'I can be a girl if I want to' : supporting or silencing children’s working theories during counter-heteronormative picturebook sessions in early childhood education

Explores early childhood teachers’ use of picturebooks that include gender diverse children and lesbian-and gay-parented family content. Highlights teacher support for, or silencing of, children’s working theories about possibilities for gender change and two-mother or two-father parents during the picturebook sessions in order to make a case for expanding the curriculum beyond the limits of heteronormativity. Offers practice recommendations for facilitating picturebook sessions to this end. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.