This bachelor thesis deals with the question to what extent kindergarten children can be accompanied in the development of gender identity in the social context of an elementary educational institution. On the one hand, the work should present the course of gender identity development in the setting kindergarten and, on the other hand, the room for manoeuvre of the specialist staff. There are hardly any empirical studies in this context. However, the literature points out the importance of the qualification of pedagogical specialists and requires a high willingness to reflect. On the basis of the aspects mentioned, pedagogical consequences regarding a development-promoting support of the children in their development are presented.