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欢迎所有的孩子和青年

Think back to a time when you were new to a group. Perhaps you joined a new sports team, or started a new school or a new class. You may have felt a little nervous entering this brand new setting. When you were preparing to join this new group, you may have asked yourself, “Will they like me? Will I belong? Will they accept me even if I’m different?” Now, think about what members or leaders of that group did to help make you feel comfortable and included in this new group. What made you feel valued? What made you feel “at home” and safe with this new group of people?

When program staff learn that a new child is joining their classroom or program, they want to make that child and family feel welcome. Program staff should reach out to the new child and family to learn more about their interests and experiences. This knowledge provides information to help program staff facilitate positive peer relationships; staff members can create activities and foster conversations amongst children with similar interests and experiences. The caregivers should work proactively to introduce the new child and their family to the program community and provide support as peers interact.

Sensitive caregivers also examine their program environment to ensure that the activities and materials offered, as well as the language used in the program setting, are reflective of, and respectful towards, different individuals. In addition, sensitive caregivers intervene when another child or adult says something disparaging or derogatory about a particular individual or a particular group of people. Anytime a staff member becomes aware that a child is being bullied or made to feel unwelcome in the program, they are responsible for finding ways to create an environment that supports that child and their family.

Some children or youth may not feel safe sharing their gender and sexual identity or that of family members when they encounter messages that are homophobic and transphobic, including messages from their peers. People who assert that they do not know any gender expansive or LGBTQ people sometimes learn that they have created an unwelcoming environment by sharing homophobic or transphobic comments; the LGBTQ people they know chose not to share their identities because they felt unsafe.

Some people mistakenly believe they have no gender-expansive or LGBTQ children in their center or school. As discussed in previous lessons, we know from population research (Bureau of Census, 2017) it is likely that at least one gender expansive or LGBTQ child is already enrolled in most child development or school age and youth programs. Although homophobic and transphobic communication are likely the most hurtful kinds of messages to people who are gender-expansive or LGBTQ, comments which assume children or their family members are heterosexual, or that they embody all the stereotypes or characteristics that are associated with the gender they were assigned at birth, may have a similar effect. For instance, asking a boy if he agrees that a female classmate is pretty or asking, “do you have a girlfriend yet?” conveys the expectation that the boy is heterosexual. Assuming a girl will want to wear the sparkly dress-up gown in dramatic play, or make pink and purple friendship bracelets in the art room, conveys the expectation that the child enjoys and wants “feminine” things. Without taking time to reflect, these kinds of messages confine children’s gender and identity expression.

防止欺凌

儿童开发中心和学龄课程可以创造减少欺凌的环境。欺凌的影响可能是深远的，影响自我形象，学校表现和社会发展。如前所述，欺凌会影响性别膨胀和LGBTQ儿童（Kosciw，Greytak，Bartkiewicz，Boesen和Palmer 2011）。

GLSEN, the Gay Lesbian and Straight Education Network, provides resources to support children, youth, and educators in creating positive program environments. GLSEN also conducts a climate survey of middle school and high school students to gauge the impact of bullying and unwelcoming environments on LGBTQ children. Some results from this survey are shown in the graphic above. This knowledge from older children provides useful information about what gender-expansive and LGBTQ children and youth experience. Older children can often provide a clearer description of their experiences and how these experiences influence their self-understanding. However, what constitutes bullying may be easier to understand and label with older children who may use derogatory terms (e.g., “sissy,” “queer,” “fag), physical violence or intimidation, or clear disparaging remarks about gender-expansive or LGBTQ peers. It may sometimes be more difficult for program staff to recognize bullying with younger children and know proper strategies to intervene. Name-calling is only one form of bullying. Younger children may also not have the language to specifically state they feel bullied, but instead may withdraw from the group, or perhaps display challenging behavior when they feel unwelcomed, unsafe, or threatened. Caregivers need to carefully watch children’s behavior and remain sensitive to children’s responses.

在学前万博体育全站app班或年级学校，孩子们有时可能会形成游戏组或播放场景，在那里他们排除其他人。虽然这种行为在这种发展阶段有所常见，但这些行动需要适当的支持和成人干预，以帮助孩子们了解如何对同龄人恭敬地行动。在共同的项目或兴趣周围形成一个游戏组是一回事，但由于它们看起来，穿着或表现方式是另一个，并且需要从成年人的敏感反应而排除其他人。孩子们有时可能会根据其性别表达排除其他人。例如，一个孩子可以对另一个类似的东西说：“你不会再玩凯特了吗？凯特穿男孩的鞋子。“当工作人员听到这一点时，介入这将是重要的。工作人员可以说，“我敢打赌凯特受到这些话的伤害”强调凯特的感受和观点。工作人员还可以提醒孩子们的特定方案或社区规则，专注于尊重他人，“记住我们的统治，以爱和善待他人？你觉得你的话是否适合那条规则？“ Lastly, the staff member could also emphasize the ways Kate could contribute to the play idea or project the children are working on, “I think Kate could really add to your idea; just yesterday I saw her building an elaborate fort.” In addition, the staff member could also look for activities that would help these children and Kate work together, and incorporate more activities that ask children to reflect on bullying, including what it feels like to be left out by others.

