Gender Issues in Early Childhood Centres

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Gender Issues in Early Childhood Centres Sonja
Kate
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Point one
Preparations by parents frequently suggest
gender expectations if the sex of the unborn baby
is known Puckett Black, 2001. What this quote
is saying is that gender roles, expectations and
stereotypes are forced upon children even before
they are born. The sex of a baby, in many cases,
effects how parents treat the child, what types
of things they expose it to and even how they
expect it to behave. For example Parents may
buy clothing and accessories in colours which are
stereotypical of the sex of a child. Blue for
boys and Pink for girls! Parents may surround
the child with gender specific toys, and
promote gender specific activities, trucks and
cars for boys and dolls and soft toys for
girls. Parents often interact differently with
children depending on their sex, soft play and
gentle speech for girls and rough and tumble play
and more abrupt speech with boys.
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Point 2
Gender is socially constructed, where as sex is
biologically determined! Gender is something that
people learn from their cultural environments.
What we consider to be gender appropriate
behavior and norms can be entirely different in
different cultures.
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How do these issues Apply to Early Childhood
Centres ?
The toys and literature used in Early Childhood
Centres can portray gender Stereotypes. For
example Barbie reflects how our culture
promotes a gender stereotype towards how women
should look. Princesses and princes in fairy
tales often behave and act in ways which our
culture consider gender appropriate
roles. Although some toys and books contain
gender stereotypes there are also those which
challenge these stereotypes.
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How do these issues apply to early childhood
staff?
Early Childhood staff need to be aware of the
issues that surround gender in early childhood
settings. Every toy, book, game and activity
needs to be critically analysed by early
childhood staff before it enters early childhood
settings. Every piece of material used in early
childhood settings needs to be closely evaluated
to make sure it doesnt portray any gender
stereotypes. Early childhood staff need to
understand how our culture portrays gender roles,
and take this into consideration when planning
activities and experiences. Although this does
not mean that traditional gender specific
activities (for example Home corner ) be
avoided. Experiences and Activities should work
to challenge gender stereotypes, and make it
clear that gender is just a product of our
environment, it is learnt behavior and should not
be used as a determinant for any specific roles
or behavior.
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Reference list

• Contemporary issues in early childhood, homepage,
  viewed 23 october 2003,
• lthttp//www.triangle.co.uk/ciecgt 
• Arthur, L., 2001, Popular Culture and Early
  Literacy Learning. Contemporary Issues in Early
  Childhood. Vol 2, No 3. 
• Hughes, P. Naughton, G., 2000, Consensus,
  Dissensus or Community the politics of parent
  involvement in early childhood education.
  Contemporary Issues in Early Childhood. Vol 1, No
  3.
• Marsh, J., 2000, Teletubby tales popular
  culture in the early years language and literacy
  curriculum. Contemporary Issues in Early
  Childhood. Vol 1, No 2
• Ochsner, M., 2000, Gendered make up. Contemporary
  Issues in Early Childhood. Vol 1, No 2.