Know

An individual’s identity is made up of many components. For example, a person's religion, where they were born, where they went to school, their cultural belief system and personal experiences together help to form who that person is. The ability to share one’s identity without fear of discrimination or retribution is an important aspect of a respectful and diverse culture. It is also critically important for a person’s positive sense of self.

At some point in our lives, all of us have likely had an experience where we were not able to be our full selves, or when we felt anxiety about sharing aspects of our identities in particular settings or with particular groups of people. Perhaps you heard someone make a joke or derogatory statement about a group with which you identify. Perhaps the people, space, or materials made it clear that you were very different from others in the setting. Take a moment to reflect on these experiences.

• How did you feel about yourself during this experience?
• 你想与这些人形成关系吗？
• 你想从这个人或团体中学到吗？
• 你想回到这个环境吗？
• 你是如何处理这些感受的？

Children and adults who identify as gender-expansive or lesbian, gay, bisexual, transgender or queer – what we refer to with the acronym LGBTQ—are often pressured by society to hide or be careful when deciding how to express their identity. It is likely that programs serving children and youth have at least one gender-expansive or LGBTQ child or a child with a gender-expansive or LGBTQ family member. The estimates of the size of the adult gender-expansive and LGBTQ population vary, with a common estimate being 10 percent of the population identifying as LGBTQ (AAP, 2016). More recent Gallup surveys show closer to 5 percent. Between 700,000 and 1.4 million adults in the United States identify as transgender specifically (Flores et.al, 2016).

当您阅读本课程时，您中的一些人可能非常满意，这些个人是性别膨胀或LGBTQ的个人，我们意识到其他人可能会持有强大的个人或宗教信仰，即性别膨胀或LGBTQ是不可能的。本课程旨在使您更加了解性别膨胀或LGBTQ的个人和允许的实践allchildren and families in your programs to feel safe and worthy. Many of the strategies we present are actually best practices for all children or can be used to ensure that all the populations served within your program are appropriately supported. Regardless of your beliefs, all individuals in your program deserve respect and dignity. You do not need to change your beliefs to treat gender-expansive or LGBTQ children or families in your program with respect. As you’ve learned in other VLS courses, inclusion is about ensuring all children, families, and staff members in your program receive the respect and support they deserve. This course helps you know what it means to treat gender–expansive or LGBTQ children respectfully.

Gender Expansive and LGBTQ Children

What does it mean to be gender expansive, or lesbian, gay, bisexual, transgender or queer (LGBTQ)?

Throughout this course, we will use the term gender-expansive to refer to children or individuals who have or express more fluid gender identities. In this course, when we refer collectively to gender or sexual minority groups we will say “gender-expansive and LGBTQ.” As outlined in the definitions above and in the术语resource provided at the end of the Learn section, a person can describe their sexual orientation or gender identity using a variety of words. It is important to note this language continues to evolve over time, as we discover new words to respectfully describe the identities and experiences of gender-expansive and LGBTQ individuals. Hence, it is good practice to listen to how individuals in your program describe and define themselves, so that you can use the language that feels most respectful to them.

Some caregivers may ask, “why explore this topic when young children do not yet know they are transgender or gay?” Although to some, young children may not yet seem to identify as a boy or a girl, children are actually aware of this aspect of their identity earlier than many people realize. Children often understand their gender identity around age 2 or 3 and their sexual orientation by the age of 12 (AAP, 2015). The age that transgender children vocalize they have been misgendered is often young-- with toddler-aged children reporting to parents that they are certain they are one gender though they were identified as another at birth. We will provide more details in Lesson Two. In summary, children typically understand gender and their own gender identity relatively early in their development, before preschool age.

One Way to Understand Gender Identity, Attraction and Expression

The genderbread visual is a way to further understand the terms relating to sex, gender, and sexuality. Program managers or training and curriculum specialists may find it useful to use in a training session with caregivers. Talking about the genderbread visual creates an opportunity to use the language terms introduced in this lesson. It also encourages caregivers to ask questions and share experiences about gender identify.

There are many versions of the genderbread person. When children are born, they are given a gender based most often on their genital appearance. They are typically assigned male at birth (AMAB) or assigned female at birth (AFAB). If an individual is born intersex (i.e., their body does not fit the typical definitions for male or females), they are usually still assigned a gender, with many individuals having multiple surgeries to make genitals appear consistent with the assigned gender. It was previously believed by some that gender could be altered by socializing a child as a girl or a boy. Research suggests that gender identity is more complicated than socialization alone.

Gender identity is experienced in the brain. Gender identity may also change over time. However, many teens and adults who identify as transgender also express that they knew from a young age they are a gender different from the one assigned to them at birth.

