Purpose

This lesson strengthens educators’ capacity to recognise gender messages, remove barriers, challenge stereotypes and respond respectfully to children and families. The focus is children’s safety, dignity, identity, participation, belonging and learning.

Use current information

This lesson supports NERPSA policies and service procedures. It does not replace them. Use current policies, approved resources and authorised advice when responding to an individual situation.

By the end of this lesson, you should be able to

Explain gender equity and distinguish it from treating everyone identically.

Recognise stereotypes and gender messages in language, resources, routines and expectations.

Support children’s identity, expression, agency, privacy and belonging without labelling them.

Respond constructively when children repeat stereotypes or exclude another child.

Create environments that expand rather than restrict children’s choices and participation.

Communicate respectfully with families while maintaining professional responsibilities.

Recognise discrimination, bullying, confidentiality and child safety concerns.

Reflect on personal assumptions and identify an intentional improvement to practice.

Standards and evidence base

Framework	Connection to this lesson
NERPSA policies	Inclusion and Equity; Child Safe Environment and Wellbeing; Code of Conduct; Interactions with Children; Privacy and Confidentiality Policy; Safe Use of Digital Technologies Policy; and Compliments and Complaints.
National Law and Regulations	Section 2A of the National Law requires every person involved in operating or delivering an education and care service to uphold children’s safety, rights and best interests as the paramount consideration. This lesson also supports protection from inappropriate conduct and discipline, positive interactions and relationships under regulations 155 and 156, collaborative relationships with families, and implementation of required policies and procedures.
National Quality Standard	Quality Areas 1, 5, 6 and 7, including child centred programming, dignity and rights, collaborative partnerships, professional standards and continuous improvement.
VEYLDF and EYLF	Identity, community, wellbeing, learning and communication outcomes, supported by equity, diversity, high expectations, respectful relationships, partnerships and critical reflection.
Victorian Child Safe Standards	Standards 3, 5 and 8, particularly children’s participation, equity, respect for diverse needs, accessible support and staff knowledge. Standard 5 requires particular attention to children who may experience increased vulnerability, including transgender and intersex children.
Equal opportunity	The Victorian Equal Opportunity Act 2010 protects people from discrimination in areas of public life. Sex, sex characteristics, gender identity and sexual orientation are protected attributes. Organisations have a positive duty to take reasonable and proportionate measures to eliminate discrimination, sexual harassment and victimisation as far as possible.
Professional learning connections	Supports knowledge and practice addressed across early childhood qualifications and teacher standards, including inclusion, relationships, learning environments, ethical practice, family partnerships and reflective improvement. It is not a unit of competency or accredited training.

Status of this learning

This is internal NERPSA professional learning. It is not legal advice, nationally recognised training, an accredited course, a unit of competency or a statement of attainment.

Module one

Understanding the key ideas

Clear language helps educators respond thoughtfully. These terms are related, but they do not mean the same thing.

Sex and sex characteristics

Sex is a classification connected with physical and biological characteristics. Sex characteristics include features such as chromosomes, hormones, anatomy and secondary physical characteristics. Intersex describes innate variations in sex characteristics. It is not another word for gender identity.

Gender and gender identity

Gender includes socially shaped roles, expectations and expressions. Gender identity is a person’s internal sense of gender. A person may describe themselves in different ways, including as a girl, boy, woman, man, non binary or gender diverse.

Gender expression

Gender expression is how a person presents or expresses themselves through clothing, play, interests, appearance, language or behaviour. Expression does not reliably tell an observer a person’s identity.

Gender roles and stereotypes

Gender roles are social expectations about what people should do. A stereotype is a simplified belief applied to a whole group, such as assuming boys are naturally rough or girls are naturally caring. Stereotypes can restrict learning, relationships, emotional expression and future possibilities.

A colour, toy, hairstyle, friendship, costume, activity or preferred type of play does not, by itself, establish a child’s gender identity. Educators should not diagnose, label or draw conclusions about identity from a child’s interests.

Module two

How gender messages develop

Children actively make meaning from what they see, hear and experience. Messages about gender are communicated through families, communities, media, culture, peers and education settings. Educators contribute through what they say, provide, permit, expect and overlook.

