Ireland over the last number of years has become a very diverse society. With that in mind early years services are very conscious of equality and diversity and have over the last twelve months participated in Equality Diversity Initiative (EDI) training to look at our cultures and practices.
One element that needs to be talked about is Gender. What about Gender in Early Years Services?
Did you learn this nursery rhyme when you were a child?
What are little boys made of?
Snips and snails, and puppy dogs tails
That’s what little boys are made of!”
What are little girls made of?
“Sugar and spice and all things nice
That’s what little girls are made of!
This use to set the scene for how you were to think of boys and girls.
The principles of Aistear and Síolta place children at the centre of their own learning and development and view them as citizens with rights and responsibilities, free from any form of discrimination. The Aistear Síolta practice guide asks us questions when looking at developing our curriculum such as: What is my image of the child? Do I share the view of Aistear and Síolta? And if so, how is this reflected in children’s experiences, in the environment and in my interactions with children? (NCCA: 2013)
What is the role of early years setting?
The role of the early years settings is to be inclusive for all children. This means within the early years settings it is important for us to provide 3 keys things in relation to gender:
- provide the opportunity for children to test and learn.
- provide a gender fair environment.
- model gender-neutral language
1.Opportunity to test and learn
We know and research tells us that predominantly girls use the home corner. However, it is important to think about the benefits for all children.
What Skills / Abilities Are Developed in the House Corner?
- Communication Skills
- Empathy
- Nurturing and Caring qualities
- Co-operative Skills
- Imaginative Skills
Likewise, we know and research tells us boys predominantly use the construction corner. Again, we need to think about the benefits for all children.
What Skills / Abilities Are Developed in Construction Play?
- Spatial Awareness
- Planning Skills
- Problem Solving Skills
- Experimenting Skills
2. Gender neutral language
We may find it hard to use neutral language but it is important. This is an ideal opportunity for conversation with children, to discuss the role of the job/occupation and how both boys and girls can do the job.
- Policeman/Policewoman:Police officer
- Fireman: Firefighter
- Chairman:Chair or Chairperson
- Postman or Mailman:Post or mail worker
- Stewardess:Flight attendant
- Actress:Actor
3. Create a fair gender environment
There are a few simple points to support our practice in creating a fair gender environment which are:
- Have a honest, genuine discussion where children are active collaborators in gender awareness.
- Visitors to the setting can provide additional models eg. A male nurse, female firefighter
- Provide time and space for role-playing which will challenge gender stereotypes and traditional roles.
What children think
We must remember what children think and how influential the role of the adult can be………….
(image:Liza Donnelly)
Think abouts for your practice
- How can construction play be made more ‘girl friendly’?
- How can boys be encouraged to develop house play in a way similar to the girls?
- If boys are willing to take more risks in their play what are the learning implications?
- Can girls be encouraged with risk taking in their play?
- Does the resources in our service promote positive gender balance? look at books, images and role play equipment.
- Does your service policy reflect your inclusive practice? Have a look at the Diversity and Equality guidelines published by DCYA in 2016 for some guidance and support.
Booth and Ainscow (2002)
References:
Browne, C. & Ross, N. (1993) Girls as Constructors in the Early Years: promoting equal opportunities in maths, science & technology; Stoke on Trent; Trentham
Booth, T. and Ainscow, M. (2000, 2002, 2011) Index for Inclusion: developing learning and participation in schools, Bristol, CSIE.
National Council for Curriculum and Assessment (NCCA) (2013) Aistear: The Early Childhood Curriculum Framework. Dublin:NCCA