在约会或嫁给同期某人的戏剧主题的儿童也可能会从同龄人中体验戏弄或排除。这又是一个标志，即护理人员不仅需要介入此刻，而且还通过帮助提供表现出个人和家族的多样性的资源。有些成年人可能会对这种戏剧感到不舒服。重要的是要记住成年反应形状，孩子如何对自己的感受以及如何对待他人。支持儿童的一种方法是通过评论来承认游戏，“我看到莎拉和利斯加正在结婚。我记得我们仍然拥有我们可以使用的Alice和Rafa婚礼的装饰品。“

它可以是有用的一组关于牛的书籍ying on hand to read or incorporate in your lesson planning. See this learn resource for information on some books for children 0 to 12 that can help spark conversations around bullying, and open the door to emphasize what kind and inclusive behavior looks like. These books are not focused specifically on gender-expansive or LGBTQ children, but rather on the concepts of diversity, respect, and inclusivity more broadly.

重要的是要记住，年龄较大的孩子可能会体验在线或网络欺凌。学龄儿童和青年参加了年轻人和年轻人的社交媒体（如Facebook或Snapchat）。最近的研究表明，12-13岁的人中有52％的手机和14岁，这跃升至72％。12-17岁的青少年百分之九十分之一。在那些上网的青少年中，65％使用在线社交网站。（Lenhart，2009）。性别膨胀和LGBTQ儿童可以寻求在线社区支持。这可能会有所帮助，因为这可能允许性别膨胀和LGBTQ儿童找到他们对他们感到安全并且有类似的经历的人。但是，当在线时，儿童也可能会收到有关他们所属的额外负面信息或其所属的群体。如安全环境课程所讨论的，在您的计划内解决互联网安全并向家庭提供信息是至关重要的，以帮助支持儿童的安全和积极的自我形象，因为它们特别是在互联网上导航和社交媒体。

包容性语言

我们对儿童的回应以及我们使用的语言影响他们的自我意识，以及他们对世界多样性的理解。当孩子以创造性的方式表达性别时，护理人员可以回应问题。当同龄人对性别膨胀的儿童负面反应时，护理人员和工作人员可以通过挑战性别周围的假设来响应。Anglican部长和Activist，Laurel A. Dykstra，在课堂或计划中为包容语言进行了这些建议：

• 在讨论性别时使用“有些”或“大多数”字样
  例子：“Most boys grow up to be Daddies”or“有些女孩长大成为男人。”使用“有些”和“大多数”是有助于对儿童断言的帮助。例如，如果一个孩子说，“她不能成为一个男孩;男孩有一个阴茎！“或者“你是一个男孩，你不能长大成为妈妈。”使用“有些”和“大多数”都承认儿童的评论，并提供了了解生活的多样性。
• 承认儿童的经历，建立您所能的连接
  例子：“Those aren’t girl’s shoes, those are Sam’s shoes.”and“My friend Cindy is a fire fighter.”
• 鼓励孩子挑战他们的假设
  例子：“男人可以穿一件衣服吗？”
• Respectfully point out people who are gender-expansive in their behavior or dress.
  例子：“我的朋友Christine也喜欢弓形关系。”
• 在差异背景下讨论欺凌。
• Allow questions in your classroom.
• Encourage exploration of feelings.
• 通过他们选择的名字和代词叫孩子。当新的孩子，青年或家庭进入你的课堂或计划时，可以询问每个成员如何想要解决，给他们空间让你知道最舒适的感觉。

当孩子分享自己或家人的信仰时，您也可以使用包容性语言。所有孩子都将家人的信仰带入计划中，当他们这样做时，该计划的利益从社区内看到多样性。然而，当孩子们分享对某一群人的信仰时，知道如何敏感地应对如何敏感，或者当孩子们分享相互矛盾的信仰时，它可能会敏感。有些孩子可以分享陈述，如，“爸爸说男人只能嫁给女性。这不是真的吗？“或者“你是一个男孩或一个女孩;你没有选择。“您可以通过使用关键词敏感地响应这些陈述：一些。“有些人认为......，其他人认为......”这句话可以是一个有用的指导。例如，你可以说，“有些人认为男人只能嫁给女性; other people think that adults are able to marry whomever they love.” This provides a simple, factual statement that respects different beliefs. Then, as needed, you can follow-up with what are respectful and kind actions in your program, for example, “although people can believe different things, it is never okay in our program to tease others or intentionally leave them out of activities.”

