When children feel connected they are more likely to have a strong sense of identity.
The development of identity is central to positive mental health and is promoted through connectedness and belonging. Identity is not fixed - experiences shape it.
When children feel connected, and feel a sense of belonging, they are more likely to have a strong sense of identity. They know who they are and like who they are through a positive sense of self and strong, respectful relationships.
If children feel lonely, invisible, isolated and unsupported, or as if they do not fit in, there may be a range of negative physical and psychological consequences.
Gender identity, gender diversity, and gender expression
Personal identities relate to the unique ways children define themselves as individuals. Social identities, such as their gender identity, refer to how the child categorises themselves into a particular group which they see shares characteristics with them. Social identities are imposed externally by society and internally built by children. Gender identity is the first core identity that attracts children’s attention.
Gender identity refers to the sense of self children have as female, male, a combination of both, or neither, and influences how they think and act. The prevailing model of gender identity rests on binary opposites of expected behaviours, attitudes, feelings, appearance, and skills. Social rules, actions, and even policies, many of which are part of traditional thinking reinforce this model.
Children may identify as cisgender with their gender identity being female or male and aligning with their sex assigned at birth. Children may also identify as gender diverse including:
- Transgender – a child’s gender identity does not match their sex assigned at birth
- Non-binary – a child’s gender identity is neither female nor male, or is a blend of female and male. This includes gender fluid and agender identities.
Children may use other terms to identify their gender as they continue to develop and understand more about their gender identity and subsequently express their identity in new or different ways.
Gender expression is how children present gender to the external world and enables them to explore gender. Gender is expressed in many ways including name, pronouns, clothing, and hairstyle.
It is important to note that gender expression does not necessarily dictate a child’s gender identity. Feeling comfortable and confident about gender expression supports positive mental health and wellbeing.
Intentional teaching about gender diversity
Sam Newbury is the Educational Leader and Inclusion and Diversity Leader at Clarendon Children’s Centre. With the full support of Linda Davison the Centre Coordinator, they have been leading a project to implement gender expansive practices where gender expression and identity is extended beyond expected gender norms in society.
Through ongoing critical reflection on their engagement in a gender equity project, they identified their exploration of gender equity within the curriculum had been limited to binary conceptions of gender. Relating this to the Early Years Learning Framework strengthened their commitment to implement gender expansive practice (Equity, inclusion and high expectations, Respect for diversity),
The first step was for the staff team to learn more about gender diversity and develop a shared language to discuss assigned sex at birth, gender identity, gender expression, and gendered terms and pronouns. This work resulted in heightened awareness of the use of gendered language and a reduction in the use of gendered compliments and the gendering of objects and living things amongst educators.
At the same time, Sam devised an exercise for 3-5-year-olds to create an opportunity for them to learn that gender is not limited to the dominant binary understanding. As a group, children were engaged in a sorting exercise in which they had to decide whether a toy or characteristic (e.g. Lego, dinosaurs, hair length) was for girls or boys.
If children decided the toy or characteristic was for girls they placed it in the pink box decorated with sparkles and glitter, and if they decided it was for boys it was placed in a plain blue box.
The decisions children made about the Lego and dinosaurs were controversial. A child stood up and said: “Well I don’t like that. I don’t fit into these boxes they are too small for me. I have short hair and I’m a girl but I like dinosaurs and Lego."
Many other children agreed and were unhappy with how they had been sorted. This exercise proved to be very powerful and created a platform for exploring assumptions and unpacking biases, using the question ‘Have you put someone in a box?’
It also provided a foundation for learning about pronouns and their importance in respecting individuals’ gender identity.
As the exploration continued children demonstrated an understanding of gender as non-binary, they actively used inclusive language, came to understand how language can both include and exclude, and had more freedom to engage in activities they enjoyed as there were fewer comments about what girls and boys could and couldn’t do.
Children grew in knowledge and confidence of their self-identities and were able to interact with empathy and respect which aligns with the Early Years Learning Framework outcome: Children have a strong sense of identity.
Supporting families’ understanding of gender expansive curriculum
As children shared their learning, families became curious and engaged educators in conversations to learn more. In response to this curiosity, an information session was arranged for families.
Making the time to listen to and respond to families’ questions about their children’s learning was an opportunity to create a more inclusive and culturally safe learning community.
The strategy to support families is evolving. An information session about gender expansive practice has been planned for members of the management committee.
Resources to support practice and curriculum development
Sam identified the book Supporting Gender Diversity in Early Childhood Classrooms as a source of practical ideas to build inclusive and intentional spaces where all children receive positive messages about their unique gender selves.
Emerging Minds has resources to support trans and gender diverse children and their families. ‘Wear it purple’ is an opportunity to further explore gender diversity as a whole learning community.
Minus 18 is an advocacy organisation, which also provides professional learning for schools and workplaces about creating inclusive environments.
Most importantly, Sam feels it is important to seek out gender-diverse people to elevate their voices and enrich children’s learning.
The next steps other services can take with Be You
To learn more about identity development and mental health explore the Connect module.
Explore the link between unconscious bias and valuing different identities using the Planning for Empowerment: Growing a mentally healthy generation resource.