Gender Equity Policy (QA5)

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Woodlands - Gender Equity Policy

To create an environment that supports reflects and promotes equitable and inclusive behaviours and practices, and respects individuals and groups of people, it is crucial that as a Service we examine its value and belief systems.


National Quality Standard (NQS)

Quality Area 5: Relationships with Children  


Relationships between educators and children 

Respectful and equitable relationships are maintained with each child 


Positive educator to child interactions 

Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included. 


Dignity and rights of the child 

The dignity and rights of every child are maintained 


Relationships between children 

Each child is supported to build and maintain sensitive and responsive relationships 


Collaborative learning 

Children are supported to collaborate, learn from and help each other 


Education and Care Services National Regulations

Children (Education and Care Services) National Law NSW 


Interactions with children 


Relationships in groups 


Related Policies



To ensure children are treated with respect and equality irrespective of gender. We aim to affirm the rights of all children in developing to their full potential irrespective of gender. Children will be encouraged to develop a sense of pride and self-worth, as they develop respect for each other’s rights and responsibilities.  



This policy applies to children, families, staff, management and visitors of the Service.



Gender plays a significant role in the lives of children. Educators working with children need to observe the implication of gender in children’s choice of friends, activities, language, interactions, group dynamics and behaviour. These observations can lead to valuable insight into children’s understandings about gender and what is acceptable and unacceptable behaviour. 

Dau suggests the following principles as a basis to challenge sexism and promote anti-bias behaviour:

  • Be prepared to challenge sexist attitudes and behaviours 
  • Ensure that you protect the child or adult who has been treated unfairly 
  • Explain what you think is unfair about their attitudes and behaviours and if appropriate, model anti-sexist attitudes and behaviours 
  • Correct any incorrect and sexist assumptions a child has about gender
  • Plan a strategy for how to deal with a similar situation in the future 

(Dau, 2001, p. 56)

 Management/Nominated Supervisor/Responsible Person/Educators will:

  • Be mindful and respectful of how activities and experiences provided may impact on the expectations, interests and behaviours of all genders. 
  • Provide a stimulating learning environment in which all children will be encouraged to explore a full range of experiences and emotions. 
  • Act as advocates of children in dealing with other adults who act in a biased manner against a child due to their gender.
  • Discourage the identification of particular skills, behaviours and feelings as ‘boys’ and ‘girls’
  • Encourage children to look upon both sexes as equal.
  • Support the gender equity policy review by focusing on how children constructed gender, the effects of gender in curriculum, teaching and learning.
  • Be responsive and ensure their actions are relevant to the specific and changing gender dynamics that emerge from the different ways in which different children interpret gender.
  • Monitor language, attitudes and assumptions with regard to gender and anti-bias of themselves, other educators and children.
  • Give positive messages about gender equity through their actions and words and avoid giving messages that promote traditional gender roles and gender bias.
  • Critically reflect on their practices and environment and model a positive attitude towards gender equality.
  • Encourage and support all children to participate in the full range of experiences and activities.
  • Encourage all children to express their emotions and to display affection and empathy. 
  • Regularly review resources, equipment, materials and images used with children to make sure they include gender diversity, non-stereotypical images and non-traditional family lifestyles such as single or same-sex parents.
  • Encourage children to explore their own gender identities and the impact of gender relations in their play.





Policy Reviewed 


Next Review Date 

April 2017

Minor changes made including terminology to ensure an inclusive environment. 

April 2018

October 2017

Updated the references to comply with the revised National Quality Standard

April 2018

April 2018

Included the list of ‘related policies’

April 2019

January 2020

Branding and formatting updated

Policy links added

Service specific information amended not affecting the delivery of policy

April 2020



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