In terms of gender, teachers and parents must work towards de-emphasizing stereotypes and nourishing ideas and differences among children.
The three major categories used by children and adults to classify both themselves and others are gender, age and race. (Karniol and Gal-Disegni 411). This demonstrates that gender and gender identity play a major part in the development of a child's sense of self.
As teachers and parents, we should aim to expose children to activities that will help reduce gender stereotyping. For example:
As teachers and parents, we should aim to expose children to activities that will help reduce gender stereotyping. For example:
- Recognize norms and social stereotypes
- Be aware of the fact that children are forming ideas of their own identity
- Try to avoid gender-segregated play
Children can learn from one another - regardless of gender. Open-minded children will turn into successful adults!
We all know how important toys can be in a child's life. It is usually seen as “worse” when boys play with girl's toys than
when girls play with a boy's toys (Karniol and Gal-Disegni 412). As caregivers, we do not want to exclude or make children feel bad because of their play preferences.
The importance of disregarding toy stereotypes is equally important for both boys and girls. Below is a series of videos that examine the role of LEGO in a child's life. This video argues that girls are misrepresented in this popular brand's marketing scheme.
By age 6, children may begin feeling less interested in the activities of other children who are the same sex. These children may find this difference troubling, anxiety-causing and fear being "found out" because they are different (Woolfolke, Winne and Perry 98).
These feelings of "difference" could lead to confused, upset, lonely and unsure adolescents that have a lack of support.
Every child should feel the same level of acceptance.
Every child should feel the same level of acceptance.
Some things we can work on as parents and teachers in a diverse society:
(Woolfolke, Winne and Perry 98)
Work Cited:
Karniol, R., Gal-Disegni, M. The Impact of Gender- Fair Versus Gender-Stereotyped Basal Readers on 1st- Grade Children’s Gender Stereotypes: A Natural Experiment. Journal of Research in Childhood Education. 23(4). 2009. 411- 420. Association for Childhood Education International.
Woolfolke, A. E., P. H. Winne and N. E. Perry. "Self Concept and Identity." Educational Psychology. Toronto: Pearson. 2012. 86-100.
Karniol, R., Gal-Disegni, M. The Impact of Gender- Fair Versus Gender-Stereotyped Basal Readers on 1st- Grade Children’s Gender Stereotypes: A Natural Experiment. Journal of Research in Childhood Education. 23(4). 2009. 411- 420. Association for Childhood Education International.
Woolfolke, A. E., P. H. Winne and N. E. Perry. "Self Concept and Identity." Educational Psychology. Toronto: Pearson. 2012. 86-100.