Dear Readers,
Whether you are a parent looking for resources, a student looking for information, or an interested reader, you are all welcome here! I'm an aspiring Special Education teacher, with a goal of having a non-traditional family of my own. Diversity and uniqueness is a passion of mine, and I hope it is for you too. If it isn't at the moment, I hope the resources I provide to you may help change your point of view. If you asked a variety of people what a "family" is, they would tell you it's a husband and wife, two kids, maybe a cat and dog who chase eachother in the yard. What people don't understand, is that picturesque "family" is not so common now-a-days. Non-tradtitional families are considered exaclty what they sound like, non-traditional. Families that are considered non-traditional are those who may be a part of the LGBTQ community, adoption, perhaps a blended family. At the end of the day, it shouldn't matter where you come from. We are all human beings, with feelings, and emotions. With that being said, it is important to teach our children these same values. To respect one another, despite our differences. One of the best ways to teach our children about non-traditional families and acceptance is through children's literature! I hope you find my website informational, and perhaps helpful when learning more about non-traditional families and children's literature! |
Why is Children's Literature Important?
Children's literature is important for many reasons. Literature helps children understand the world that surrounds them everyday. Not only does literature help children understand the world around them, but it also allows children to use their imaginations, expand their vocabulary, and gain a better knowledge of themselves and their classmates (Santora, 2006). Mankiw and Stresser state that, "Books are mirrors in which children can see themselves. When they are represented in the literature we read, they can see themselves as valuable and worthy of notice" (Mankiw & Strasser, 2013). Not all children in the world today come from loving and caring homes, but books can give children an outlet to see themselves as lovable.
Kneblik sums it up best when she mentions that, “Either in a classroom or in a home, through the selection of books we provide for children, we are subconsciously defining what is considered normal by society and ultimately, shaping how children will define normal" (Kneblik, 2014).
Why Does Non-traditional Families Matter To Young Children?
Non-traditional families matter to young children because the percentage of children who are a part of non-traditional families continues to grow substantially. In 2006, Gilmore and Bell conducted research that showed only 68% of children in the world today live with the traditional family of mother, father, and child. Say that there is a classroom of 25 students, that means that 8 of those students come from a non-traditional family. Members that are a part of non-traditional families, especially children, need to know that they are welcome, wanted, and loved in their community. These are essential aspects for all children, and individuals in general. It's important that all children realize that each family is different regardless of race, age, genders, religions, etc. and even if we are different, we respect one another for those differences because we are all human beings.
Using Children's Literature To Talk About Non-traditional Families
Children's literature is one of the best, if not the best, ways to talk to children and introduce them to non-traditional families. Non-traditional families are considered a "sensitive" topic, but something we need to inform our children on. Mankiw and Strasser believe that, "It is important to view tender topics not as problems, but as subjects that are part of the everyday lives of children and families" (Mankiw & Strasser, 2013). While one child may have never head of someone having two mommies instead of one mom and one dad, one of their classmates could possibly have two mommies. Children need to see themselves in the books they read, because if they do not they may feel as if they don’t deserve to be in books and aren’t important enough (Boyd, 2015). It's also important that we expose our children to things that are multicultural, accepting, and non-stereotypical for children to become active citizens and create a more equal society (White, 2015). Not only is it important for children to read literature about non-traditional families, it is important for adults to read it too. By parents and teachers reading diverse family literature to their children, they learn that these families are important too even if they have a different family structure or beliefs (Gilmore and Bell, 2006).
