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Gender Identity is Another Part of Human Development

正如在课程中所讨论的那样，我们每个人都有多种身份或我们自己的多个方面。性别认同是一个人的一个方面。在应用活动中lesson 1您被要求通过采取一些在线测试来检查您自己的性别身份，旨在查看与与男性或女性相关的陈规定型属性或行为对齐多少。通过在世界上生活和互动，人们培养了对文化内部的预期内容的理解。花一点时间来反思你的性别认同。

• 您与通常与男性或女性相关的特征对齐多少？
• 你对应用活动的调查结果感到惊讶lesson 1？
• Did you feel constrained by what was expected or associated with your gender identity?
• How might these assumptions about the characteristics of males or females influence how children behave or their interests?

一个人的性别身份在哪里起源？专家认为，性别认同是通过荷尔蒙和社会影响的形状，包括家庭，学校，社区和媒体（Sperry，2016）。我们知道性别膨胀的儿童来自各种家庭，宗教，社会经济背景和文化。此外，对男性/女性二进制的性别流动性或非符合性不是新的发生;在人类历史中已知性别液体人（Levens，2015年）。

性别膨胀children often become aware at very young ages that they are not meeting the expectations of their families or culture. These experiences of feeling “different” come over time as they grow and develop. Due to society’s often rigid enforcement of gender rules, most gender-expansive children have experiences of rejection or conflict in some social contexts.

A child’s gender identity is often shaped and first challenged within family interactions. Think about all the ways families start assigning value to and assumptions about a child’s gender long before that child is able to self-identify. Families may learn through an ultrasound the genitalia of the fetus, or through prenatal testing the chromosomal make-up (XX or XY) of the fetus, and with this information, some parents begin choosing colors, clothing, and toys even before the child’s birth. Researchers have noted that adults, using gender stereotypes, perceive children differently based on the gender they believe a child is, and thus treat children differently based on their assigned gender (Eliot, 2010). Often adults are not even aware that they are doing this. This different behavior can frequently be observed in how adults speak to children, the kinds of words they use with them (e.g., “sweet” girl, vs. “strong” boy), how they physically handle children (e.g., engaging in more rough-and-tumble play with boys), and how they reinforce or discourage certain activities or toy choices. What may look like ‘natural’ or inborn child characteristics can often be a result of the interactions that take place with adults over the course of a child’s early development.

儿童保育中心和学校，许多孩子花了很多时间，也在塑造性别身份和创造可能影响儿童增长和发展的气候方面发挥重要作用。早期的儿童专业人士需要了解各种发展阶段的目标和潜在挑战，了解性别膨胀的儿童如何遇到这些阶段。这种理解有助于照顾者和计划人员创造更强大的环境，以支持健康的发展。

Infants and Toddlers (to 24 months)

By the time children are 2 years old, they often recognize voices by gender and they assign gender to a person based on physical appearance. We also know from research with adults who are transgender, that around age two is often when individuals who are gender-expansive or transgender began asserting their experienced gender as opposed to their assigned gender in their home life. In fact, one parent whose child was assigned female at birth, reports that one of the child’s first sentences was, “I’m a boy.” (Whittington, 2016). Children at this age are interested in sorting their worlds. They respond to subtle and overt responses from adults about gender norms by asserting their budding sense of self, perhaps with a new favorite word, “no,” as in “No, not wearing dress.”

照顾者和父母倾向于看到非常幼儿，探索他们的世界，经过阶段，他们经常在这个阶段解释性别流动性或性别扩张，因为没有威胁。最多，但不是所有孩子，这是真的。特别是在蹒跚学步的时期，孩子的性别表达可能会更流动，因为他们探索了世界。

年长的幼儿和学龄前儿童（2-5）万博体育全站app

万博体育全站app学龄前儿童继续加强他们的自我意识。您可以在自我和文化理解课程中阅读儿童自我的发展。幼儿园的儿童可能正在寻找万博体育全站app更多语言来描述与其性别相关的经验。性别膨胀的孩子可能会说，“你说我是一个女孩，但我不是”;“我什么时候会种植阴茎？”或者“我是男孩和部分女孩。”可能最初发现表达这些感情的婴儿或幼儿作为娱乐的家庭现在可能对他们的信仰感到不同。

此外,学步的一起玩is replaced by more interactive social groupings, often by gender. Peers may comment on gender expression. They may ask, “Are you a boy or a girl?” They may say, “Boys don’t do that!” Care providers who acknowledge, affirm, or advocate for children at this developmental age will be able to prevent some negative peer interactions.