性别也是一个社会构建，这意味着我们每个人都建立了对性别的理解，可用的选择（例如，男性或女性），以及通过与他人互动和观察他人的每个选择有什么特征或品质。这包括性别的概念，我们以不同形式的媒体暴露。在大多数文化中，有两个普遍认可的性别：男女。这被称为二元性别构建体;只有两个选项，这两个选项通常被描绘为相反的。但一些文化识别多个性别。现代美洲美洲文化使用这个词two-spiritto describe individuals who are both genders or a nonbinary gender (Beemyn, 2017). Throughout history, two-spirit people were affirmed or celebrated in many cultures.

与性别认同不同，性取向是关于浪漫或性吸引力的。因此，性取向根据性别褐色视觉，因此被置于心脏，据说情绪居住。如上所述的定义所概述术语资源在学习部分结束时，人们可以使用各种单词来描述他们的性取向。一些被女性所吸引的女性更喜欢女同性恋，一些更喜欢奇怪，有些人可能更喜欢别的东西。双性恋或胰腺，即使在长期同性关系中，往往不喜欢让其他人指代他们gay或者lesbian或者straight因为它是对其身份的不准确描述。重要的是要使个人与他们在性别身份，性别表达和性取向方面选择他们选择的语言。

One Part of Identity

在思考语言时，重要的是要注意一个人身份的一个方面并不是取代或“覆盖”另一个人。我们每个人都属于多个群体，或以多种方式定义自己（例如，西班牙裔，基督教，姐姐，母亲，老师，女同性恋，共和党等）。人类经验的不同元素创造了多个角色和身份。个人和儿童有权确定自己的经验并解释他们身份的各个部分的重要性。跨性别人也可能是女同性恋或直直人。性别膨胀LGBTQ的颜色人数可能与那些白人的经验不同。

交叉口is the term used to describe how these multiple identities and experiences work together. When you work with children or family members who identify as gender-expansive or LGBTQ, listen to how they wish to be addressed, listen to what they share about themselves. Each person’s experience and collection or assembly of identities is unique.

LGBTQ或性别液体的更广泛的经历

Take a moment to consider times in your life when your actions, intentions, or character were misinterpreted.

• What were the consequences to your sense of self and your relationships?
• 你是如何通过对您所拥有的观点和定义来协调自己的自我概念？
• 您需要在您体验误解的环境中继续有效吗？

Like other minority groups, gender-expansive and LGBTQ individuals can benefit from the acknowledgment and support of others. Caregivers can show support by gathering information about the experiences of diverse populations, including gender–expansive and LGBTQ individuals and using better listening skills. In addition, caregivers show support when they display a willingness to question the stereotypes and negative attitudes of the larger culture.

Gender-expansive和同性恋群体的孩子和家庭re at increased risk for discrimination and its accompanying life stressors. Health care, jobs, and housing are just a few of the areas where gender-expansive and LGBTQ persons report discrimination. As young people, gender-expansive and LGBTQ persons are bullied, sexually and verbally harassed, and rejected by their support networks at much greater rates than the general population. These negative circumstances affect mental health and sense of well-being, with many individuals exhibiting signs of depression and considering suicide.

The national suicide rate is at a 30-year high in the United States, having increased over all age groups with the exception of those over 75 (Curtin et. al., 2016). Suicide attempts are between eight and 10 times more common among the gender-expansive and LGBTQ population, with 40 percent of transgender individuals attempting suicide (Haas, et. al. 2014). Caregivers and health care providers who are knowledgeable about gender-expansive and LGBTQ experiences can reduce suicide. When caregivers acknowledge, affirm or advocate (see these strategies below) for gender-expansive or LGBTQ individuals and their experiences they can reduce the risk of suicide. Individuals with support from their families and communities are also significantly less likely to consider suicide.

儿童开发中心，学龄和青年计划以及家庭育儿家庭的任务是提供培育环境的培育环境，促进多样性，鼓励儿童发展强烈的自我意识。万博体育下载官方网站一种培育对性别膨胀儿童敏感性的环境可以通过为各层进行多样性来使所有儿童受益。

People often choose to be supportive of the gender-expansive or LGBTQ population because they have a loved one who identifies as gender-expansive or LGBTQ. We called these people allies or say they take part in ally behaviors. This process can be a journey for some families. Some families still reject gender-expansive or LGBTQ members. This rejection contributes to gender-expansive and LGBTQ teens making up 40 percent of homeless teens despite gender-expansive and LGBTQ youths being perhaps 7 percent of the teen population (Durso, 2010).

