It’s time to let Tate wear the pink coat.

If family members struggle to understand a child’s nontraditional gender play or expression, a teacher’s knowledge of basic concepts related to gender (and sexuality) may prove a valuable resource for supporting the family.

Research has shown that girls tend to receive more comments related to their appearance and kind touch than any other communicative feedback, while boys are frequently acknowledged for showing strength or lack of emotion

To remove gender bias from classroom practices and routines, teachers should examine their expectations for children and make sure all children are supported in using the most challenging materials. All children can excel in subjects such as math, science, engineering, reading, writing, and the arts.

Young children do not have a negative view of others’ diverse gender play unless someone communicates to them that it is inappropriate.

Teachers can display photographs or illustrations that show clothing, occupations, and lifestyles around the globe that contrast with Western societies’ traditional gender roles and expressions.

books that depict characters whose gender identities and expressions are multifaceted, fluid and/or ambiguous, teachers can help children expand their understanding of what it means to be male, female, neither, or both. Sharing books that model positive reactions to gender exploration and nontraditional play in the classroom sends a message to the community of learners and advances the anti-bias principle of transformation for all

When children see new opportunities for play and exploration that do not carry signals about gender, they may feel more welcome to engage and to collaborate with children they might not otherwise play with, breaking down gender barriers.

select materials that invite exploration without imposing gender expectations

Approaching children neutrally or affirmatively, as Ms. Tiana did, also creates space for children to freely and fully explore their interests. Ms. Tiana’s actions led to Tate’s emotional security, shown by his smile and his quickly lining up to play outside.

Reflecting on Tate’s experience, we can see that what his two teachers personally defined as appropriate (or inappropriate) for young children guided their actions. We could say that for Ms. Tiana, Tate’s sense of self, of autonomy, and of belonging in the classroom were prioritized. At first glance, it seems that for Ms. Diane conformity to traditional gender expression was more important than Tate’s desire, warmth, or comfort—but perhaps she had not taken the time to examine her own biases or misconceptions surrounding gender. In any case, Ms. Diane’s actions reinforced expectations for conformity to the gender expressions typically promoted in our broader society.

Gender Justice in Early Childhood (www.genderjusticeinearlychildhood.com).

Exploration of gender in the early years helps children form and reform their gender identities, discovering their interests and the many ways they can express themselves

gender is considered multifaceted, interrelated with other aspects of one’s identity (e.g., spiritual beliefs, race), and may be fluid (i.e., for some people gender identity is not fixed)

The traditional view of gender is binary—male or female. Babies are assigned male or female at birth, and then are expected to identify and express themselves as such throughout their lives

Reflect on your own personal understandings of gender. Think about the materials in your class and if they are gender inclusive. Are there any you might change?

Considering how to engage with children in more supportive and inclusive ways can start with learning gender concepts, intentionally reworking classroom materials, and being more thoughtful about communicating with children and families.

children who do not conform to traditional gender roles and forms of expression are likely to be harassed, bullied, or physically assaulted—and all too often, teachers and administrators ignore these instances of harassment

by working to create inclusive classroom environments and thus modeling acceptance of gender exploration in the early childhood classroom, we allow children the freedom to be their most authentic selves, regardless of how they come to identify themselves as adults.

Gender-inclusive spaces allow children to easily move between roles or materials commonly regarded as male or female without any gendered expectations or barriers.