M11🧩 Extended Learning & Reflection Connection: Ch11 “Working with Families Around Gender Issues” (PR’s Optional 🐝)

Media that perpetuates rigid gender roles and stereotypes can affect children’s sense of self, relationships, and career aspirations. Common Sense Media’sLinks to an external site. latest research report explores the lack of diversity and the effects of gender-biased media on children’s development.  https://www.commonsensemedia.org/press-releases/youtube-videos-devoid-of-diversity

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👀 WATCH this 3 minute video:   https://www.youtube.com/watch?v=Rc2Rtd3o504

Here is a video created by Common Sense MediaLinks to an external site. to promote awareness of the issue regarding gender roles and how the media perpetuates the stereotyping of gender roles. 

Additional information can be found in this research brief: “Watching Gender: How Stereotypes on TV and Movies Impact Children’s DevelopmentLinks to an external site..”

 📝 Take time to jot down notes about your thoughts about what is most meaningful and how we can promote more positive, accurate gender representations that give children the freedom they need to be themselves. 

Stages of Gender Development in Early Childhood

For more than 50 years, child development researchers have studied how young children learn and think about gender (Kohlberg, 1966; Bem, 1981; Martin & Halverson, 1981; Ruble & Martin, 1998; Bussey & Bandura, 1999; Ruble, Martin, & Berenbaum; Trautner, et al., 2003; Miller, et al., 2006; Zosuls et al., 2009). Children learn the social meanings of gender from adults and culture. Beliefs about activities, interests, and behaviors associated with gender are called “gender norms,” and gender norms are not exactly the same in every community. Young children look to caring adults to help them understand the expectations of their society and to develop a secure sense of self. Children are more likely to become resilient and successful when they are valued and feel that they belong (AAP Healthy Children, 2015; Kohlberg, 1966; Ramsey, 2004).

A Note about Gender and Play Gender and Gender Identity For most children in the United States, gender and gender identity are not so different. Children usually choose toys and activities associated with their physical gender. Other children choose activities that are associated with another gender. It’s hard for them to understand why they can’t play the games that interest them, or play with the children they like most. From a child’s perspective, that’s like being told that your favorite color has to be red, but you know your favorite color is blue (American Academy of Pediatrics, 2015).

As shared in our module this week, research has identified the following several stages of gender development in young ages:

Infancy. Children observe messages about gender from adults’ appearances, activities, and behaviors. Most parents’ interactions with their infants are shaped by the child’s gender, and this in turn also shapes the child’s understanding of gender (Fagot & Leinbach, 1989; Witt, 1997; Zosuls, Miller, Ruble, Martin, & Fabes, 2011).

18–24 months. Toddlers begin to define gender, using messages from many sources. As they develop a sense of self, toddlers look for patterns in their homes and early care settings. Gender is one way to understand group belonging, which is important for secure development (Kuhn, Nash & Brucken, 1978; Langlois & Downs, 1980; Fagot & Leinbach, 1989; Baldwin & Moses, 1996; Witt, 1997; Antill, Cunningham, & Cotton, 2003; Zoslus, et al., 2009).

Ages 3–4. Gender identity takes on more meaning as children begin to focus on all kinds of differences. Children begin to connect the concept “girl” or “boy” to specific attributes. They form stronger rules or expectations for how each gender behaves and looks (Kuhn, Nash, & Brucken 1978; Martin, Ruble, & Szkrybalo, 2004; Halim & Ruble, 2010).

Ages 5–6. At these ages children’s thinking may be rigid in many ways. For example, 5- and 6-year-olds are very aware of rules and of the pressure to comply with them. They do so rigidly because they are not yet developmentally ready to think more deeply about the beliefs and values that many rules are based on. For example, as early educators and parents know, the use of “white lies” is still hard for them to understand. Children make sense of the world through imagination and play, by observing, imitating, asking questions, and relating to other children and adults (Vygotsky & Cole, 1978). 

