As increasing numbers of transgender, gender diverse, and queer youths come out to their friends, families and communities, their rights to express their identities in public life have become the subject of intense media scrutiny and political debate. But for all the attention transgender, gender diverse, and queer youth have received from politicians, journalists, and public intellectuals, basic science research on how these youth actually experience their identities over time remains scarce. In this monograph, we contribute to the emerging knowledge base on this topic by presenting a detailed quantitative description of gender identity and sexual orientation in a sample of over 900 North American transgender, gender diverse, and cisgender youths in the Trans Youth Project (Mage = 8.1 years at first visit; Mage = 14.3 at latest visit; 99% living in the United States, 1% in Canada; 69% non-Hispanic white; 73% household income >$75,000). Youths are in one of three groups: (1) a group of early identifying transgender youths, who were supported by their parents in a social gender transition (changing their name, pronouns, hairstyle, and clothing) by age 12 (Mage at transition = 6.5; N = 317); (2) a group of their siblings, who were cisgender at the beginning of their participation in the study (N = 218); and (3) a group of cisgender youths who were age- and gender-matched to, but not family members of, the early identifying transgender youths (N = 377). Data on the youths' identities have been collected from the youths themselves and their parents between 2013 and 2024. We had two primary research goals. First, we described stability or change in youths' gender identity (Chapter 4) and sexual orientation (Chapter 6). We asked whether transgender youths' rates of change were or were not different from those of cisgender youths. Second, we examined whether measures of gender development earlier in development were related to youths' later gender identity (Chapter 5) or sexual orientation (Chapter 6) trajectories into adolescence. Stability in gender identity was by far the most common pathway for youths in all three groups, with over 80% of youths showing stability throughout their participation in the study. We saw similarity between the three groups of youths, such that the early identifying transgender youths were no more or less likely to show gender change than their siblings or youths in the unrelated comparison sample. Nevertheless, 11.9% of youths who started as cisgender were not so at their most recent report-a much higher proportion than would be predicted based on assumptions held in classic developmental psychology research about gender since the 1950s. When gender change did occur in all three groups, it overwhelmingly involved change to (and, to a lesser extent, from) a nonbinary gender identity. Results were similar regardless of whether youth- or parent-report data were considered, and we found no evidence that youths were more or less likely to change at particular ages. We observed some evidence that more gender nonconformity in childhood (e.g., more femininity in childhood among children living as boys) was related to later gender change, but results were somewhat inconsistent across measures and gender identities. Youths showed diverse sexual orientations, with 60% of binary transgender and 33% of cisgender adolescents expressing queer (i.e., not straight) romantic or sexual interest. A high percentage of youths overall (37%) indicated interest in both boys and girls-a pattern particularly common among nonbinary youths. Finally, more than a third of youths have shown change in their sexual orientation, and childhood gender nonconformity was associated with whether currently binary transgender or cisgender teenagers most recently reported a queer identity. Our results accord with recent evidence indicating that today's youth are defying assumptions about gender and sexual orientationfrom decades of developmental research, considering gender and sexual orientation to be relatively flexible social identitiesrather than ones that are fixed, and view gender as having more than two categories. Early identifying transgender children's sense of their own gender was no more or less stable than cisgender children's, suggesting that children who are supported in their transgender identities tend to show developmental patterns that mirror their cisgender peers. Finally, in Chapter 7, we discuss how our findings exemplify and respond to this unique historical moment, the ways in which our findings do and do not align with past work about gender- nonconforming children, and how future research can continue to make strides toward better understanding a wider swath of gender development trajectories.

