As the early years are a critical time for children to develop the rudiment of gender awareness and gender identity, early childhood teachers should create a gender-fair learning environment for children and consciously counter the issues of gender inequity when they are exposed in the child care centre. This essay focuses on how gender inequity and stereotypes are generalized in the early childhood period and methods for early childhood teachers to address gender inequity in the child care centre. It will illuminate how my understanding of gender inequity and stereotypes in early childhood education has extended from a future early childhood teacher’s perspective. It also attempts to interpret how these articles discuss the relation between …show more content…
The second article, Examination of early childhood practitioners’ general perception of gender differences in young children, suggests that the research indicates the stereotypical perception of children’s gender differences is existed in early childhood teacher’s verbal expression (Hyun & Tyler, 2000). The research has collected data and responses for several topics including “Frequently Mentioned Descriptive Words by Gender”, “Words by Gender that May Reflect ‘Constructive’ and Active Learner Characteristics” (Hyun & Tyler, 2000). The results of the data collection have shown that gender bias is identified in early childhood teachers’ perception and verbalisation in terms of children’s characteristics, learning styles and classroom interaction (Hyun & Tyler, 2000). For example, words used to describe boy’s group learning style including “active, builders, challenging”, whereas girls are described as “cooperative, creative, curious” (Hyun & Tyler, 2000). Although learning styles and learning abilities are largely determined by the biological sex differences, how they respond to children with different genders would influence how children perceive their gender and their postnatal development of learning. When boys are perceived to be more cable than girls, teachers are very likely to have higher exceptions on boys and design considered developmentally appropriate activities for them instead of providing them the same materials as girls’. Consequently, the existing boys’ social dominance may be further supported and girls may suffer from the unfair perception that “they are passive learners in some extent” so they are dependent and need more help from teachers (Hyun & Tyler,
Martin, C. L., Wood, C. H., & Little, J. K. (1990). The development of gender stereotype components. Child Development, 61(6), 1891-1904. doi:10.2307/1130845
This work (repeat the teaching) could make the kids realize and know their genders. The second step, in ages 3-5, when the kids know exactly what their gender, the parents want to let them do activity together. In this step, it is very hard to do that for boys particularly because their stereotypes about the gender are very stronger than the girls. This is back to the learning that they (boys) got from their previous step. In the third phase, we find that Kohlberg believes that children age 6 to 10 years begin to comprehend the gender differences between them. We find that kids at this stage, they begin to develop their skills on this basis. At this stage may not happen without any intervention of the parents, but the children get some confusion; for example, a child who has a tendency to carry out activities of gender, we find the parents are suffering at this stage because the child 's return to its own stereotypes. Also, at this stage, we find that the competition between the sexes is increasing somewhat, so that we see the kids are trying to prove gender personality. We can now say that the stereotype of children throughout
When observing children, it is important to reduce bias (a concentration on or interest in one particular area or subject – The Oxford online dictionary) to ensure that you make your observation valid and therefore, objective. Gender bias is still prominent in childcare settings, but not as much as it used to be. An example of reducing gender bias is by organising a group activity, in which you select an equal amount of boys and girls to participate in a group activity, by doing so you are not showing preference of a gender. A lot of p...
Gender stratification can be described as unequal power, wealth, and privileges between men and women. This stratification is more generally aimed at women who are oppressed in the work place, economic class status, and many other aspects of life because of their gender. We can blame this on the patriarchal culture that we prescribe too, where males hold primary power and privileges in our society. Two of the most common aspects of gender stratification that we see in the United States includes the wage gap between men and women and the violence that women face. There are many more aspects to gender stratification, however, these two topics seem to be a gender stratification problem all over the world.
American society has come a long way in identifying and defending women’s human rights and humanity. However, women will always be essentially different than men because of their ability to convey with children. We are reminded of this by current political debates concerning abortion and contraception, which some have called a “war on women”. The transformation of gender relations since the beginning of the 20th century is one of the most rapid change in human history. Men had legal powers over the lives of their children and wives. Wife beating was never strictly legal in the Unites States. The ruling of men over women had emerged by the end of the 18th century. The movement for the right
One study observed children in preschools and discovered that there were many examples of gendering of preschoolers. (Martin 1998) Dressing up of little girls in dresses and tights restricted their movements, making them less able to perform physical activities. (Martin 1998) Even though, the girls were quieter, nicer and played less aggressively than the boys the teachers reprimanded the girls more. During playtime, the boys and girls interacted with one another, once they reached the age of five the boys played only with other boys and the girls
Discrimination based on gender or sex is a common civil rights violation. Discrimination continues to exist in all forms, despite the efforts to eliminate it. Skin color, religion, and sex are the central components of discrimination in the world. One specific area that has shown great improvements over time is gender equality. Throughout world history, women have been viewed as inferior to men. In the United States, women were not allowed to join the military or vote. The United States has made great strides in providing equal opportunity to all genders. In spite of the several laws and acts congress has passed, women are still viewed as subordinate people. Judith Lorber, Shari Dworkin, Bianca Grohmann, as well as Christopher Greenwell and
In fact, gender socialization appears very early in childhood, and it is generally regarded as one of the most related issues in early childhood. (Early Childhood, 2007) Children learn the differences between boys and girls by the environment they are exposed to, and the ideas are reinforced mainly by family, education, peer groups, and the mass media.
