Little is known about the young gender nonconforming child's experience in the Early Childhood Education (ECE) setting. It is thus difficult to know how to best support them in their expression of their gender identity. This paper looked at autonomy in young gender nonconforming or gender-questioning children in relation to expressing their gender identity in the ECE environment. This paper sought to answer the questions of how autonomous the young gender nonconforming child is and if teacher support in the ECE setting facilitate the young gender nonconforming child's expression of their gender identity. Parents and legal guardians of gender nonconforming children between the ages of 3.7 and 11.5 years old, solicited from parent support groups and websites for families of gender nonconforming children completed an online survey. Questions in the survey addressed child autonomy and teacher and school support. These data provided insight into the young gender nonconforming child's autonomy in expressing their gender identity in the ECE setting and how educators can support these children in their developing sense of self.
|Advisers||Priya Shimpi; Linda Kroll|
|Subjects||Early childhood education; Gender studies|
About ProQuest Dissertations & Theses
With nearly 4 million records, the ProQuest Dissertations & Theses (PQDT) Global database is the most comprehensive collection of dissertations and theses in the world. It is the database of record for graduate research.
PQDT Global combines content from a range of the world's premier universities - from the Ivy League to the Russell Group. Of the nearly 4 million graduate works included in the database, ProQuest offers more than 2.5 million in full text formats. Of those, over 1.7 million are available in PDF format. More than 90,000 dissertations and theses are added to the database each year.