学龄儿童（6-10）

During these years, children continue to form stronger bonds with peers. Acceptance and inclusion by peers becomes increasingly more important. Children who are different for any reason are often ostracized if adults do not present information about the experiences of diverse individuals. Peers and adults often organize social groups by gender (e.g., in lining up to go outside, saying “girls get your coats first” or playing boys against girls in trivia). Child care providers who respond creatively by organizing children in other ways can better support and include gender-expansive children. Sharing literature that acknowledges diversity of all kinds is another way to support gender-expansive and transgender children. Many young school-age children experience a period of rigid rule enforcement, and they can apply rigid rules about gender and gender expression if there is no one available to challenge their assumptions. This can mean that without adult intervention, peers may be very judgmental about diverse gender expression. These slight adjustments can really benefit all children, not just children who are gender-expansive. All children benefit from environments that are inclusive and allow for individual differences.

由于个性，性别膨胀或变性的孩子可能会努力遵守学校的性别规范，取悦他们的家庭，或因为他们自己选择隐瞒他们的性别认同，通常是为了安全的原因。由于限制或隐藏其性别表达的压力，行为问题可能成为一个问题。If the child care provider has been unaware of the child’s gender expression up to this point, they can show themselves as a safe adult by making statements that affirm diversity, such as saying to a child assigned male at birth, “I see you drew yourself as a princess. What bright colors you chose for your drawing!” By acknowledging children’s greater personal expression, child care providers create an environment that values diversity.

Older School-Age Children (11 – 12)

大多数成年人都记得青春期，作为挑战性，青春期可能是对性别膨胀儿童特别困难的时期。在青春期期间，一些性别膨胀的儿童或跨性别的儿童可以选择表现出在出生时更紧密地匹配他们指定的性别的性别表达。换句话说，他们可以选择穿着并以通常与分配的性别相关联的方式行为。他们可能会这样做，作为经常敌对的世界中自我保护的行为。请记住，有很多社会压力以特定的方式行事。

变性儿童可能会非常担心他们在这次变化的身体。在出生时被分配女性的男孩可能对他们的时期或生长乳房的想法非常不舒服。在出生时被分配男性的女孩可能会对面部头发和语音变化的存在感到不舒服。对于已经被他人被认为的儿童作为他们识别的性别，这些机构的变化可能会产生更加困难的社会形势，因为其他人开始质疑和挑战他们的身份。

Many transgender children become depressed during this time, especially if they are experiencing conflict at home or at school. Fifty percent of transgender children report contemplating suicide with 25 percent saying they have attempted suicide. There is a significant reduction in suicidal tendencies among children receiving supportive, affirming treatment for gender identity concerns (Meier & Harris, n.d.). By providing resources to children and families, child and youth care programs are in a position to improve the quality of and possibly save lives.

儿童的发展和关怀反应

阅读以下情况。当您阅读每个方案时，请考虑如何回复，或者您希望如何在程序中进行响应。

然后，审查一些潜在的积极反应，护理人员可以对这些情景进行反应。考虑如何在您的计划中支持这些答复。

看

倾听这些早期的童年专业人士和家庭讨论了性别的发展，以及他们的孩子在理解自己身份方面的经历。您对性别认同和性别表达的差异有什么意义？这些信息如何在您与儿童的工作中有用？

了解开发

做

我如何知道孩子是否是变性或性别膨胀？我该如何对待每一个？

有时父母或护理人员争取理解他们的孩子或男孩是否在护理中是性别膨胀或变性的。下面的信息，从社会工作者的全国协会调整，可以更清楚地提供更多的清晰度（http://www.helpstartshere.org/?p=1114.):

性别膨胀的儿童和青年可能不会将自己称为男孩或女孩或者有时会在某些环境中或在某些时候识别一个女孩，或者在某些时候和其他人一起。更老的性别膨胀的儿童，特别是如果他们已经暴露于有助于更好地描述自己的性别身份的语言，可能只是断言他们是一个不需要性别标签的人。

In terms of knowing how to address or best support gender-expansive versus transgender children, the truth is that key concepts discussed throughout this course help all children, regardless of their gender expression or identity. Here are two key points to remember:

• 确保性别可以以各种方式表达。所有性别的儿童都可以享受，穿，喜欢和做同样的事情。
• 在他们希望得到解决的情况下，地址人民，青年和家庭。这在第三课中讨论了更多，但使用儿童和家庭要求的名称和代词偏好对于承认他们的经验很重要。