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Gender, Sexuality, and the Family
in Early Childhood Education

Workshops for Educators and Families

The Workshops

For Educators and Early Childhood Professionals
  • Session 1: Gender Development, Expression and Play
  • Session 2: Bodies, Curiosity and Touching
  • Session 3: Including All Families and Supporting All Children
For Parents and Families
 
  • Session 1: Gender Development, Expression and Play
  • Session 2: Bodies, Curiosity and Touching
  •  
     

To schedule the workshop series or for more information: Fill out the inquiry form

or contact us:

helen.frazier@cuny.edu

Schedule the Workshop Series for Your Program

We'd be happy to offer these workshops to the educators and families in your early childhood program! Read about pricing and scheduling options on the on-site series page fill out the inquiry form, or contact us for more information.

About the Workshops

When and how do children develop an understanding of gender?

How can we encourage children's comfort and respect for their own body and other people's bodies?

How can we include and celebrate the diversity of families and family structures in our programs?


During the preschool years, children begin to develop a conception of gender, sexuality, and family. However, there is often little space to for teachers to talk about the questions and behaviors that come up in their classrooms, or how to explore these concepts with children in their curriculum and pedagogy. Parents and family members often feel in the dark as well, with little opportunity to discuss and collaboratively develop strategies for working with their children or young people.

To open up this conversation, the New York Early Childhood Professional Development Institute is offering a series of workshops – one set for educators and one set for families – designed to spark discussion, facilitate the creation of shared language, and provide educators and families the resources they need to make their classrooms and homes safe spaces for the development and expansive exploration of identity. By running workshops both for families and educators we hope to engage all members of an early childhood community in supporting each other and the children they care for.

Workshops for Educators and Early Childhood Professionals

Session 1: Gender Development, Expression and Play
  • Learn about gender development in young children
  • Develop strategies to facilitate expansive gender performances and to create inclusive classrooms that support a variety of gender expressions
  • Discuss ways to resist the perpetuation of harmful gender stereotypes

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 limit the perpetuation of gender stereotypes – from how children are complimented to how the classroom is organized – and how to work with family members who are struggling with their children's gender non-conforming dress or behaviors.

What attendees are saying about session 1:

Session 2: Bodies, Curiosity and Touching
  • Learn strategies for teaching consent, respect, and encouraging children’s sense of ownership over their bodies
  • Develop strategies for fostering children’s feelings of comfort about sexuality and their bodies
  • Learn to distinguish signs of abuse and behaviors associated with common childhood exploration

In this workshop, participants will have the opportunity to reflect on and deconstruct their feelings about children's curiosity and sexual exploration. We will develop strategies for fostering children's feelings of comfort about sexuality and their bodies while setting limits to help children develop a sense of boundaries. We will discuss fears regarding child sexual abuse and learn to distinguish between signs of abuse and childhood exploration. Through readings and role-plays, 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 ownership over their bodies.

What attendees are saying about session 2:

Session 3: Including All Families and Supporting All Children
  • Discuss the importance of representing and including all families in the social and cultural community of early childhood programs
  • Learn the language to use when talking with families and colleagues about different sexual and gender identities
  • Identify curricular opportunities to teach about family diversity and develop strategies for teaching a more expansive understanding of family

In this workshop, we will discuss the importance of supporting children by representing and including all families in the social and cultural community of the program. 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.

What attendees are saying about session 3:

Workshops for Parents and Families

Session 1: Gender Development, Expression and Play
  • Learn about gender development in young children
  • Develop strategies to facilitate expansive gender performances and to create inclusive classrooms that support a variety of gender expressions
  • Discuss ways to resist the perpetuation of harmful gender stereotypes

In this workshop, parents and family members 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, participants will collectively develop and role-play strategies to support their children or young family members in an expansive development of identity. We will also discuss a variety of ways to limit the perpetuation of gender stereotypes and how to engage with our children and families around both gender conforming and non-conforming expression. Parents and family members will have the opportunity to work on the specific challenges and questions they have with their young people as well as share strategies and develop a shared language for future discussions.

Session 2: Bodies, Curiosity and Touching
  • Learn strategies for teaching consent, respect, and encouraging children’s sense of ownership over their bodies
  • Develop strategies for fostering children’s feelings of comfort about sexuality and their bodies
  • Learn to distinguish signs of abuse and behaviors associated with common childhood exploration

In this workshop, parents and family members will have the opportunity to reflect on and deconstruct their feelings about children's curiosity and sexual exploration. We will develop strategies for fostering children's feelings of comfort about sexuality and their bodies while setting limits to help children develop a sense of boundaries. We will discuss fears regarding child sexual abuse and learn to distinguish between signs of abuse and childhood exploration. Through readings and role-plays, 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 ownership over their bodies.

Meet the Trainers

Megan Madison
Kate Engle
Laleña Garcia
Catalina Schliebener
James Clay
Milo Giovanniello

Refund/Cancellation Policy

If you are unable to attend the session you have registered for, we invite you to send a colleague in your place. Please notify Alyssa Estremo Alyssa.Estremo@cuny.edu of any changes to your registration or if someone else will be attending in your place.

Registration fees are nonrefundable five business days before the event. Requests for refunds must be received in writing and submitted to Alyssa Estremo Alyssa.Estremo@cuny.edu. Please note that credit card payment processing fees are nonrefundable.

If a session has to be cancelled for any reason, every effort will be made to reschedule the session for a later date. If the attendee cannot attend the rescheduled date, a refund (not including credit card payment processing fees) will be issued.

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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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