Navigating “Innocent” Conversations: Early Childhood Educator’s Rationales’ for Addressing Topics of Gender and Sexuality with Young Children

This study examines how Ontario early childhood educators rationalize their decisions on addressing discussions of gender, sexuality, bodies, sex, and consent in early year classrooms. Using Foucault's (1980) power/knowledge and Held's (2006) ethics of care, I analyze how educators navigate discussions with children, highlighting their growing role as both facilitators and gatekeepers of sensitive topics. This shift stems from systemic pressures, including provincial policies and cultural norms, that restrict children’s access to gender, sexuality, and sexual health information. The participants discussed the dilemma of serving children’s needs while maintaining compliance with institutional norms and managing the perceived “risks” associated with these topics. In this context, educators often filter, limit, or avoid discussions, reducing children’s engagement with these issues. Given these assertions, I seek to uncover how power dynamics and ethical responsibilities influence educators’ professional identities and the educational experiences of the children in their care.

Name thesis:degree_name

Master of Arts (M.A.)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Women's and Gender Studies

Grantor dc:publisher

Carleton University

Year dc:date.issued

2025

Author dc:creator

• Crane, Brittany Danielle

Statement dc:rights

• Copyright © 2025 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, distribution to students, research and scholarship. Theses may only be shared by linking to the Carleton University Institutional Repository and no part may be copied without proper attribution to the author; no part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.

Language dc:language.iso

en

DOI

10.22215/etd/2025-16672

OAI identifier oai:identifier

oai:carleton.scholaris.ca:20.500.14718/44039