Liddicut, Ariel Rose

Mok, Man Yee (Angel)

Volpe Johnston, Catherine Rita

Sims, Margaret

2024-12-03

<p>Although Australian early childhood guiding documents now promote the inclusion of children who are gender diverse, little is known about the sector’s competence to support these children and the impact of gender pedagogy on children and the community. Individuals openly assert diverse gender identities with increasing frequency, and this awareness often emerges during the early childhood years. Despite growing visibility, people who are trans and gender diverse (TGD) continue to face oppression and various forms of discrimination, leading to some of the poorest mental health outcomes among minority groups. This research project adopts a critical trans theoretical framework, transgender theory to respectfully contextualise the embodied transgender experience and critical theory as a social justice framework seeking equality. This framework is used to examine gender inclusion in early childhood settings at both macro and micro levels.</p> <p>The survey adopted a mixed methods approach, combining qualitative and quantitative data from 734 degree-qualified early childhood teachers (ECTs) from across Australia. Participants shared insights into their beliefs, professional pedagogy, and experiences working with children who defy binary gender norms. Complementing this broad perspective, case study methodology was employed to delve deeply into the approaches of a single service dedicated to supporting a transgender child. This whole-service approach involved gathering data from educators, management, the transgender child and their parent, facilitating a comprehensive understanding of inclusion efforts and their impacts. </p> <p>Survey results showed evidence of children ECTs described as gender expansive in early years services across Australia. Effective inclusion of these children was significantly influenced by educators’ beliefs regarding gender diversity and their familiarity with gender-inclusive pedagogy. Alarmingly, harmful practices such as reinforcing binary gender stereotypes and dismissing the relevance of gender to children were found to persist. </p> <p>In contrast, the case study illuminated the positive effects of empathetic, high-quality early childhood pedagogy, benefiting not only the transgender child but also enhancing peer and community acceptance. This research highlights a promising exemplar of best-practice gender inclusion in early childhood. It underscores the critical need for supporting educators to confront and challenge their unconscious biases surrounding gender while providing education on strategies that foster healthy gender identity development in all children. </p>

https://hdl.handle.net/1959.11/64415

en

University of New England

"When I Was Three, I Told Them I Was A Girl”: Gendered Perspectives, Experiences, and Pedagogy of Early Childhood Teachers in Australia

Thesis Doctoral

Publication