The dominant, yet dated discourse surrounding gender has been discussed primarily using developmental theory. Over the last thirty years, scholars have been challenging this discourse, but this is often not reflected in practice. This qualitative study is informed by a phone interview and a focus group session with educators, who believe that adopting a more gender fluid perspective with children is important. Inspired by Queer theory, employing a critical paradigm and social justice framework, it investigates how a queering of current gender discourses is being incorporated into ECEC practice. By consulting educators, the research gains insight on how gender fluid discourses can be incorporated into the field of ECEC through learning how educators are already incorporating gender fluid discourses in a proactive manor with preschool age children in ECEC settings. In the findings, five main themes were identified focusing on materials, practices, parents, ECEs, and ECE education and support. Keywords: early childhood education and care, educators, gender fluid, reconceptualizing