The research on sex role stereotyping is currently growing. There are many theories regarding its existence. Some attribute the sex roles to the media, literature and society, but it is a combination of all these factors. Despite the best of intentions by parents to not encourage the sex roles, at the time of kindergarten, children will demonstrate behaviors specific to their sex. It is believed that this phenomenon occurs because the children know that they are either a boy or a girl but are trying to figure out exactly what that means (Seid, 114).
Sending a child to a gender based school, is a very big decision to make. The decision is so big, that looking at what research has to say about the topic could alter one’s decision to send their child to a gender based school. “Educators must apply different approaches in teaching make, and female students” (Gurian). This is said by Gurian, because he also believes that boys and girls learn differently. “Social pressures can be gentler and your child can learn at his own pace” (Kennedy).
A school environment helps mold children’s friendships and they learn from their instructor’s actions and behavior. Textbooks and certain material also plays a role in influencing gender. Most of the time in school, history is based on the accomplishments of men, and women usually do not play a major role. The schools are usually in approval of this certain stigma of men and women gender roles. There are many ways that teachers reinforce a child’s gender development. Communication, games, and activities are various tactics teachers use to inforce gender development. Even school systems, seem to be organized to where men are in higher power than women. Even though the child’s home is the major foundation for gender development, the school would be the next major place. Even though most would think school would be a place where students would be comfortable with finding their own gender identity, this is not always true. School environments are commonly known for having a bigger effect on what men and women gender roles should be. Since men seem to be more superior than women, they are usually given more attention from the teachers. According to The Influence of School and Reading, “A meta analysis of 81 studies of classroom interaction showed that boys received 56% of classroom interaction with the teacher and girls received 44% (Kelly, 1988). This same meta analysis also found that although girls raise
Through early childhood education teachers and educators can make a difference, challenge gender stereotypes, and provide a non-sexist setting to make changes. By definition stereotypes are discriminatory and hateful which Jennett (2013, p. 3) describes they are prejudice and bigotry that inhibit on people’s lives. As mention earlier, Australia is one of the multicultural nations, so there are many different types of family structures. Each family has its beliefs, customs, and values. To put it simply, certain cultural values place differences on male and female roles. For instance, Jennett (2013, p. 8) states in a school project run by the National Union of Teachers (NUT) the teachers expressed that girls are still dissuaded from being overtly assertive and pursuing more challenging and robust careers, whereas, the eldest boys become less respectful of female teachers. In other words, cultural views influence an individual in forming perspective that males are masculine and females are nurturing. That males are opposite to females; what is stereotypically male and female. For example, males are leaders and strong while females are emotional and soft. This kind of mentality is described by Gobby (n.d.) as binary thinking, which a person views the world in black and white with no greys. So then, if any individual who does not fit the
While teachers may not intend to marginalize girls, they often unconsciously give male students more frequent and focused attention. Not only does this extra attention lead to improved academic performance, but it can also influence girls to be more passive and quiet as their schooling goes on (Sadker, 1999). This extra attention is most often done through non-verbal behaviour. As these behaviours are under less conscious control, they are thus subject to less self-monitoring and accountability (LaFrance, 1985). The most common of these unconscious behaviours is not calling on girls to answer questions (Sadker & Sadker, 1994). While this cannot be entirely blamed on the teachers – boys are often more visible when the put up their hands by holding them higher and vocalizing “Me! Me!” whereas girls tend to hold their arms bent at the elbow and be quiet – it is important to be aware of this unintentional bias and the effect it can have on female students. Teachers also tend to offer male students more encouragement than female students. They give them more positive feedback and make more helpful slips, which involve providing information to the answer in the question (LaFrance, 1985). There are also many types of subtle gender discrimination built into the curriculum. When analyzing lesson plans, women are rarely represented in powerful roles
Sandstrom, M., Stier, J., & Sandberg, A. (2013). Working with gender pedagogics at 14 Swedish preschools. Journal of Early Childhood Research, 11(2), 123-132
Gender stereotypes are very prevalent in today’s early childhood classrooms with societal expectations playing a significant role in generating the negative outcomes of both sexes (National Union of Teachers, 2013, p. 4). These societal expectations perpetuate inequality and become apparent through various interactions, messages and materials as well as through professional documentation such as the Australian Curriculum or the Early Years Learning Framework (EYLF) (Siraj-Blatchford, 2004, p, 22). This type of inequality disadvantages students creating restrictions on the possible opportunities they can encounter throughout life as well as impacting on their self-esteem and relationships (Siraj-Blatchford, 2004, p, 22) (National Union of Teachers, 2014, p, 3).