Early childhood educators reflect on their conversations with parents about children’s diverse gender expression
Bibliographic record
Abstract
This research captures early childhood educators (ECEs) perspectives when communicating with parents about their children’s diverse gender expression. Since families and ECEs play a pivotal role in shaping young children’s understandings of gender, there is requirement to learn more about ECEs communications with parents. The research that informs this paper is derived from semi-structured focus groups with 15 ECEs who work with young children, ages 3-5 years, at regulated early childhood centers in Halifax, Nova Scotia, Canada. It explores the reflections from ECEs after having conversations with parents whose children identify outside the traditional constructs of masculine boy/ feminine girl. One central finding the ECEs observe is the displeasure fathers have when their sons engage in feminine interests, including the affective actions the fathers then take to regulate and remove stereotypical girl activities from their sons’ lives. This research highlights the need for more early childhood education training on gender diversity to better support non-binary, transgender children, and children from LGBTQ families and future collaboration with families.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".