. Lanham, MA: Rowmaii & Ultlefield.

GLSEN (Gay, Lesbian, and Straight Educational Network). Educational Department. 2003. One umbrella, many people: diversity within the LGBT communities. Online: www.glsen. org, search Library.

Goodman, J. 1983. Out of the closet but paying the price: Lesbian and gay characters in chil- dren's literature. Interracial Books for Chil- dren Bulletin l-l (:V4): 13-15.

Herdt, G., & A. Boxer. 1993. Children of hori- zons. Boston: Beacon Press.

Hunt, D. 2002. Oliver Button is a star Video- ta|:>e. Based on Oliver Button is a Si.ssy. by T. dePaolo. Minneapolis. MN: Twin Cities Gay Man's Chorus.

Lamme, L, & L.L. Umme. 2001/02. Welcoming children from gay families into our schools Educational Leadership 59 (4): 6-H.

Letts. W., & .IT. Sears, eds, 1999. Queering ele- mentary education: Advancing the dialogue atxiut sexualities and schooling. Lanham: MA: Rowman & Littlefield.

LGPA (Lesbian and Gay Parents Association). 1995. Both my mom.'i' names are Judy. Video- tape. 10 min. San Francisco: Author.

Rowell, E. 2002. Same sex parent books and other gay-friendly books for young children available at RIC. Out on Campus 1 (2).

Rowell, E. 2005 On being an ally Out on Cam- pus 3 (2),

Rubin, S.A. 1995, ChUdren who grow up with gay or lesbian parents: How are today's schools meeting this "invisible" group's needs? Master's thesis, University of Wis- consin-Madison. ERiC ED 386290. Online: http://searcheric.org/ericdb/ed386290.htm. Cited In Letts & Sears, eds. 1999. 11 and 14.

Wickens, E. 1993. Pennys question: "1 will have a child in my class with two moms— What do you know about tbis?" Young Chil- dren 48 C3): 25-28.

Resources for Teachers

Video and online

Both My Moms' Names Are Judy—In this very moving video, children seven years old and up of same-sex parent families discuss how they love their two moms or two dads and wish their schools had started in kindergarten to read and talk about books that included their types of families to prevent some of the harassment they encountered. Source: Lesbian and Gay Parents Associa- tion. 1995. 10 min, San Francisco; LGPA ([email protected]).

Family Pride Coalition—http://familypride,org

COLAGE—Children of Lesbians and Gays Everywhere—http://colage.org

Two Lives Publishing—A source for children's books—www.twolives.com

From NAEYC

Code of Ethical Conduct & Statement of Commitment, rev. 2005, brochure.

Principles. P-1.3: We shall not participate in practices that discriminate against chiidren by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their sex, race, national origin, religious beliefs, medical condition, disability, or the marital status/family struc- ture, sexual orientation, or religious beliefs or other affiliations of their families.

Spotlight on Young Chiidren and Families, ed. D. Koraiek, 2007, 64 pp.

A collection of 14 articles, resources for supporting and involving families in meaningful ways, and questions and follow-up activities for reflecting, discuss- ing, and exploring family diversity. From the introduction by Ruth Ann Halacka Ball: "Make families feel welcome. Building and sustaining home/school rela- tionships involves welcoming families into programs and classroom, listening to their wisdom and question, offering meaningful suggestions, and valuing who they are as families."

A World of Difference: Readings on Teaching Young Children in a Diverse Society, ed. Carol Coppie, 2003, 192 pp.

A collection of readings to help teachers work with young children and Iheir families in ways truly responsive to their differences and effective in combat- ing bias.

Additional reading

Derman-Sparks, L., & the ABC Task Force. 1989. The antibias curficutum: Tools for etvpoweritig young children. Washington, DC: NAEYC.

Kostelnik, M., A. Soderman, &A. Whiren. 2007. Developmentally appropriate curriculum: Best practices iri early childhood education. 4th ed. Columbus, OH: Pearson, Merrill Prentice Hall.

Wolpert, E, 1999. Start seeitig diversity: The basic guide to an anti-bias class- rootn. St. Paul, MN: Redleaf.

Copyright © 2007 by the National Associaton for the Education of Young Children. See Permissions and Reprints online at www.joiimal.n3eyc.org/about/permissions.asp.

30 Young Children • May 2007