Messages may be carried through

praising girls mainly for appearance and boys mainly for strength or skill;
asking for “strong boys” to move equipment or “helpful girls” to tidy;
expecting boys to tolerate roughness or hide fear and sadness;
accepting loud leadership from some children while calling it bossiness in others;
providing home play, babies and craft mainly to girls and construction, science or physical challenge mainly to boys;
dividing children into boys and girls when the division serves no educational or safety purpose;
books and displays that present only narrow roles or one type of family;
intervening differently in similar behaviour depending on a child’s perceived gender; and
ignoring exclusionary comments because they appear small or familiar.

What we intend

“Everyone is welcome to choose what interests them.”

What children may experience

One area is dominated by the same children, the resources send narrow messages, and adults repeatedly invite different groups into different experiences.

Good intentions matter, but impact must also be examined. Watch who participates, who leads, who is interrupted, who receives help, who takes risks and who quietly withdraws.

Module three

Gender equity in everyday practice

Equality often means offering the same thing. Equity means identifying and addressing barriers so each child has a fair opportunity to participate, influence and succeed. Equity does not require directing children away from their genuine preferences or making every child choose every experience.

Practice that expands possibility

make all areas, materials, roles and forms of play available to every child;
use invitations based on interests, strengths and learning goals rather than gender;
teach the skills needed to enter play, negotiate roles and use unfamiliar equipment;
offer varied books, images, dolls, dramatic play roles, occupations and family structures;
include people of different genders as carers, builders, scientists, artists, leaders and community members;
support every child to practise care, courage, collaboration, emotional literacy, leadership and physical competence;
observe participation patterns and adjust space, timing, resources or educator support;
challenge unfair rules while allowing children to retain individual tastes; and
avoid turning inclusion into a special event that disappears from everyday practice.

Notice

Identify the message, pattern or barrier without blaming a child.

Question

Ask whose choices are expanded and whose are restricted.

Adjust

Change language, resources, routines, teaching or access.

Review

Observe whether participation, safety and belonging improve.

Gender inclusive practice expands choices. It does not prescribe a new correct way for children to play, dress, speak or identify.

Module four

Identity, expression, agency and belonging

Early childhood is a period of exploration and meaning making. Children may experiment with names, roles, clothing, characters, relationships and ways of expressing themselves. Educators respond with calm interest and protect the child from ridicule, exclusion or unnecessary adult interpretation.

Professional practice includes

listening carefully to the words a child uses about themselves;
using a child’s name respectfully and following current authorised information about records and family communication;
allowing children to choose play roles, costumes, colours, friendships and learning experiences;
responding to questions with simple, accurate and developmentally appropriate language;
protecting privacy and sharing information only when authorised, necessary or required for safety;
addressing teasing, bullying and exclusion promptly;
seeking guidance from an Education Manager or authorised manager when a situation requires coordinated support; and
continuing to meet child safety and statutory reporting responsibilities.

Practice to avoid

interrogating a child or asking them to prove or explain an identity;
announcing, debating or disclosing a child’s personal information;
telling a child that their interests determine who they are;
encouraging secrecy or promising absolute confidentiality;
using a child as the educator for adults or peers;
pressuring a child to conform to gender stereotypes or attempting to change or suppress the child’s gender identity; and
making significant individual arrangements without following NERPSA responsibilities and authorised processes.

“You can choose the clothes and role you would like for your play. Clothes and activities are for everyone.”

“Thank you for telling me. I will listen. If I need help to keep you safe, I may need to speak with a person whose job is to help.”

Identity is not evidence of harm

A child’s gender identity, gender expression or family structure is not, by itself, evidence of abuse or harm. Bullying, discrimination, coercion, threats, unsafe disclosure, family violence or other information indicating harm or risk may require protective action through the usual child safety pathway.

Module five

Responding to stereotypes and exclusion

Children often repeat messages they have heard. A professional response remains calm, addresses the immediate impact and opens thinking. The goal is not to shame the child who made the comment.

