How does a child's gender affect their learning and play? Right from birth children are getting messages, both positively and negatively about what it means to be a boy or a girl. How gender effects a child’s learning is influenced by both nature and nurture. A simple way of looking at the difference between the two is: nature is what is already there at birth – a child’s genetic make-up; nurture is the influence of the environment around us from close relationships with family, the wider community and world around us.
How do we unknowingly promote stereotypes around gender? Visit toy shops or large stores like the Warehouse and you will see aisles labelled ‘girls’ toys’ and ‘boys’ toys’. The girls’ aisles are filled with Barbie, cute animal toys, fairy outfits, tea sets and dolls. Boys’ aisles are jam packed with big trucks, dinosaurs, tool sets and super hero costumes. This sends out a message of what is ‘appropriate’ to buy for each gender and what boys and girls ‘should’ like. Unfortunately some children are given negative messages when they explore non-traditional toys. A boy who goes to play with a doll might be told by an older child or even an adult, “that’s a girl’s toy.” Sometimes nothing negative is said but exploring outside traditional gender roles is not supported. If they are never bought a tea set then how can they benefit from the language and social skills that are enhanced during this type of play? With girls, the messages may be more subtle. They may not be told they can’t play with something however are not given the opportunity to do so. A girl can’t learn about putting together a train set if they are never given one, nor can they learn to use a hammer if there is not one in their environment or they are not encouraged to give it a go and be shown how to do it safely.
Children’s play choices and gender The younger a child is the more likely they are to play with a wider variety of toys. While there are some preferences influenced by nature, young children have not yet been as influenced as their older peers with gender. This is why you will see eighteen month old boys dressing up with little high heels or fairy wings, but you are less likely to see a five
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year old boy do the same. Very young children will play with what they want to play with without fear of what others will think or say. We can make the most of this time by having lots of variety available for children in their play. As a teacher, I take toys and learning resources in all curriculum areas regardless of gender. Both boys and girls are given train sets, digger trucks, art and collage sets, dolls, prams, tea sets, carpentry sets, science experiments, messy play, dress ups, instruments and more. This enables them to explore new interests and challenges regardless of gender.
What can we do to get rid of gender stereotypes in play and to encourage our boys and girls learning without bias? • Go with your child’s interests rather than what you like or what you think they should like. This year my seven year daughter wanted a dinosaur party which was in contrast to the Barbie or fairy parties typical amongst her friends. However rather than try and change her mind or say “but wouldn’t you rather have a princess party”, we went with it and she had a great party. • Mix different areas of play such as a tea set with sand play. • When choosing books look for ones that show both genders in varied and positive roles such as men and women looking after a baby, being a doctor or teacher, being a superhero. • Encourage quiet play with boys such as drawing and arts and crafts from a young age. As a teacher of children in home based childcare for Footsteps, I encourage you to allow your child to play with a variety of toys and ensure that they do not feel restricted by traditional gender roles from a young age. What are your thoughts on gender and stereotyping with toys? Jacqueline Taylor, Footsteps kaiako (teacher) Auckland