你知道吗

一个人的身份由许多组成部分组成。例如，一个人的宗教信仰、出生地、上学地、文化信仰体系和个人经历共同帮助形成了这个人。在不害怕歧视或报复的情况下分享身份的能力是尊重和多元文化的一个重要方面。这对于一个人积极的自我意识也至关重要。

在我们生活中的某个时刻，我们所有人都可能经历过这样的经历：我们无法成为完整的自己，或者我们对在特定环境中或与特定人群分享我们的身份感到焦虑。也许你听到有人对你所认同的一个群体开玩笑或发表贬损性的言论。也许人，空间，或材料清楚地表明，你是非常不同于其他人的设置。花点时间反思一下这些经历。

• 在这次经历中你对自己的感觉如何？
• Did you want to form relationships with these people?
• 你想从这个人或团体中学到吗？
• Did you want to come back to this setting?
• 你是如何处理这些感受的？

Children and adults who identify as gender-expansive or lesbian, gay, bisexual, transgender or queer – what we refer to with the acronym LGBTQ—are often pressured by society to hide or be careful when deciding how to express their identity. It is likely that programs serving children and youth have at least one gender-expansive or LGBTQ child or a child with a gender-expansive or LGBTQ family member. The estimates of the size of the adult gender-expansive and LGBTQ population vary, with a common estimate being 10 percent of the population identifying as LGBTQ (AAP, 2016). More recent Gallup surveys show closer to 5 percent. Between 700,000 and 1.4 million adults in the United States identify as transgender specifically (Flores et.al, 2016).

As you read this course, some of you may be very comfortable with individuals who are gender-expansive or LGBTQ, however, we realize that others may hold strong personal or religious beliefs that it is not okay to be gender-expansive or LGBTQ. This course is designed to make you more knowledgeable about individuals who are gender-expansive or LGBTQ and the practices that allowallchildren and families in your programs to feel safe and worthy. Many of the strategies we present are actually best practices for all children or can be used to ensure that all the populations served within your program are appropriately supported. Regardless of your beliefs, all individuals in your program deserve respect and dignity. You do not need to change your beliefs to treat gender-expansive or LGBTQ children or families in your program with respect. As you’ve learned in other VLS courses, inclusion is about ensuring all children, families, and staff members in your program receive the respect and support they deserve. This course helps you know what it means to treat gender–expansive or LGBTQ children respectfully.

性别扩展与LGBTQ儿童

什么是性别膨胀，或女同性恋，男同性恋，双性恋，变性人或同性恋（LGBTQ）？

在本课程中，我们将使用“性别扩展”一词来指代拥有或表达更具流动性的性别认同的儿童或个人。在本课程中，当我们集体提及性别或性少数群体时，我们将称之为“性别扩展和LGBTQ”。如上述定义和本节所述期限inology在学习部分的最后，一个人可以用各种各样的词来描述他们的性取向或性别认同。值得注意的是，随着时间的推移，随着我们发现新的词汇来恭敬地描述性别膨胀和LGBTQ个体的身份和经历，这种语言会不断演变。因此，倾听程序中的个人如何描述和定义自己是一种很好的做法，这样您就可以使用对他们最尊重的语言。

一些看护者可能会问：“当小孩子还不知道自己是变性人或同性恋时，为什么要探讨这个话题？“虽然对一些人来说，小孩子似乎还没有认同自己是男孩还是女孩，但事实上，孩子们比许多人更早意识到自己身份的这一方面。儿童通常在2岁或3岁左右了解自己的性别认同，12岁时了解自己的性取向（AAP，2015）。变性儿童说自己被误认的年龄通常很小——幼儿向父母报告，尽管他们在出生时被确认为另一种性别，但他们确定自己是一种性别。我们将在第二课中提供更多细节。总之，儿童通常在发育的早期，即学龄前，就比较了解性别和他们自己的性别认同。亚慱彩票

理解性别认同、吸引力和表达的一种方式

性别阅读视觉是一种进一步理解与性、性别和性有关的术语的方法。项目经理或培训和课程专家可能会发现在护理人员的培训课程中使用它很有用。谈论性别阅读视觉创造了一个机会来使用本课中介绍的语言术语。它还鼓励照顾者提出问题并分享有关性别识别的经验。

有许多版本的性别阅读人。当孩子出生时，他们的性别往往是基于他们的生殖器外观。他们通常被指定为男性出生（AMAB）或女性出生（AFAB）。如果一个人出生时是双性人（即，他们的身体不符合男性或女性的典型定义），他们通常仍然被指定一个性别，许多人进行了多次手术，使生殖器看起来与指定的性别一致。以前有人认为，通过把孩子变成女孩或男孩，可以改变性别。研究表明，性别认同比单纯的社会化更为复杂。

性别认同是在大脑中经历的。性别认同也可能随着时间的推移而改变。然而，许多认定为变性人的青少年和成年人也表示，他们从小就知道自己的性别不同于出生时分配给他们的性别。

