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Splenectomy increases the risk for post-operative infectious complications. Further studies identifying strategies to decrease the associated morbidity are necessary.

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lEGIslATIon In nEW ZEAlAnD would suggest there is a liberal and accepting attitude towards diverse families in this country, yet discrimination and heteronormative expectations are strongly evident. In this article I report the findings of a study of the experiences of lesbian-parented families in early childhood centres. Seventeen gay women from 12 lesbian-parented families were asked about their own and their children's experiences in a variety of early childhood education settings. The findings, which are discussed in terms of a theory of heteronormativity, describe the steps the women reported they needed to take to prepare their children to cope in a heteronormative world. I conclude that, despite seemingly supportive legislation, this group of gay mothers felt it necessary to protect their children from heteronormativity and to prepare them for coping with discrimination. 1 See for example, Homosexual Law Reform Act (1986), Human Rights Act (1993), Civil Union Act (2004). 2 'Queer' is used here as an inclusive term referring to people who identify as gay, lesbian, bisexual, transsexual, transgender and takatapui. Only one of the women in the study described herself as 'queer,' most of the women preferred to use 'gay.' The use of differing terms in this article is to reflect the mothers' preference and particular nomenclature of other studies. We've moved online ...

Partnership between parents and teachers' is a taken-for-granted feature of the philosophy and practice of early childhood education. Yet, the literature suggests this rhetoric belies a more complex and problematic reality for teachers. Making connections with the families and communities they will serve may help teacher education students confront understandings of the realities of family lives and assist them to prepare for their professional responsibilities. Teacher education literature suggests that supported field experiences may assist student teachers to examine their beliefs and reflect on their practices with families. This paper reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. Three themes of changes in student learning are discussed: (1) beliefs about partnerships; (2) notions of complexities within diversity; and (3) developing relationships with diverse families. The paper argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership.