Kohlberg's theory of gender development is heavily influenced by Piaget's theory of cognitive development, but it specifically focuses on how children's understanding of gender evolves. While Piaget's theory outlines how children's cognitive abilities develop through stages (sensorimotor, preoperational, concrete operational, and formal operational), Kohlberg's theory hones in on the development of gender identity within these cognitive stages. In Kohlberg's view, the development of gender identity, stability, and constancy are cognitive achievements that parallel Piaget's stages. For instance, the concept of gender stability aligns with the preoperational stage, where children begin to understand the world symbolically but still struggle with logical thinking, which is why they might think gender can change under different circumstances. Gender constancy corresponds to the concrete operational stage, where logical thinking is more developed, allowing children to understand that gender is consistent regardless of superficial changes. Thus, while Piaget provides a general framework of cognitive development, Kohlberg applies this to the specific realm of gender understanding.

Kohlberg's theory implies that gender socialisation practices should be age-appropriate and cognisant of the child's developmental stage. In the early stage of gender identity, children are just beginning to label genders. Socialisation during this period should focus on introducing diverse gender roles in a simplistic, understandable manner, without reinforcing stereotypes. As children progress to the gender stability stage, they start understanding the permanence of gender, but may still be influenced by superficial changes. Here, socialisation can involve more explicit discussions about gender roles and the distinction between biological gender and societal gender roles. In the final stage of gender constancy, children understand that gender is consistent regardless of external changes. Socialisation practices at this stage can be more nuanced, challenging gender stereotypes and encouraging critical thinking about gender roles. Overall, Kohlberg's theory suggests that understanding a child’s cognitive stage of gender understanding can guide more effective and supportive gender socialisation practices.

Kohlberg's theory, primarily focusing on a binary understanding of gender, does not explicitly address non-traditional gender expressions or identities. His stages – gender identity, gender stability, and gender constancy – are based on the traditional male-female gender binary. This limitation means that the theory may not fully account for the experiences of children who do not identify strictly as male or female or whose gender expression deviates from societal norms. For children with non-traditional gender expressions, the developmental process of understanding and internalising their gender identity might differ from the stages Kohlberg described. These children might face additional challenges in the form of societal pressure and expectations, potentially influencing their journey through these stages. In contemporary psychology, there is a growing recognition of the need for theories that more inclusively and accurately represent the diversity of gender identities and expressions.

Modern critiques of Kohlberg's theory often centre on its binary approach to gender and its lack of consideration for cultural, social, and biological influences on gender development. Contemporary understandings of gender recognise a spectrum of gender identities beyond the male-female binary, which Kohlberg's theory does not adequately address. Critics also point out that the theory minimises the role of socialisation and cultural factors in shaping gender identity. In many cultures, gender roles and expectations are diverse and fluid, challenging the universality of the stages Kohlberg proposed. Furthermore, recent advances in neuroscience and genetics suggest that biological factors play a significant role in gender identity, which Kohlberg's cognitive-focused theory does not fully incorporate. These modern critiques call for a more holistic and inclusive approach to understanding gender development, one that recognises the complex interplay of cognitive, biological, social, and cultural influences.

Educators can use Kohlberg's theory as a framework to understand where students might be in their understanding of gender, and tailor their support accordingly. For younger children in the gender identity and stability stages, educators should focus on creating an inclusive environment that respects all forms of gender expression. This can be achieved by using gender-neutral language, incorporating diverse gender representations in teaching materials, and challenging gender stereotypes through classroom discussions and activities. As children progress to the gender constancy stage, educators can introduce more complex discussions about gender, including the concept of gender as a spectrum and the idea that gender identity can differ from biological sex. It’s important for educators to provide a safe space for all students to explore and express their gender identity, offering support and validation for gender-diverse students. Additionally, professional development in gender diversity and inclusivity can equip educators with the necessary skills and knowledge to support gender diverse students effectively.