Interrupt

Stop exclusion, ridicule or unfairness promptly.

Name

State the relevant principle in clear, neutral language.

Expand

Offer examples that widen children’s understanding.

Support

Help children re-enter play, repair harm and practise inclusion.

Useful responses

Child: “Boys can’t wear dresses.” Educator: “Clothes do not belong to only boys or only girls. In our kindergarten, children can choose costumes for their play.”

Child: “Girls can’t build.” Educator: “Building takes ideas, planning and practice. Those skills belong to everyone. How can we make room for everyone who wants to join?”

Child: “Boys don’t cry.” Educator: “Everyone has feelings and crying is one way bodies show them. We can help when someone is upset.”

Child: “You can’t be the mum. You’re a boy.” Educator: “In pretend play, children can explore many roles. Let’s hear everyone’s ideas and agree on roles fairly.”

When the comment continues

Observe the context, support the child affected, restate the boundary, teach an alternative and document or escalate repeated bullying, discrimination or safety concerns according to NERPSA processes. Do not stage a public debate about a child’s identity.

Module six

Families, privacy and professional concerns

Families bring beliefs, culture, experience and knowledge of their child. Partnerships require respectful listening and clear professional communication. They do not require an educator to agree with discriminatory treatment or step outside child safety, legal or policy responsibilities.

When a family raises a question or concern

listen without becoming defensive or debating personal beliefs;
clarify the concern and what outcome the family is seeking;
explain the practice using children’s learning, safety, dignity, inclusion and participation;
distinguish general curriculum practice from confidential information about another child or family;
do not disclose another person’s identity, circumstances, records or conversations;
avoid making commitments outside your authority;
seek guidance and escalate unresolved or significant concerns through the appropriate NERPSA pathway; and
make a factual record when required.

“Our program supports every child to participate in all areas of learning. We do not assign colours, activities or play roles according to gender. I can explain our general approach, but I cannot discuss another child or family’s personal information.”

Factual documentation

Record what was observed, the words used where relevant, who was present, the response provided, the effect on the child, any immediate action and who was notified. Avoid labels, speculation about identity, conclusions about a family’s beliefs or unnecessary personal detail.

Do not use a lesson reflection to report a concern

If information indicates a current child safety, discrimination, bullying, privacy or workplace concern, follow the relevant reporting and escalation process promptly. Completing this lesson is not a report.

Module seven

Reflecting on the hidden curriculum

The hidden curriculum is what children learn from patterns that are not written in the program: who is listened to, who leads, who cares, who takes physical risks, whose family appears in resources and what adults treat as normal.

Use observation rather than assumption

Who uses each learning area, and for how long?
Who receives extended conversations, encouragement or physical help?
Who is invited to lead, comfort, carry, fix, perform or take risks?
Are similar emotions or behaviours interpreted differently?
Whose ideas change the program?
Do resources show varied identities, roles, bodies, cultures and families naturally?
What words do educators use about appearance, strength, care, confidence and behaviour?
What unfair statement is quickly addressed, and what is allowed to pass?

Reflection that stops too early

“Everyone can choose anything, so our program is already equal.”

Reflection that investigates impact

“The area is technically open to everyone, but the same group controls the space. We will observe entry to play, teach negotiation, adjust the layout and review participation over two weeks.”

Critical reflection does not require educators to accuse themselves or others. It requires enough professional curiosity to identify patterns and change practices that unnecessarily limit children.

Practice scenario

The construction area

During several observations, two confident children control the construction area and tell others that “girls don’t know how to build.” An educator regularly invites girls to the drawing table because they “usually prefer quieter activities.” One child approaches construction twice, watches, then leaves.

Consider: What is fact? What is assumption? What immediate response is needed? What changes could support fair access without forcing children into particular play?

Practice decisions

Select the best response to each situation. You may change an answer. All three decisions must be correct before the completion record can be generated.

1. A child says, “Pink is only for girls.”

2. A child quietly shares personal information about their gender and asks you to tell nobody.

3. An area is open to everyone, but the same group repeatedly controls it and excludes others.

Complete all three decisions.

