Gender, Gender Identity, and Sexual Orientation

Gender identity develops very early. It includes both gender anatomy and gender role (Derman-Sparks & Edwards, 2010). Our environment teaches us about male and female expectations...meaning how we are supposed to behave. Our experiences will also influence how we understand and display our gender roles. As early childhood educators, we must support children in their development to their fullest potential. Learning environments that are equally gender based put this principle into practice (Derman-Sparks & Edwards, 2010). The approach that I would take when responding to parents and families who have issues with transgenders or homosexual caring or educating/interacting with their child would be one of support for their beliefs/opinons but also one that promotes diversity and equality for all at our facility. I would stress that our staff is hired based on their professional ability to provide an academic and nurturing environment for their child. Also that we are embracing diversity with our staff just as our children are diversed and from unique families. It is important to build strong partnerships with families so their would be an open door policy for parental visitations. I do believe that it is very important to represent all types of families so that children can make a connection with home and school. Literature depicting gay or lesbian individuals such as same-sex partnered families would allow children to perhaps see their own families represented in books. Representation of children's families should also be seen in photographs displayed in the classroom. Reference: Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC