Dianna Gutierrez

HD 412 Working With Children and Families in a Diverse World

The Importance of Gender Inclusion throughout the Environment

This paper will discuss the importance of developing a classroom which
builds gender inclusion in all areas. The purpose of this topic is to establish
an environment where children are free to make choices through their play
and learn without any biases. By building a class where the children are free
to manipulate, gain knowledge, and develop an understanding of social roles,
they can strip away those gender roles society has set before them and
establish their own perceptions. As children play in an environment such as
this, they are able to manipulate and discover with the freedom to make
mistakes, ask questions, and build upon new experiences they may not
otherwise have had. The research being brought forth in this paper will
acknowledge how gender inclusion is a benefit to each and every child.
Identity
Identity is often focused on physical aspects of a boy and a girl. When
a parent has a son or daughter, the stereotypical ideas spring forth as to the
outward acceptance of their child. Parents direct children to what is socially
acceptable in regards to; clothing, hairstyles, and toys they should be
playing with. Yet, identity in children must be examined in how the child
views themselves within their supportive environments.
Educators also direct identity by the classroom environment they
create. Identity is formed through interactions with gender specific materials.
Within the dramatic play area, clothing and materials are mainly female

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

related. A few materials for boys are male designed hats, coats, and ties.
When a boy puts on gloves, necklaces, and holds a purse he is automatically
scolded for his choices, since those materials are for girls.
Creating an inclusive environment will enable a child to create and
develop their own identity. Estola suggests, It is important that all play
domains are not culturally divided into separate boys or girls games since
this narrows childrens possibilities to develop their full potential (Estola,
2003, p. 48). Supporting a childs interests should not be regulated based
on gender acceptance. Broadening these limited ideals will engage children
to explore unknown interests that may exist.
Expectations about gender roles are not only affected by the general
sexism in our society; ethnic and cultural background also influences
peoples beliefs about gender behavior (Copple, 2003, p. 119). Adults base
concerns on what a child plays with in regards to future sexual preferences.
When a boy plays with a doll this does not label him homosexual or a girl
working with blocks as a lesbian. These ideas are inconclusive and harbor
future potential in breaking gender roles. As young children develop gender
awareness, they establish rigid lines around gender roles (Copple, 2003, p.
115). Fostering daily positive and inclusive experiences for children will
dismantle stereotypes to encourage the exploration of identity without
criticism.
Social Justice

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

Reflecting upon social justice in the preschool environment, views

throughout the educational perspective are shown to be faced with similar
situations. Social justice is defined by the Department of Government and
Justice Studies at Appalachian State University by Matthew Robinson as,
Promoting a just society by challenging injustice and valuing diversity. It
exists when all people share a common humanity and therefore have a right
to equitable treatment, support for their human rights, and a fair allocation
of community resources (Robinson, 2015). As we begin the educational
career of so many young minds through preschool we must look at the
classroom as a microsystem. A system set up to support the needs of the
children in the class. Teachers must focus on each individual child and assess
that every childs basic needs are being met. Teachers should strive to
develop a pedagogy which encompasses tolerance, diversity, anti-bias,
culturally relevant, and anti-oppressive teachings.
Focusing on gender equality in the preschool environment we find that
through play and family interactions children build understand of gender
roles. In the book, A World of Difference it states, Research shows that
family characteristics such as structure, socioeconomic level, class, culture,
race, and religion can significantly shape childrens gender learning (Copple,
2003, p.114). Teachers must learn to build an environment rich in all
abilities and levels, full of new experiences for each and every child to learn
from. By providing children with opportunities we build their sense of self and
foster learning moments. Teachers must also set aside their own

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

assumptions and stereotypical understandings of gender. In the journal,

Preparing Teachers of Young Children to be Social Justice-Oriented Teacher
by Celia Oyler, we see how our own assumptions can play a role in our view
of social justice as stated, We want our students to see how their own social
class location affects many of their assumptions (Oyler, 2011, p.154). To
build and nurture an environment of equality we must first set aside our own
beliefs and focus on the children in our class. By incorporating all types of
play throughout the environment, we build a more gender free atmosphere
for all children to develop at their own pace.
Biases
We all have preconceived biases, biases we dont even know exist. We
can clearly see and criticize others when they express them but tend to be
blind of our own. These biases, what we think are socially acceptable gender
norms are nothing more than gender role stereotypes that can negatively
affect the expectations, career decisions and overall outcome in a childs life
(Mills, Culbertson, Huffman & Connell, 2012).
The agents of socialization such as parents or caregivers, schools and
churches, families and friends, as well as toys and mass media, are
responsible for conditioning children, through learned behavior what is
culturally expected gender behavior. An example of this would be, a boy
pretending to be a chef while playing and manipulating kitchenware toys,
and his father redirecting his playing by offering and saying, play with cars,

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

cooking is for girls. This would be an example of a caregiver being an agent

of socialization teaching a gender expectation even knowing that the worlds
most renowned chefs are in fact men. A similar example can be, a girl
building a well-thought out road for her cars in the block area and her
teacher redirecting her to the dramatic house area where, unknowingly the
cultural norms and preconceived biases influence her at preparing her for the
expected role of a housewife and a mother.
There is so much to learn from when building with toys blocks. Its
more than just fine motor skills and hand-eye coordination and spatial
awareness, children become critical thinkers and express their creativity. As
if that wasnt enough, the greatest benefit from block playing is
mathematical skills. According to Chang, Sandhover and Brown (2011),
Parents can shape expectations and interests, which may predict later
differences in achievement and occupational choices. Exposing both genders
to an equally rich mathematical environment might put an end to the
stereotype of male dominance in math.
There are other ways in which children are victims of the gender biases
that grownups have over them that unintentionally reinforce prescribed
gender roles. Lets take active physical play for example, when taking out
the balls, a teacher can unknowingly be handing balls out only to boys,
assuming girls wont play with them. At home, a father might feel that his
four year old son is ready to have the training wheels off of his bicycle, yet

