The main intention and purpose of SB 48 is to “require schools to integrate factual information about social movements, current events and history of people with disabilities and LGBT people into existing social studies lessons”, yet kindergarteners are just set out to scratch the surface to learn the basics. As far as subject matter goes, kindergarten teachers focus on language, math, science and social studies. Children, especially in grades ranging from kindergarten to grammar school, cant fully comprehend these issues regarding lesbian, gay, bisexual, or transgender affiliation.
Kindergarten Homework. Source: Megan Knudson
The focus of kindergarten teachers is to “help children become comfortable working in a classroom setting and to introduce some basic literacy and math-related skills”. Although kindergarteners are learning to expand their world beyond the home, they are not yet equipped with the mindset to grasp the intention, decision, or action of LBGT individuals. If the focus is on basic skills, how can we expect kindergarteners to understand what it means to be gay, lesbian, bisexual, or transgendered? Children as young as five don’t even know how to read and write, let alone comprehend various avenues of sexual identity.
Up until fifth grade, when children typically start to learn about sex education, they are fine tuning their ability to grasp more abstract concepts. Although fifth graders begin learning about more complex issues such as sex education, the reproductive system, and events of early American history, this doesn’t necessarily mean their minds are able to process the importance and significance of it all. This is exactly why implementing LGBT issues during grammar school is ineffective.
Playing. Source: Megan Knudson
“The ‘prime time’ for emotional and social development in children is birth to twelve years of age. Differing aspects of emotional and social development, which incorporate higher capacities, such as awareness of others, empathy and trust, are important at different times”.
The reality is that brain development differs among students; “normal” development varies widely within the same age or grade of a student. Therefor, it is too simple to assume that students in a specific grade or of a specific age can conceive such heavy information. But teaching and implementing LGBT issues goes far beyond facts; these issues are both emotionally and mentally charged. It is difficult to understand an issue when one is only reading about them in a textbook.
Second Grade Student. Source: Megan Knudson
When children are more concerned with the latest fashion trends, play dates, video games, new movies or television shows, how can we possibly expect them to understand what it truly means to be lesbian, gay, bisexual, or transgendered? It is not enough to simply introduce them to the material and state some facts, because it is much more complex than that. These issues involve deep thinking and understanding of the mentality of someone who is gay, or choosing to undergo a sex change operation. These are not surface issues, they are dense. They go into the mental, emotional, and psychological areas of a person’s life.
Too Young to Comprehend
The main intention and purpose of SB 48 is to “require schools to integrate factual information about social movements, current events and history of people with disabilities and LGBT people into existing social studies lessons”, yet kindergarteners are just set out to scratch the surface to learn the basics. As far as subject matter goes, kindergarten teachers focus on language, math, science and social studies. Children, especially in grades ranging from kindergarten to grammar school, cant fully comprehend these issues regarding lesbian, gay, bisexual, or transgender affiliation.
Kindergarten Homework. Source: Megan Knudson
The focus of kindergarten teachers is to “help children become comfortable working in a classroom setting and to introduce some basic literacy and math-related skills”. Although kindergarteners are learning to expand their world beyond the home, they are not yet equipped with the mindset to grasp the intention, decision, or action of LBGT individuals. If the focus is on basic skills, how can we expect kindergarteners to understand what it means to be gay, lesbian, bisexual, or transgendered? Children as young as five don’t even know how to read and write, let alone comprehend various avenues of sexual identity.
Up until fifth grade, when children typically start to learn about sex education, they are fine tuning their ability to grasp more abstract concepts. Although fifth graders begin learning about more complex issues such as sex education, the reproductive system, and events of early American history, this doesn’t necessarily mean their minds are able to process the importance and significance of it all. This is exactly why implementing LGBT issues during grammar school is ineffective.
Playing. Source: Megan Knudson
“The ‘prime time’ for emotional and social development in children is birth to twelve years of age. Differing aspects of emotional and social development, which incorporate higher capacities, such as awareness of others, empathy and trust, are important at different times”.
The reality is that brain development differs among students; “normal” development varies widely within the same age or grade of a student. Therefor, it is too simple to assume that students in a specific grade or of a specific age can conceive such heavy information. But teaching and implementing LGBT issues goes far beyond facts; these issues are both emotionally and mentally charged. It is difficult to understand an issue when one is only reading about them in a textbook.
Second Grade Student. Source: Megan Knudson
When children are more concerned with the latest fashion trends, play dates, video games, new movies or television shows, how can we possibly expect them to understand what it truly means to be lesbian, gay, bisexual, or transgendered? It is not enough to simply introduce them to the material and state some facts, because it is much more complex than that. These issues involve deep thinking and understanding of the mentality of someone who is gay, or choosing to undergo a sex change operation. These are not surface issues, they are dense. They go into the mental, emotional, and psychological areas of a person’s life.