How to support children’s gender development

■ Offer a wide range of toys, books, and games that expose children to diverse gender roles. For example, choose activities that show males as caregivers or nurturers or females in traditionally
masculine roles, such as firefighters or construction workers.
■ Provide dramatic play props that give children the freedom to explore and develop their own sense of gender and gender roles. Recognize that this may feel uncomfortable for some providers, teachers, and parents. Be ready to have conversations to address the value of this kind of play.
■ Avoid assumptions that girls or boys are not interested in an activity that may be typically associated with one gender or the other. For example, invite girls to use dump trucks in the sand table and boys to take care of baby dolls.
■ Use inclusive phrases to address your class as a whole, like “Good morning, everyone” instead of “Good morning, boys and girls.” Avoid dividing the class into “boys vs. girls” or “boys on one side, girls on the other” or any other actions that force a child to self-identify as one gender or another. This gives children a sense that they are valued as humans, regardless of their gender. It also helps all children feel included, regardless of whether they identify with a particular gender.
■ Develop classroom messages that emphasize gender-neutral language, like “All children can . . .” rather than “Boys don’t . . .” or “Girls don’t . . .”
■ Help children expand their possibilities—academically, artistically, and emotionally. Use books that celebrate diversity and a variety of choices so that children can see that there are many ways to be a child or an adult. Display images around the room that show people in a wide variety of roles to inspire children to be who they want to be.

Mental models towards positive gender image

Early learning environments are important places to teach children language and behavior that
helps them all feel good about who they are and how to recover from the hurts they may cause
each other. Look for opportunities to help children practice positive language they can use with each other. Here are some examples that you can use to create your own:
■ “Boys and girls can be good at sports/writing/sitting still.”
■ “Girls and boys can be friends with each other.”
■ “Everybody can play in the kitchen/tool area/swing set.”
■ “Running games are for everyone.”
■ “Hair is hair. That is how she/he likes it.”
■ “Boys and girls can wear what they like at our school.”
■ “Colors are colors. There aren’t boy colors or girl colors. All children like different colors.”

Cultural contexts

Cultural differences in concepts of gender, the language used to describe gender, and attitudes toward gender-diverse people may affect expressions of gender identity. Many Western societies view gender as binary: male or female. This ideology sets an expectation that gender expression must conform to one or the other and may contribute to the pathologization of gender diversity. When the gender expression of a child or adolescent does not fit neatly into the societal construct of male or female in congruence with their assigned sex, the child and family may be ostracized or stigmatized.

Response Format

• Always separate your responses to the questions with numbered paragraphs, starting with the question (type it in bold), with your response following (typed in APA, paragraph format, using 12 pt Times New Roman font). 
• Very important: all writing is inclusive of proper sentence structure/grammar is at the college level. Include citations from our assigned course resources to support your ideas.
• First person “I” statements are expected. You are writing from your perspective (so please avoid generalizing “we/us”).
• Review DB Rubric to ensure you are addressing all assignment components and Use the checklist below.

🔍  Extended Learning & Reflection Connection

This week we explored gender issues as they relate to children and working with families. Reflecting on your learning from readings in the textbook and the video resources, share your response to the following questions. Answer questions 1 – 3, 4 is optional. No Peer Responses this week to lighten your load ❣️

1. What part does language play in carrying out gender inequities? Think about language used in the media, at school within curriculum and/or activities and directives, in the home, or other areas. How does language influence children’s ideas of their capabilities? remember to cite)

2. What ideas resonated with you from Common Sense Media? 

3. Which of the video resources was most informative and valuable to you and why? What do you find yourself agreeing with or disagreeing with (be specific and back it up with the source you found). How did the extended resources with this assignment connect to our required readings for this week?

4. (Optional) How can educators that have differing opinions in terms of gender issues, work collaboratively when differing beliefs and opinions collide in the classroom? Please provide some examples of your real-life experiences or hypothetical ones.