Observation:
Deanne & Mark (Preschoolers – 4 years)
Deanne & Mark (Preschoolers – 4 years)
Deanne says proudly, ‘My mum drives a bus’.
Mark yells: ‘Your mum can’t drive a bus!’
Deanne yells back: ‘Yes she does!’
Mark says: ‘Nuh-uh girls can’t drive a bus’
Deanne yells: ‘Can too!’
Mark’s 3 friends Cody, Sam & Boyd join in, ‘Nah they
can’t. Bus driving is what
Daddies do!’
Analyse: Mark
and his friends are showing gender bias. They believe that because Deanne’s
mother is female, she cannot have that employment. Between the ages of 3 and 5,
children develop gender identity and begin developing gender stereotypes which
they apply to themselves and others to gain meaning. They become tightly
interwoven into beliefs between 5 and 7 years of age, making it critical to
address the issues as early as possible (Aina & Cameron, 2011).
Kohlberg (1981; cited in Aina & Cameron, 2011) believed children’s cognitive understanding of gender actually influenced their behaviour. In media, popular culture, consumer products, books, peers, family and movies have a tremendous persuasion on a child’s beliefs of gender roles and stereotypes. A study by Freeman (2007; cited in Aina & Cameron, 2011) revealed large discrepancy between the messages the children perceive and a parents professed attitude.
Kohlberg (1981; cited in Aina & Cameron, 2011) believed children’s cognitive understanding of gender actually influenced their behaviour. In media, popular culture, consumer products, books, peers, family and movies have a tremendous persuasion on a child’s beliefs of gender roles and stereotypes. A study by Freeman (2007; cited in Aina & Cameron, 2011) revealed large discrepancy between the messages the children perceive and a parents professed attitude.
Extend
in session:
The behaviour of educator’s is a crucial factor in the quality of the
learning process (Aina & Cameron, 2011). This observation and gender
stereotyping can be acted on immediately. Intervening and suggesting to the
children that we could ‘research’ it could settle the argument, as well as
extend their thinking. Go to the
computer or iPad and typing in ‘female bus driver’ will give you many pictures
of just that. Asking the children what other jobs ‘only Mummies and Daddies do’
could lead to more searches of workers in ‘non-traditional’ roles. This could
include females firefighters and mechanics, male nurses and flight attendants.
Leading on from occupation you could bring up pictures of people who do not fit
the gender stereotype in day to day life; such as women with short hair, and
men who are androgynous for example, to show the children that everyone is
diverse. If there is no access to computers for the children, then you could go
and print some pictures for them to see. Having a discussion about this is
extremely important.
You could also turn this into a discussion, art or perhaps pretend play on what the children want to do when they ‘grow up’.
This could all also be used to extend later in further lessons.
You could also turn this into a discussion, art or perhaps pretend play on what the children want to do when they ‘grow up’.
This could all also be used to extend later in further lessons.
Extend
later:
A lesson to expand on the observation can include having the children draw pictures or discuss at group time what boys like and what girls like. Then ask if any of the opposite gender actually like playing with these toys. Prompting the children with questions such as ‘Why can’t a boy play with hair styling?’ or ‘Why do you think girls don’t like cars?’ would encourage some open minded thinking on behalf of the child.
The observation and extensions can be further enhanced by addressing diversity in the classroom so the children embrace their differences.
Having visitors visit that do not fit gender stereotypes could be used in this case. Children usually love meeting new people and would be able to see it in person to make it more meaningful, as well as ask lots of questions that they might have. This helps them in resourcing their own learning through a range of media.
A lesson to expand on the observation can include having the children draw pictures or discuss at group time what boys like and what girls like. Then ask if any of the opposite gender actually like playing with these toys. Prompting the children with questions such as ‘Why can’t a boy play with hair styling?’ or ‘Why do you think girls don’t like cars?’ would encourage some open minded thinking on behalf of the child.
The observation and extensions can be further enhanced by addressing diversity in the classroom so the children embrace their differences.
Having visitors visit that do not fit gender stereotypes could be used in this case. Children usually love meeting new people and would be able to see it in person to make it more meaningful, as well as ask lots of questions that they might have. This helps them in resourcing their own learning through a range of media.
Books are a very useful tool for children, not only for
literacy, but for them to engage in and learn a new topic or lesson. There are
many books that can be used to combat gender stereotypes. Some of these
include; Allie’s Basketball dream by Barbara E. Barber, Ballerino Nate by
Kimberley Brubaker Bradley, Heroines and Heroes by Eric Hoffman and William’s
doll by Charlotte Zolotow (ADL, 2013). Non-sexist books produce positive change
in self-concept, attitudes and behaviour and has been proven to have a positive
effect on Children’s gender attitudes (Aina & Cameron, 2011).
Every Outcome of the Early Years Learning Framework apply
to the extension of this observation. Children will have a strong sense of
identity (Outcome 1); they will feel safe, supported and secure in expressing
themselves and their beliefs, develop a sense of agency, and confident
(hopefully unbiased) identities and empathise, care and respect others and the
decisions they make. Children will connect and contribute to their world
(Outcome 2) by belonging to the group and community of the centre and
classroom, respect, be fair and be socially responsible with their peers in the
environment, in regards to the choices one another makes. With the topic of
these lessons they will have a strong sense of social and emotional wellbeing
(Outcome 3), by standing up for their beliefs and friends.
By using enthusiasm, curious, enquiry, researching and resourcing their own learning, when finding out and learning about gender equality, they are confident and involved learners (Outcome 4).
They will interact verbally for a range of purposes, such as those above, use a range of texts (books, research, and the visitor), be encouraged to express their ideas and use information and technology to gain information, supporting the development of the children becoming effective communicators (Outcome 5) (DEEWR, 2009).
These extensions contributes to children’s learning in their identity and other key aspects, to maximises opportunities, uses children’s current knowledge, their agency is promoted and they are fully supported in this program because of its importance of their self-identities. Their learning will be documented, assessed, scaffolded and responded to by educators (Standard 1)
By using enthusiasm, curious, enquiry, researching and resourcing their own learning, when finding out and learning about gender equality, they are confident and involved learners (Outcome 4).
They will interact verbally for a range of purposes, such as those above, use a range of texts (books, research, and the visitor), be encouraged to express their ideas and use information and technology to gain information, supporting the development of the children becoming effective communicators (Outcome 5) (DEEWR, 2009).
These extensions contributes to children’s learning in their identity and other key aspects, to maximises opportunities, uses children’s current knowledge, their agency is promoted and they are fully supported in this program because of its importance of their self-identities. Their learning will be documented, assessed, scaffolded and responded to by educators (Standard 1)
References.
Aina, O. E. & Cameron, P. A. (2011). Why does gender
Matter? Counteracting stereotypes with young children, vol. 39 (3), pp. 11-19.
Anti-Defamation League (ADL). (2013). What are examples of
Books for young children that break gender stereotypes? http://www.adl.org/assets/pdf/education-outreach/What-are-Examples-of-Books-Gender-Stereotypes.pdf
Australian Children’s Education and Care
Quality Authority (ACECQA). (2012). National Quality Standards. National
Quality Framework, Australian Government.
Department of Education Employment and
Workplace Relations (DEEWR). (2009). Belonging, being and becoming: the
early years learning framework for Australia. Canberra:
Commonwealth of Australia.
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