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Monographs of the Society for Research in Child DevelopmentVolume 88, Issue 1 p. 1-6 ISSUE INFORMATIONFree Access Issue Information First published: 13 June 2023 https://doi.org/10.1111/mono.12456AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume88, Issue1Understanding Heterogeneity in the Impact of Public Preschool Programs; Issue Authors ‐ Tyler W. Watts, Jade M. Jenkins, Kenneth A. Dodge et al.June 2023Pages 1-6 RelatedInformation

Monographs of the Society for Research in Child DevelopmentVolume 86, Issue 2 p. 104-108 SUBJECT INDEX Subject Index First published: 11 May 2021 https://doi.org/10.1111/mono.12428Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Volume86, Issue2Prosocial and Aggressive Behavior: A Longitudinal Study; Issue Authors ‐ Dale F. Hay, Amy L. Paine, Oliver Perra, Kaye V. Cook, Salim Hashmi, Charlotte Robinson, Victoria Kairis and Rhiannon SladeJune 2021Pages 104-108 RelatedInformation

Research demonstrates that children's participation in quality early childhood care and education often has immediate positive effects on their social‐emotional, self‐regulation, and achievement outcomes. Most of the research on the impacts of early child care and education has focused narrowly on the United States, but advocacy for economic and social investment in early childhood care and education to support future children's growth and well‐being now exists on an international scale.The longer‐term outcomes from prekindergarten programs have not been as strong. To improve children's long‐term outcomes, one suggested strategy is an intentional, scripted curriculum. Our goal in this monograph is to provide a fully integrated and comprehensive account of a large‐scale, longitudinal, field‐based randomized control trial of the Tools of the Mind (Internal consistency of the Tools) prekindergarten curriculum that occurred in the United States. Our intent is twofold. First, we examine the impact of the Tools curriculum itself, addressing both the potential impacts of the curriculum to improve prekindergarten quality and children's academic, executive function, self‐regulation, and social outcomes. Second, we consider the broader question of whether the use of intentional, scripted curricula during early education can, more generally, enhance both short‐ and long‐term outcomes in children.Developed from a Vygotskian framework, Tools focuses on equipping children with cognitive tools for learning that they can then apply to the task of acquiring and sustaining academic knowledge as well as behavioral competencies. Thus, Tools is an integrated, comprehensive curriculum, not a supplementary one. The Tools approach follows from a socio‐cultural perspective on child development that emphasizes children's acquisition of skills and cultural tools in collaboration with knowledgeable others.The methodology of the 4‐year longitudinal cluster randomized control trial is described in detail. We provide comprehensive information about recruitment, randomization of treatment condition, child assessment instrumentation and procedures, as well as observational assessments, including fidelity of implementation and teacher and child classroom behaviors.We provide results comparing 32 classrooms assigned to the Tools condition and 28 assigned to the business‐as‐usual control condition for children's academic, executive function, self‐regulation, and social gains from prekindergarten to the end of first grade. Developers of the curriculum specifically expected to see benefits on these measures. There were no positive effects for Tools on any of the outcomes.The lack of expected curriculum effects required careful consideration and raised more general questions about how curriculum experiences manifest themselves in assessed skills. As a first step to understanding the findings, we focused on teachers who were implementing Tools and examined the degree to which the curriculum was delivered as intended and the relations between fidelity of implementation and children's outcomes in prekindergarten. Results indicated a wide variation in observed fidelity of implementation but no consistent associations between fidelity of implementation and any child outcomes.In terms of more general practices and interactions associated with positive student outcomes, developers of the curriculum hypothesized that implementing Tools would enhance classroom practices and teacher–child interactions. Among the aspects they expected to be affected were the amount of non‐instructional behaviors, teacher‐led and child‐directed activities, teacher and child talk, social learning interactions, classroom emotional climate, quality of teacher instruction, and children's level of involvement. Teachers varied as much within treatment and control classrooms as they did between conditions on most of the aspects examined. We found no differences between experimental conditions on most practices and interactions.Curricula vary in scope and content, but they are universally intended to change classroom processes in ways that in turn will facilitate the development of targeted skills. For this mediational hypothesis to hold, the targeted classroom processes must be associated with child outcomes. We examined the associations between the classroom processes and children's prekindergarten and kindergarten gains and found support for their importance in early childhood classrooms. These findings demonstrate the value of identifying strategies to enhance these classroom practices and interactions.We situate the findings of our study within the larger context of early childhood education expansion policies and practices, and we offer a set of lessons learned. The study we report is a single evaluation of a single curriculum, yet we hold that the lessons learned are general and shed light on understanding why evaluations of curriculum have yielded such mixed results.