ABSTRACT
In Australia, in the past eight years there has been a refocus on gender equity in education and more recently in early childhood with a focus on early gender-based violence prevention programs with young children to create a generational shift to stereotypical gender behaviors, attitudes and relationships. This chapter explores the possibilities of centering attention on gendered pedagogies to support gender identity development and equality in early childhood education. Further, the discussion considers the benefits and risks when educators listen to children’s views and opinions when drawing on feminist politics to create activist classrooms that consider prevention and intervention pedagogy. In addition, the chapter will examine how teachers and staff considered the need for girls and boys to develop healthy relationships as well as the social and emotional skills required to be resilient throughout life if/when they face bias behaviors directed towards themselves or others.