性别也是一个社会构建，这意味着我们每个人都建立了对性别的理解，可用的选择（例如，男性或女性），以及通过与他人互动和观察他人的每个选择有什么特征或品质。这包括性别的概念，我们以不同形式的媒体暴露。在大多数文化中，有两个普遍认可的性别：男女。这被称为二元性别构建体;只有两个选项，这两个选项通常被描绘为相反的。但一些文化识别多个性别。现代美洲美洲文化使用这个词两种精神描述双性或非双性的个体（Beemyn，2017）。纵观历史，两种精神的人在许多文化中都得到肯定或颂扬。

Unlike gender identity, sexual orientation is about romantic or sexual attraction. Sexual orientation, according to the genderbread visual, is therefore placed at the heart, where emotion is said to reside. As outlined in the definitions above and in the期限inology资源在学习部分结束时，人们可以使用各种单词来描述他们的性取向。一些被女性所吸引的女性更喜欢女同性恋，一些更喜欢奇怪，有些人可能更喜欢别的东西。双性恋或胰腺，即使在长期同性关系中，往往不喜欢让其他人指代他们同性恋者或女同性恋或直的因为它是对其身份的不准确描述。重要的是要使个人与他们在性别身份，性别表达和性取向方面选择他们选择的语言。

身份的一部分

在thinking about language, it is important to note that one aspect of a person’s identity does not supersede, or "override" another. We each belong to multiple groups, or define ourselves in multiple ways (e.g., Hispanic, Christian, sister, mother, teacher, lesbian, republican, etc.). Different elements of human experience create multiple roles and identities. Individuals, and children, have the right to define their own experiences and explain the importance of various parts of their identity. A transgender person may also be a lesbian or a straight person. People of color who are gender-expansive LGBTQ may have different experiences than those who are white.

交叉性是用来描述这些多重身份和经验如何协同工作的术语。当你与那些认同性别膨胀或LGBTQ的孩子或家庭成员一起工作时，听听他们希望被怎样称呼，听听他们分享的关于自己的信息。每个人的经历和身份的收集或组合都是独一无二的。

LGBTQ或性别液体的更广泛的经历

Take a moment to consider times in your life when your actions, intentions, or character were misinterpreted.

• 对你的自我意识和人际关系有什么影响？
• How were you able to reconcile your own self-concept with the views and definitions others had for you?
• 您需要在您体验误解的环境中继续有效吗？

与其他少数群体一样，性别膨胀和LGBTQ个人可以从他人的承认和支持中获益。看护者可以通过收集不同人群的经历信息来表示支持，包括性别膨胀和LGBTQ个体，并使用更好的倾听技巧。此外，当照顾者表现出愿意质疑大文化中的陈规定型观念和消极态度时，他们会表示支持。

性别膨胀和LGBTQ儿童和家庭遭受歧视及其伴随的生活压力的风险增加。医疗保健、工作和住房只是性别膨胀和LGBTQ人士报告歧视的几个领域。作为年轻人，性别膨胀者和LGBTQ者受到欺负、性骚扰和言语骚扰，并被其支持网络拒绝的比率远远高于一般人。这些负面环境影响心理健康和幸福感，许多人表现出抑郁的迹象，并考虑自杀。

The national suicide rate is at a 30-year high in the United States, having increased over all age groups with the exception of those over 75 (Curtin et. al., 2016). Suicide attempts are between eight and 10 times more common among the gender-expansive and LGBTQ population, with 40 percent of transgender individuals attempting suicide (Haas, et. al. 2014). Caregivers and health care providers who are knowledgeable about gender-expansive and LGBTQ experiences can reduce suicide. When caregivers acknowledge, affirm or advocate (see these strategies below) for gender-expansive or LGBTQ individuals and their experiences they can reduce the risk of suicide. Individuals with support from their families and communities are also significantly less likely to consider suicide.

Child-development centers, school-age and youth programs, and family child care homes are given the task of providing a nurturing environment that fosters diversity and encourages children to develop a strong sense of self. A nurturing environment with a sensitivity to gender expansive children can benefit all children by providing another layer of respect for diversity.

人们往往选择支持性别膨胀或LGBTQ人群，因为他们有一个被认为是性别膨胀或LGBTQ的爱人。我们称这些人为盟友，或者说他们参与盟友行为。这个过程对一些家庭来说可能是一段旅程。一些家庭仍然拒绝性别膨胀或LGBTQ成员。这种排斥导致了性别膨胀和LGBTQ青少年占无家可归青少年的40%，尽管性别膨胀和LGBTQ青少年可能占青少年人口的7%（Durso，2010）。

致谢，肯定，宣传

你可能会有同事告诉你，他们很难提倡性别膨胀或LGBTQ个人，或者你自己也可能有这种感觉。一些看护者可能会说，他们不认识性别膨胀或LGBTQ人群中的任何人。这不太可能。据统计，大多数计划已经包括性别扩展或LGBTQ个人。更有可能的是，个人没有分享他们的身份，因为他们不觉得安全，也没有在多种环境下感到被承认。儿童发展中心以及学龄和青年方案有义务为所有个人，包括性别和LGBTQ个人，创造一个安全和可接受的空间。这符合全国幼儿教育协会（NAEYC）关于反歧视、多样性和道德行为的立场声明：http://www.naeyc.org/positionstatements.

