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Area of Science:

  • Developmental Psychology
  • Gender Studies
  • Sociology

Background:

  • Growing visibility and acceptance of gender as a spectrum and non-binary identities.
  • Existing gender development models are often based on cisnormative assumptions, failing to account for non-binary experiences.
  • Limited empirical data exists on the gender development of non-binary children.

Purpose of the Study:

  • To establish a foundational framework for understanding gender development in non-binary children aged 0 to 8 years.
  • To address the lack of applicable models for non-binary individuals in developmental psychology.
  • To integrate the perspectives of non-binary researchers into developmental theory.

Main Methods:

  • Comprehensive literature review of current gender development theories.
  • Utilizing the positionality of non-binary researchers to inform theoretical postulates.
  • Postulating minimum criteria for non-binary gender identification based on existing research and lived experiences.

Main Results:

  • Proposed two minimum criteria for non-binary gender identification in children: awareness of non-binary identities and non-identification with binary gender definitions.
  • Identified potential influences on non-binary identity development, including media, community, biological factors, parental support, and peer groups.
  • Highlighted the active role of children as agents in their own gender development.

Conclusions:

  • Non-binary gender development is influenced by a complex interplay of social, environmental, and individual factors.
  • Children's understanding and identification of non-binary gender are shaped by exposure and personal congruence with gender definitions.
  • Future research should focus on empirical investigation into the developmental pathways of non-binary children.