非言语反应

与儿童合作时的非言语反应非常重要。一个安静的笑容，皱眉，交叉的胳膊，一种不耐烦的叹息，以及一心凝视所有沟通 - 他们沟通了照顾者的思想和感受。If a child who is assigned male at birth shows up to the program in a frilly skirt and bows, and a staff member gasps, makes a disgusted face, rolls their eyes, or giggles, this will likely be noticed by the child and that child’s peers. It signals that gender-expansive expression is not accepted or safe within the program. It can be hurtful to the child and the family in question, and it does not provide a model of respectful action for the other children and youth in the program. Nonverbal responses can also be subtle redirections, which indicate to children that the classroom or program does not welcome diverse gender expression. For example, if a staff member pays little attention to Carly’s stories about football plays, or ignores Joe’s request to be the mommy in their play scenario, this teaches children that to be heard, or positively noticed, they need to act in a way that aligns with their assigned gender. Unfortunately, individuals may not always be aware of their non-verbal responses. You can help your coworkers by gently pointing out when you notice a person’s non-verbal response and create a safe space to talk about their thoughts and feelings when children are not present. For example, “I noticed when Janice showed up in a buzzed-haircut and soccer gear today you looked really shocked. Do you want to talk about that?”

此外，您可以更加了解您的非口头信号的一种方式是通过反映自己的感受并在需要时寻求支持。例如，一些护理人员可能会感到不舒服，当孩子们创造一个与生病的小狗和另一个孩子一起前往兽医诊所的双妈妈家庭创造播放情景时，不知道如何回应。“但是爸爸在哪里？”当您感到不舒服或不确定时，可以帮助您到达您的教练，教练，管理员或可信任的同事。请记住，儿童提出问题是正常和健康的，特别是在遇到新信息时。对于这种特定的场景，请记住使用有用的单词some那“some families have two moms and no daddy.” You can use acknowledgement to show children that you hear their different ideas and beliefs.

看

These videos contain information, advice and experiences from families as well as experts in the field of early childhood education around issues of bullying, diversity and inclusion in programs.

In addition, they provide concrete examples about the kinds of materials and activities that help support all children and youth. As you watch, where do you see families or experts discussing some of the concepts you have learned across this course? What strategies for creating and maintaining inclusive environments do you see and hear?

Thoughtful Classroom Materials and Experiences

Understanding and Reacting to Bullying

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包容性活动

当工作人员选择计划的活动时，他们可能并不总是意识到他们的活动选择如何影响性别膨胀或LGBTQ儿童，或来自具有性别膨胀或LGBTQ成员的家庭的儿童。过去，假设孩子们在家里有一个母亲和父亲。真实的家庭非常不同。有些孩子被祖父母，两个父亲，阿姨，或采取另一种形式。当孩子和家人形容他们的日常生活来识别他们生命中的基本人民来说，很重要。

以下是来自Laurel Dykstra关于旨在包含的活动的一些额外想法：

• 色天。Encourage children to wear or try materials of a particular color including pink and purple. Have extra pink things including ties, vests, and hard hats.
• 带来各种玩具或材料，包括或讨论圈子时间。When talking about the toy with children, take time to emphasize that it is for everyone, not for “boys” or “girls.” Try to avoid using pronouns for inanimate objects. Remember that things, like toys and clothing, do not have gender.
• Try something different.有孩子尝试玩具，他们通常不会玩，然后谈谈它。
• 刻板印象。教孩子刻板印象是（例如，怪物是可怕的，男孩吵闹，女孩喜欢娃娃）并要求孩子们在他们的教学中识别刻板印象，在你的教学中，在书籍和广告中。这项技能不仅可以为性别膨胀和LGBTQ儿童和青年制作安全空间，但它也有助于所有孩子都要注意到他们环境中信息的思想家。本网站提供了有关儿童媒体曝光的刻板印象以及这影响儿童发展的更多信息：https://www.commonsensemedia.org/research/watching-gender.。通过谈论刻板印象，您可以帮助防止刻板印象的一些负面后果阅读或以不同形式的媒体读取或看到。
• 移动装长盒。确保打扮盒有许多选择，并在一周内，靠近下周的厨房附近搬到卡车附近。
• 特邀嘉宾。为他们的性别邀请非传统工作中的人。当您邀请特殊客人分享有关或探索社区中的各种工作，利益或艺术的信息，不要害羞地邀请一个性别膨胀或LGBTQ的人。
• 选择具有性别膨胀性的书籍。关于温柔男孩的书可能更难以找到。一些建议是奇异恩典由玛丽霍夫曼，王子柴油机Babette Cole，The Story of Ferdinandby Munro Leaf,纸袋公主by Robert Munsch那and奥利弗按钮是一个娘娘腔由tomie depaola。

男孩们这样做，女孩们这样做？

孩子们了解年轻年龄的性别。如前所述，性别和性身份的形成是复杂的过程。创建支持膨胀性别表达的程序是一种欢迎所有孩子的方式。在他们选择更加活跃或自信的游戏中鼓励他们选择的男孩选择的男孩将受益于表达他们的真实自我，并有机会开发广泛的技能。

Lastly, read the resource,与幼儿交谈有关性别的from Gender Spectrum which gives some concrete ways to talk with young children about gender and provides sensitive ways and language to respond to children’s questions or comments about gender.