In my master's thesis, I investigated the cooperation of Slovenian kindergartens with parentsfrom same-sex families and focused on the challenges, prejudices and opportunities in this context. The research included surveys and interviews with parents and pedagogical workersin order to gain a comprehensive insight into this often neglected topic.
At first glance, Slovenian society seems increasingly open towards same-sex families,
especially after the legislative changes that allowed same-sex couples to adopt and defined marriage as a union of two people. Despite these advances, the research shows that the acceptance of same-sex families is still a taboo topic, imbued with fears and prejudices.
Parents from same-sex families want to be seen as equal members of society, but they often hide their sexual orientation due to concerns about stigmatization, especially of their children.
Kindergarten teachers mostly express a positive attitude towards same-sex families, but often report a lack of knowledge and experience in this area. The survey results show that the majority of professionals have unclear views on the inclusion and non-discrimination of same-sex families, and training on this topic is rare in Slovenian kindergartens. An interesting paradox was observed in the responses: professionals who participated in the interviews treated the topic more openly and reflectively than those who responded to anonymous surveys, which indicates a wider closed society.
Parents from same-sex families emphasized in the interviews that their experiences with kindergartens are mostly positive, but they often avoid revealing their general orientation.
This strategy of »invisibilit« is a result of caution and a desire to protect children from
potential prejudice. Teachers also highlighted that they often face challenges due to a lack of resources and training to better understand the specific needs of same-sex families.
The research revealed significant differences between urban and rural areas. While
kindergartens in urban settings are often more inclusive, progress in rural areas is slower but noticeable. An additional obstacle to the research was the low response rate of respondents, the need for a year for 100 properly completed surveys suggests a social stigmatization of the topic.
As a key finding, I identified the need for systematic awareness-raising and training of
professional workers in kindergartens on the diversity of family forms. Such training would not only improve cooperation with same-sex families, but also contribute to broader social inclusion. It is important that educational institutions introduce programs that encourageacceptance of diversity and equal treatment of all families. I conclude that despite the latest challenge, Slovenian society and educational institutions
are slowly moving towards greater inclusiveness. With the proper implementation of the proposed measures, kindergartens could become a key space for promoting understanding and acceptance of diversity, which would have long-term positive effects on society as a whole.
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