致谢，肯定，宣传

你同事告诉你difficult for them to advocate for gender-expansive or LGBTQ individuals, or you yourself may feel this way. Some caregivers may state that they do not know anyone in the gender-expansive or LGBTQ population. This is unlikely. Statistically, most programs already include gender-expansive or LGBTQ individuals. What is more likely is that individuals are not sharing their identities because they do not feel safe and have not felt acknowledged in multiple environments. Child-development centers and school-age and youth programs have an obligation to create a safe and accepting space for all individuals, including gender-expansive and LGBTQ individuals. This aligns with the National Association for the Education of Young Children’s (NAEYC’s) position statements on anti-discrimination, diversity, and ethical conduct:http://www.naeyc.org/positionstatements.

提醒护理人员，他们不愿意解决法律要求纳入并不能容忍歧视的计划中的多样性问题。与此同时，承认这可能是许多同事，甚至自己的新信息。谈论和解决性别和性取向问题的舒适可能具有挑战性，可能需要时间。

承认，肯定和宣传是响应任何不同人口的三个层面或方法。了解这些不同的方法可以帮助护理人员和计划人员知道他们可以提供的响应的种类。这些不同的反应对所有儿童，家庭和计划人员来说，为所有儿童，家庭和方案工作人员创造和维护支持，并为护理人员提供了灵活性，以便以一种感觉最舒适的方式回应。使用这些响应是有助于为所有儿童和家庭创造安全空间的一部分，尤其是来自各种人口的人。要了解不同级别的响应，让我们来看看特定的场景：

Acknowledgment迈向纳入的一步很容易。致谢涉及说你听到了一个人的故事并知道它们是真的。它通常像将一个人的陈述重新停留回它们一样简单，就像上面的例子演示一样。个人渴望承认他们的生活经历。由于来自性别膨胀或LGBTQ人口的儿童和家庭经历了缺乏对其经验的承认，因此它们可能特别接受言语和承认行为。

Affirmationlooks slightly different. In this same scenario, a staff member who chooses affirmation, might say, “Of course you can wear the pink Power Ranger costume. Anyone can try on any costumes they want!” Affirmation can offer support to a child or family that needs validation or encouragement. Caregivers who respond to children with affirmation encourage the full expression of their sense of self. In fact, it can be useful to think of creative gender expression in the same way we think of other creative expression in young children—not something to be discouraged or redirected, but rather something to be affirmed.

Children change their play and self-concept over time based on developmental stages. Providing the framework for children to explore and define themselves is strengthened by affirming their identity. Acknowledgment and affirmation differ from advocacy because advocacy is a more active position.

Advocacy需要收集更多的信息。一个advocate might ask what an individual or group needs to feel more supported or combat discrimination. An advocate childcare provider would offer their support and ask for ideas about how to best support gender-expansive or LGBTQ individuals. An advocate staff member might have a safer spaces poster (see below) in their program. They might study about gender-expansive play and decide to provide additional options in the form of play centers or toys. For the child assigned male at birth who wishes to wear the pink Power Ranger costume, a staff member might put the child’s name on a list of "who's next" for that costume to ensure this opportunity happens. The caregiver might ask what it is about the costume the child most likes and whether their dramatic play center needs more varied toys. An advocate childcare provider would say to co-workers and children that it is OK for the child to express their gender in a way that is true for them.

See

Throughout the lessons in this course, you will watch videos where parents share their journeys in acknowledging their child’s identity, and experiences affirming and advocating on behalf of their child. In addition, we have incorporated advice from experts in the field of early childhood on creating inclusive environments for all children and families, including those who are gender-expansive or LGBTQ. In Lesson Four, you will learn more about supporting families.

你看了视频,尤其是information and experiences of transgender individuals is new to you, the switch of pronouns may seem confusing at first. As we’ll discuss in some of the following lessons, using a pronoun that aligns with a child’s stated identity validates and acknowledges the child’s autonomy over their own identity and supports their positive sense of self.

These two videos offer an example of different families' experiences.

一个家庭介绍：示例1

一个家庭介绍：示例2

Do

花一些时刻思考自己的计划，并反思您对儿童兴趣和身份表达的经验。

• 在what gender expansive or gender creative ways have children behaved?
• What was the response of the other children?
• What was your response and the response of other staff members?
• Based on what you read in this lesson, what response feels most comfortable to you: acknowledgment, affirmation, or advocacy?
• 这些反应对儿童的身份和福祉感到什么效果？

Completing this Course

For more information on what to expect in this course, and a list of the accompanying Learn, Explore, and Apply resources and activities offered throughout the lessons, visit the Focused Topics Creating Gender Safe SpacesCourse Guide.

Please note the References & Resources section at the end of each lesson outlines reference sources and resources to find additional information on the topics covered. As you complete lessons, you are not expected to review all the online references available. However, you are welcome to explore the resources further if you have interest, or at the request of your trainer, coach, or administrator.