提醒护理人员，他们不愿意解决法律要求纳入并不能容忍歧视的计划中的多样性问题。与此同时，承认这可能是许多同事，甚至自己的新信息。谈论和解决性别和性取向问题的舒适可能具有挑战性，可能需要时间。

承认，肯定和宣传是响应任何不同人口的三个层面或方法。了解这些不同的方法可以帮助护理人员和计划人员知道他们可以提供的响应的种类。这些不同的反应对所有儿童，家庭和计划人员来说，为所有儿童，家庭和方案工作人员创造和维护支持，并为护理人员提供了灵活性，以便以一种感觉最舒适的方式回应。使用这些响应是有助于为所有儿童和家庭创造安全空间的一部分，尤其是来自各种人口的人。要了解不同级别的响应，让我们来看看特定的场景：

致谢is an easy step to take toward inclusion. Acknowledgment involves the ability to say that you have heard someone’s story and know it is true for them. It is often as simple as restating a person's statement back to them, like the example above demonstrates. Individuals crave acknowledgment of their life experiences. Because children and families from the gender-expansive or LGBTQ population have experienced a lack of acknowledgment of their experiences, they will likely be especially receptive to words and acts of acknowledgement.

肯定looks slightly different. In this same scenario, a staff member who chooses affirmation, might say, “Of course you can wear the pink Power Ranger costume. Anyone can try on any costumes they want!” Affirmation can offer support to a child or family that needs validation or encouragement. Caregivers who respond to children with affirmation encourage the full expression of their sense of self. In fact, it can be useful to think of creative gender expression in the same way we think of other creative expression in young children—not something to be discouraged or redirected, but rather something to be affirmed.

随着时间的推移，儿童的游戏和自我概念会随着发展阶段的变化而变化。通过确认儿童的身份，为儿童探索和定义自己提供了一个框架。承认和肯定不同于倡导，因为倡导是一种更积极的立场。

宣传需要收集更多的信息。一个advocate might ask what an individual or group needs to feel more supported or combat discrimination. An advocate childcare provider would offer their support and ask for ideas about how to best support gender-expansive or LGBTQ individuals. An advocate staff member might have a safer spaces poster (see below) in their program. They might study about gender-expansive play and decide to provide additional options in the form of play centers or toys. For the child assigned male at birth who wishes to wear the pink Power Ranger costume, a staff member might put the child’s name on a list of "who's next" for that costume to ensure this opportunity happens. The caregiver might ask what it is about the costume the child most likes and whether their dramatic play center needs more varied toys. An advocate childcare provider would say to co-workers and children that it is OK for the child to express their gender in a way that is true for them.

看到了吗

在本课程的整个课程中，您将观看视频，其中家长将分享他们认识孩子身份的历程，以及代表孩子肯定和倡导的经历。此外，我们还采纳了幼儿领域专家的建议，为所有儿童和家庭，包括那些性别膨胀或LGBTQ的儿童和家庭创造包容的环境。在第四课中，你将学习更多关于支持家庭的知识。

当你观看这些视频时，尤其是当你对变性人的信息和经历还不太熟悉时，代词的转换一开始可能会让你感到困惑。正如我们将在下面的一些课程中讨论的那样，使用与孩子所陈述的身份一致的代词可以验证和承认孩子对自己身份的自主性，并支持他们积极的自我意识。

这两个视频提供了一个不同家庭经历的例子。

一个家庭介绍：示例1

一个家庭介绍：示例2

做

Take a few moments to think about your own program and reflect on your experiences with children’s interests and identity expression.

• 在what gender expansive or gender creative ways have children behaved?
• 其他孩子的反应如何？
• 你和其他工作人员的反应是什么？
• Based on what you read in this lesson, what response feels most comfortable to you: acknowledgment, affirmation, or advocacy?
• 这些反应对儿童的身份和福祉感到什么效果？

完成本课程

有关本课程的更多信息，以及随附的学习、探索和应用课程中提供的资源和活动的列表，请访问创建性别安全空间的重点主题yabo11vip课程指南.

请注意，每节课结束时的参考资料和资源部分概述了参考资料和资源，以查找有关所涵盖主题的其他信息。当你完成课程时，你不需要复习所有的在线参考资料。但是，如果您有兴趣，或应培训师、教练或管理员的要求，欢迎您进一步探索这些资源。