Toddlers to be taught non-binary gender identities under proposed early learning curriculum

Education experts have slammed a proposed new early learning curriculum for teaching toddlers about non-binary gender identities.

Toddlers and preschoolers will learn about non-binary gender identity and become champions of reconciliation and sustainability under a proposed new curriculum for early learning.

Children should explore “aspects of identity formation that encompass gender identity and

gender expression (with a non-binary dichotomy)”, according to a discussion paper produced as part of a review of childcare centres, preschools and outside school hours care.

The existing approach to early childhood education draws strongly on identity, which includes gender, but does not mention non-binary identities.

The review’s discussion paper also suggests early learners should have a role in “advancing reconciliation” and that “Aboriginal and Torres Strait Islander knowledges and perspectives” should be prominent.

Toddlers and preschoolers will be taught about non-binary gender identity under a proposed new curriculum. Picture: Thinkstock

“There is an opportunity to recognise the role of Early Childhood Education and Care and Outside School Hours Care in supporting educators and children to understand and advance Reconciliation,” the discussion paper states.

Children are also encouraged to “recognise the three dimensions of sustainability; environmental, social and economic sustainability”.

The changes have been proposed as part of the national review of the Early Years Learning and School Aged Care Frameworks started by the federal government in 2020.

The review, commissioned by Australia’s nine education ministers, will update the curriculum documents which guide educators in childcare, preschools and outside school hours care.

Curriculum expert and educational consultant Kevin Donnelly has labelled the review’s suggestions as “gobbledygook and jargon”.

“Why can’t children learn finger-painting and play?” he said.

“There is a big emphasis on multiple and changing identities and non-binary ideas — we thought children should be children.

“It’s a checklist approach which is overly bureaucratic. We should just focus on kids enjoying being children.”

Curriculum experts say the review’s suggestions were ‘overly bureaucratic’.

Dr Donnelly, a senior fellow at Australian Catholic University, said it was “imposing a very adult view of quite complex issues” on young children.

“Children should not be beholden to politically correct ideas,” he said.

Associate Professor Fay Hadley from the Macquarie School of Education said the purpose of this update was to ensure the learning approaches “continue to reflect contemporary developments in practice and knowledge, while supporting service providers and educators to promote the wellbeing, learning and development of each child”.

The project commenced in April 2021 and is being delivered over three stages.

Professor Hadley said the stakeholder feedback identified 20 potential areas for update including strengthening Aboriginal and Torres Strait Islander perspectives throughout the frameworks and the inclusion of a new sustainability principle.

The group overseeing the review, which includes Macquarie University, Queensland University of Technology and Edith Cowan University, will recommend their changes to the education ministers later this year.

A Victorian Department of Education spokesperson said: “We welcome the review of the Approved National Learning Frameworks and look forward to receiving further advice once the final phase of the update is completed.”