When interacting and working with children of different backgrounds, it is inevitable that there will be situations where it is difficult to verbally communicate with a child in kindergarten if a shared language is not present. It is important to understand ways of circumnavigating language barriers with parents and educators working in partnership to ensure that one can recognise the needs and wants of the child. Feeling understood is one of the prosilience factors educators will influence immediately.  

Should the educator take any steps in communicating with Rita or the parents?  

What are the next steps?  

What might be Rita’s risk factors and her resources when it comes to prosilience?  

How might Rita feel? 

How should the educators address Rita? He, she, they? 

What are the strengths of the girls/ women Rita is being exposed to? 

What was the gender of the child that was miscarried? 

Why might the parents feel so attached to Rita’s perceived feminine gender, especially during this time? 

How can educators help Rita to feel seen during this time? 

Can the kindergarten be a “safe haven” for Rita (i.e. can Rita freely choose/define his identity while in the kindergarten)? 

What role models are available to Rita?