References
Boyd, F., & Causey, L., & Galda, L. (2015). Culturally diverse literature: Enriching Variety in and era of common core state standards. The reading teacher,Vol. 6, 378-38. DOI: 10.1002/trtr.1326
Gilmore, P. D. & Bell, K. (2006). We are family: using diverse family structure literature with children. Reading Horizons, 46(4),279-299. Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3048&context=reading_horizons
Kneblik, C. (2014). Teaching about [Non]traditional families. http://ckneblik.weebly.com/
Mankiw, S. & Strasser, J. (2013). Tender topics. Exploring sensitive issues with pre-k through first grade children through read-alouds, 85-88. Retrieved from https://blackboardlearn.tarleton.edu/bbcswebdav/pid-1466106-dt-content-rid-7277318_1/courses/READ-3301 220_10914_201601/Tough%20Topics%20and%20Read%20Aloud%20Article.pdf
Santora, L., (2006). Assessing childrens literature. Anti-defamation league. https://blackboardlearn.tarleton.edu/bbcswebdav/pid-1401428-dt-content-rid-8243071_1/courses/READ-3301-220_80992_201608/READ-3301-210_16551_201601_ImportedContent_20160116044407/Assessing-Children-s-Literature.pdf
White, Lindsey M., (2015). St. John Fisher College. Impact of children’s literature on family structures and children’s perceptions of family, 1-93. Retrieved from http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1315&context=education_ETD_masters
Children's literature is important for many reasons. Literature helps children understand the world that surrounds them everyday. Not only does literature help children understand the world around them, but it also allows children to use their imaginations, expand their vocabulary, and gain a better knowledge of themselves and their classmates (Santora, 2006). Mankiw and Stresser state that, "Books are mirrors in which children can see themselves. When they are represented in the literature we read, they can see themselves as valuable and worthy of notice" (Mankiw & Strasser, 2013). Not all children in the world today come from loving and caring homes, but books can give children an outlet to see themselves as lovable.
Kneblik sums it up best when she mentions that, “Either in a classroom or in a home, through the selection of books we provide for children, we are subconsciously defining what is considered normal by society and ultimately, shaping how children will define normal" (Kneblik, 2014).
Why Does Non-traditional Families Matter To Young Children?
Non-traditional families matter to young children because the percentage of children who are a part of non-traditional families continues to grow substantially. In 2006, Gilmore and Bell conducted research that showed only 68% of children in the world today live with the traditional family of mother, father, and child. Say that there is a classroom of 25 students, that means that 8 of those students come from a non-traditional family. Members that are a part of non-traditional families, especially children, need to know that they are welcome, wanted, and loved in their community. These are essential aspects for all children, and individuals in general. It's important that all children realize that each family is different regardless of race, age, genders, religions, etc. and even if we are different, we respect one another for those differences because we are all human beings.
Using Children's Literature To Talk About Non-traditional Families
Children's literature is one of the best, if not the best, ways to talk to children and introduce them to non-traditional families. Non-traditional families are considered a "sensitive" topic, but something we need to inform our children on. Mankiw and Strasser believe that, "It is important to view tender topics not as problems, but as subjects that are part of the everyday lives of children and families" (Mankiw & Strasser, 2013). While one child may have never head of someone having two mommies instead of one mom and one dad, one of their classmates could possibly have two mommies. Children need to see themselves in the books they read, because if they do not they may feel as if they don’t deserve to be in books and aren’t important enough (Boyd, 2015). It's also important that we expose our children to things that are multicultural, accepting, and non-stereotypical for children to become active citizens and create a more equal society (White, 2015). Not only is it important for children to read literature about non-traditional families, it is important for adults to read it too. By parents and teachers reading diverse family literature to their children, they learn that these families are important too even if they have a different family structure or beliefs (Gilmore and Bell, 2006).
References
Boyd, F., & Causey, L., & Galda, L. (2015). Culturally diverse literature: Enriching Variety in and era of common core state standards. The reading teacher,Vol. 6, 378-38. DOI: 10.1002/trtr.1326
Gilmore, P. D. & Bell, K. (2006). We are family: using diverse family structure literature with children. Reading Horizons, 46(4),279-299. Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3048&context=reading_horizons
Kneblik, C. (2014). Teaching about [Non]traditional families. http://ckneblik.weebly.com/
Mankiw, S. & Strasser, J. (2013). Tender topics. Exploring sensitive issues with pre-k through first grade children through read-alouds, 85-88. Retrieved from https://blackboardlearn.tarleton.edu/bbcswebdav/pid-1466106-dt-content-rid-7277318_1/courses/READ-3301 220_10914_201601/Tough%20Topics%20and%20Read%20Aloud%20Article.pdf
Santora, L., (2006). Assessing childrens literature. Anti-defamation league. https://blackboardlearn.tarleton.edu/bbcswebdav/pid-1401428-dt-content-rid-8243071_1/courses/READ-3301-220_80992_201608/READ-3301-210_16551_201601_ImportedContent_20160116044407/Assessing-Children-s-Literature.pdf
White, Lindsey M., (2015). St. John Fisher College. Impact of children’s literature on family structures and children’s perceptions of family, 1-93. Retrieved from http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1315&context=education_ETD_masters