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

his daughter, at age six still rides with them. If he was to fall off and get
hurt, he would most likely be conditioned to suck it up and not cry because
of the social role theory about what is expected male behavior. If his
daughter was to fall and get the most minimal scrape, it would be an
expected behavior for her to be emotionally expressive. Daddy would most
likely encourage her to verbally share her feelings. Then we wonder why
most men cant express themselves, they have been taught to not to express
their emotions or even talk about it, which is something that comes quite
easily for most women.
Social psychologists have theorized that stereotypes act as
conservative forces that justify and maintain the existing relations between
dominant and subordinate (Diekman, 2000, p. 23). Striving for gender
equality and to begin closing the gender gap can be attainable through
letting go of our personal biases. Because implicit stereotypes are learned
through experiences and the environment, we must aim to provide an
environment free from gender roles within our classrooms.
Parent Communication
One of the key factors of a successful program is including the families
that we serve. Successful parent communication requires consistency and
frequency. In order to have positive outcomes when communicating gender
inclusion throughout the environment clear goals need to be set and
implemented. Along with setting clear goals they need to be communicated

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

in various forms. Incorporating newsletters along with parent meetings or a

simple email would produce higher level of success when communicating
with parents. With the facilitation of the parents, a teacher can create an
environment that promotes gender inclusion. According to the book, A World
of Difference, To foster gender-role flexibility in their students, teachers can
organize classroom environments and conduct lessons that encourage boys
and girls to engage in cross-gender cooperative activities (Copple, 2003,
p.115).
The benefits of gender inclusion throughout the classroom include
many developmental advantages. Two of the areas of focus is the Block Area
and the House/ Home living area. According to the website Early Childhood
News, Play with blocks provides an excellent opportunity for social and
physical development and enhances creativity (Alexander, 2008). Play in
the block area provides all children an opportunity for them to learn math
skills, spatial relations, coordination, and social skills. Through block and
manipulative play children learn creativity and how to work with others to
achieve a common goal. The benefits of the house area include all children
leaning imaginative play. They begin to develop social emotional skills and
learn real life skills through the shared knowledge of their peers. Along with
social emotional skills children learn language skills and communication skills
through play.
Curriculum

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

In order to incorporate a gender-neutral environment we must first, take the dramatic play
area and provide a rich environment with plenty of open ended gender-neutral materials such as
community member attire. Attire that will spark interest in all the children not just the boys or
just the girls. Proving a variety of professional attire that can be worn by all children will create
the open ended discussions about gender equality in real life. An example of this would be
business attire like coats and blazers. Another example would be solid colored scrubs that can be
worn by both doctors and nurses. Along with the materials provided the classroom needs to have
images throughout the play area with real people doing non-traditional roles.
Secondly, we need to pay special attention to the books we display and need to provide
literature which supports a gender neutral environment. This is an easy modification that can be
done by ensuring that the literature uses proper terminology to ensure a more gender neutral
environment. Some examples are making sure the books display male and female firefighters,
police people and even mail carriers. To add to this we also need to make sure that we are using
the proper terminology with the children when having informal conversations. Referring to a
police officer as a policeman, allows that stereotypical idea to continue in a childs mind.
Finally the art area, an area that is mainly visited by girls has needs to become more
inviting to boys. Offering a variety of materials like 3-D art and even simpler concepts like
creating imprints with various objects like play vehicles can create an area that becomes the
focus of all children. Other examples in art are modeling clay and moon sand. Materials like this
create interest because they are hands on and the children are able to conceptualize their ideas
into real things.
In conclusion, as we work to establish a more gender neutral
environment we remove those labels which bind and set children up for

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

failure. Instead, we build an environment rich in developing understanding,

tolerance, support, knowledge, and acceptance of others. As the children
engage in activities and foster their learning through play they are able to
question, and its through their questioning they build their own knowledge
and understanding of social situations. This environment allows them that
freedom to manipulate objects, perform different tasks, and discover their
interests. This is why this topic was so near to me, because growing up I was
looked at differently for wanting to have the boy toys. If I can build a
gender free environment for the children, then its one more child free from
the stereotypes we live in.

References
Alexander, N. (2008). Earlychildhood NEWS - Article Reading Center.
Retrieved November 30, 2015, from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?
ArticleID=397
Chang, A., Sandhofer, C., & Brown, C. (2011). Gender biases in early number
exposure to preschool-aged children. Journal of Language and Social
Psychology, 440-450. doi:10.1177/0261927X11416207

Dianna Gutierrez
HD 412 Working With Children and Families in a Diverse World

10

Copple, C. (2003). A world of difference: readings on teaching young children

in a diverse society. Washington, DC: National Association for the
Education of Young Children
Diekman, A. (10/01/2000). Stereotypes as dynamic constructs: Women and
men of the past, present, and future. Personality & social psychology
bulletin (0146-1672), 26 (10), p. 1171.
Estolla, E. (2011). Discussing gender. In perspectives on gender in early
childhood, ed. T. Jacobs. 39-58. St. Paul, MN: Redleaf.
Mills, M. J., Culbertson, S. S., Huffman, A. H., & Connell, A. R. (2012).
Assessing gender biases. Gender in Management, (8), 520-540.
doi:http://dx.doi.org.tcsedsystem.idm.oclc.org/10.1108/175424112112
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Oyler, C. (2011). Preparing teachers of young children to be social justiceoriented teachers, 147-161. Retrieved from http://academia.edu
Robinson, M. (2015). What is social justice. Retrieved from
http://gjs.appstate.edu/social-justice-and-human-right/what-socialjustice