The author recently completed a three-year program in early childhood education in BC and became interested in the evolution of gender development in the early years. Findings of this policy and programs research reveal that the work has been done by upper levels of the provincial education system, but the created programming has not translated into the classrooms as a ubiquitous element of planning for students' learning opportunities or environment in their growth toward their personal identity. Greater effort is essential to support full potential in efficacy to the enriching of children of all ages in their journey of self-awareness.