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Gender, Sexuality and the Family in Early Childhood Spring 2021

Wednesday, May 5th - Wednesday, May 19th

Series Description

Session 1:Introduction to Gender in Early Childhood

In this workshop, we will learn about and discuss gender development in young children. Through discussions of how rigid gender roles and stereotypes can limit children's growth and self-expression, we will collectively develop and role-play strategies to facilitate expansive gender performances and to create inclusive classrooms which support a variety of gender expressions. We will also discuss a variety of ways to resist the perpetuation of harmful gender stereotypes – from rethinking how we praise children to how we organize the classroom – and strategies for working with family members who are struggling with their children's gender non-conforming dress or behavior.

Session 2: Curiosity & Consent: Introduction to Early Childhood Sexuality

Young children often have questions about and want to explore their body parts and the bodies of others. In this interactive workshop, participants will develop strategies for fostering children's feelings of comfort about their bodies while setting limits to help children develop a sense of boundaries. Participants will explore what it means to help children develop healthy relationships and will learn strategies for teaching consent, respect, and encouraging children's sense of bodily autonomy.

Session 3: Fabulous Families: Engaging and Including LGBTQ+ Families

Focusing specifically on LGBTQ+ families, this workshop will help educators consider both deliberate and inadvertent messages about belonging contained in their programs' written material, environment, teaching, and educational practices. To create a more inclusive environment in their classrooms and schools, we will introduce concepts and language to talk with families and our staffs about sexual and gender identities, the legal structures that are involved in defining families, and discrimination targeted at people who do not conform to gender or sexual norms. We will also identify curricular opportunities to teach about family diversity and develop strategies and activities to teach children a more expansive understanding of family.

The fee for each workshop is $35. These workshops are Quality Assured in the Aspire Registry. Participants will receive a unique link to the webinar once registration and payment have been confirmed.

Payment by Credit Card

The link to the CUNY Research Foundation Secure Event Payment Portal is below.

You will be presented with a list of all of our events in the payment portal. Look for "Gender in Early Childhood" and choose the date of the session you'd like to attend.

https://www.rfcuny.org/eventpayment/events/index?college=office

Session 1: Introduction to Gender in Early Childhood
Past Session
May 5th
5:30pm - 7:30pm
Session 2: Curiosity & Consent: Introduction to Early Childhood Sexuality
Past Session
May 12th
5:30pm - 7:30pm
Session 3: Fabulous Families: Engaging and Including LGBTQ+ Families
May 19th
5:30pm - 7:30pm
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About Goals

Your goals describe specific areas that you are working on (or plan to work on) to improve or maintain the quality of your program. Goals connect your quality improvement work to the QUALITY standards and your rating and allow you to schedule and prioritize chunks of work in your progranm. Goals group together and organize related action items (tasks) and provide a narrative framework to keep you, your program, your QIM and Central Office on the same page.

Goal Scope and Scale

You have a lot of flexibility in developing QI Goals, but some rules of thumb help keep Goals useful, readable, and manageable:

  • Time: A Goal should be achievable roughly within a rating cycle, If you are struggling to put even an estimated end date on a Goal, it may be too broad. Ideally, several Goals will fit (with some overlap) within a rating cycle.
  • Standards: A Goal should roughly fit within a standard subcategory. This is flexible, of course, but if your Goal is spanning multiple standard categories, it may be too broad.
  • A Goal may be too small if it can be accomplished in one or two small steps.
  • A Goal may be too broad if you can't define concisely how you will know when it is complete.
Goal Label

The goal label is simply a brief title that allows you to distinguish this goal from others in a list or report. The more robust description of the Goal comes in the Goal statement below.

Think of it like naming a file on your computer so that later you can recognize it. This label will appear on your goal as a "title" along with your Goal statement, as well as being the identifier in drop-down or selection lists for viewing/using Goals.

Goal Statement

What is your goal?

Goal Rationale / Inspiration

Where did this goal come from? What in your rating and/or conversations about the program led to the development of this Goal? Why is this particular area of quality improvement a priority?

Quality Impact

How will the quality of the program improve? What will be different about the way the program works, looks and feels? How will children, families, the director and staff experience the program differently?

Goal Activity Summary

Summarize / brainstorm the actions you think you'll need to take to accomplish this goal. You'll be defining specific action items as you go, but record the big picture here. What practices will need to change? Who will need to be involved? What will need to be purchased? What training/coaching will be needed?

Goal Existing Resources

What existing strengths and resources will help this goal be successful?

Goal Barriers

What factors, events or concerns might prevent you from accomplishing this goal? If you've attempted to make these changes in the past, what barriers arose and prevented you from following through? What resources or information could help you overcome these barriers and accomplish this goal?

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