A North Carolina teacher association provides resources to local schools and daycares on introducing radical gender theory to young children.
The North Carolina Association for the Education of Young Children (NCAEYC) hosts a documentary on their website called, “Reflecting on Anti-bias Education in Action: The Early Years,” featuring a scene with a group of children aged four and five getting a lesson on “gender identity” from their “non-binary” teacher. The film was recently shown to daycare owners in North Carolina during a training session by the NCAEYC, according to Jordan Chamberlain of the Washington Free Beacon.
“This was shown to daycare owners in [North Carolina],” Chamberlain shared to her Twitter followers. “A teacher used a doll to teach gender identity to 4-5 year olds.”
“When a child brings up ‘non-binary,’ the teachers say it’s ‘a huge testament to how much we’ve been talking about it in the classroom’ and ‘it’s constantly in conversation,'” she added.
The clip, from a segment on “diversity” in the 48-minute film, showed a classroom discussion on “gender identity,” including “non-binary” identities. Maddie Piper, a teacher who identifies as non-binary, introduced a doll named “Nash” to a group of 10 children, aged four and five years old.
“A friend likes to ask the question, ‘Are you a boy or a girl?’” begins Piper. “Nash answers, ‘I am just a kid.’”
A child comments, “But kids can be boys or girls.”
Another quickly adds, “Or they,” followed by a third child who says, “Yeah or maybe non-binary.”
The camera pivots to a team discussion of four educators involved in the documentary, who were pleased that a child had brought up the subject of “non-binary” without being prompted.
“I think it was a huge testament to how much we’ve been talking about it in the classroom,” said one of the educators. “You never mentioned the term ‘non-binary,’ it was a child who brought that up because it’s constantly in conversation,” she added, giving a nod to Piper.
The film returns to the classroom where Piper leads the children in a pronoun exercise, attempting to get them to refer to the singular doll in her lap as “they.”
“Just like me, Nash is non-binary, so they are not sure if they are a boy or a girl, so when people ask them are you a boy or a girl, right now they just feel like saying, ‘I am a kid,’ while they are figuring it out.’”
One child asked, “Does he like stars?”
“They like stars,” Piper replied.
“They like stars,” the children echoed the teacher.
The National Association for the Education of Young Children (NAEYC) and its state affiliates like North Carolina are all on board with introducing radical gender theory to kids.
“We believe it is never too early to positively support young children’s gender exploration,” an issue of the NAEYC’s publication “Young Children” reads.
Today, radical gender theory is used in school lessons to teach young children that everyone has a “gender identity,” which is determined based on stereotypes of sex-based preferences and behavior. Children across the West are now taught that their “gender identity” can be “misaligned” with the body, and that their body can be altered through puberty blockers, cross-sex hormones, and gender-related surgeries to “correct” the “mismatch.”
While the term has exploded in popularity as a way for transgender individuals to express the feeling of “misalignment” with their bodies, many scientists have come forward saying that there is no empirical evidence to support the existence of “gender identity” and that teaching the concept may be resulting in a “social contagion” effect on trans-identification.
A 2021 analysis of more than 3,000 surveys in urban school environments found that an astonishing 9% of students identify as transgender or “non-binary.”
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