Required learning activity

Apply the learning to your workplace

Protect privacy

Do not include children’s, families’ or staff members’ names, confidential records, medical information or unnecessary identifying details. A learning reflection is not a child safety report, complaint or incident report.

1. Identify one gender message children may receive through language, resources, routines, roles or educator expectations at an early childhood service. What could its impact be?

2. Identify one practical change that could expand children’s participation or choices without directing them toward a different preferred activity.

3. Write a brief professional response you could use if a child repeated a gender stereotype or excluded another child from play.

4. What will you observe or review in your own practice, and what evidence will help you decide whether change is needed?

Draft responses are saved only in this browser and on this device.

Knowledge check

Answer all eight questions. You must achieve at least seven correct answers.

1. What best describes gender equity? Directing every child to complete exactly the same activities. Identifying and addressing barriers so children have fair opportunities to participate and succeed. Avoiding any discussion of gender.

2. What can an educator reliably conclude when a boy repeatedly chooses dresses in dramatic play? The child’s play choice should be supported without using it to label or diagnose identity. The child has confirmed a particular gender identity. The activity should be redirected before the family becomes concerned.

3. A child says girls cannot use the construction area. What is the best initial response? Ignore it unless a family complains. Shame the child for being discriminatory. Interrupt the exclusion, state that construction is for everyone and support fair participation.

4. What is the hidden curriculum? Messages children learn from everyday patterns, expectations and adult responses, including those not written in the program. A confidential curriculum available only to teachers. Activities that occur outside.

5. A child asks an educator to keep personal information completely secret. What should the educator do? Promise secrecy so trust is maintained. Listen respectfully, explain that safety information may need to be shared with the right person, and protect privacy. Immediately discuss it in the staffroom.

6. Which approach best supports equitable participation? Keep all resources available but disregard patterns of exclusion. Divide popular areas into permanent boys’ and girls’ sessions. Observe access, teach participation skills, address exclusion, adjust barriers and review the result.

7. What may an educator share when a family asks about another child’s gender identity? The service’s general inclusive approach, without disclosing another child or family’s personal information. Everything the child has said if the family promises confidentiality. The educator’s private theory about the child.

8. When does a gender related situation require child safety action? Whenever a child chooses play usually associated with another gender. When there is information indicating harm or risk, such as bullying, coercion, threats, unsafe disclosure, family violence or another child safety concern. Only after the child provides written evidence.

Policies and official resources

NERPSA service policies

Use current inclusion, child safety, conduct, interactions, privacy, digital technology and complaints policies.

Open NERPSA policies

Diversity and equity

Victorian guidance for early childhood services implementing Child Safe Standard 5.

Open Victorian guidance

Child Safe Standard 5

Minimum requirements and compliance indicators for upholding equity and respecting diverse needs.

Open Standard 5

Victorian Equal Opportunity law

Information about gender identity discrimination and responsibilities under the Equal Opportunity Act.

Open VEOHRC guidance

Respectful Relationships

Victorian early childhood guidance supporting respectful relationships and gender equality.

Open current guidance

National Quality Standard

Current ACECQA information about the seven Quality Areas and approved learning frameworks.

Open the NQS

Completion requirements

Before recording this lesson as complete, staff must have:

read each module and considered the practice scenario;
completed all three interactive decisions correctly;
completed all four written reflections in their own words;
answered all eight assessment questions and achieved at least seven correct answers;
completed the participant details and declaration; and
generated and submitted the complete PDF through the NERPSA Document Submission Form.

Print or save your completion record

The button becomes available when all requirements are complete. In the print window, choose Save as PDF. Submit the complete record, including the certificate and reflection pages.

Full name

NERPSA service

Role

Email address for your records

I confirm that I completed this lesson and assessment myself, that the written responses are my own, and that I have not included unnecessary identifying or confidential information.

Complete all requirements to unlock your completion record.

Submit the complete saved record through the NERPSA Document Submission Form available from the Forms page in the NERPSA Connect App or Staff Resources website.

This submission is the only acknowledgement required. Do not email the certificate or reflections separately.

Gender Equity, Identity and Belonging in Early Childhood Practice