Early Education Role in Gendering of Children - Essay Example

EARLY EDUCATION ROLE IN ‘GENDERING’ OF CHILDREN By of the of school Early education for children often referred to as early childhood education (ECE) is education theory’s branch which refers to the formal or informal teaching of young children up until the age of around eight. Toddler/infant education is a subset of early childhood education and it refers to the education of children that begins from birth up until the age of two. In recent times, this type of education has become a widespread public policy issue, as federal, municipal, and state lawmakers consider funding for pre-k and preschool. In life’s first years, children develop the emotional, cognitive, and social foundation upon which their futures are built. Early childhood is the most important developmental duration of life. A child who is stimulated visually, engaged continuously in activities that are interactive, hugged, cooed to comforted is more likely to entirely establish cognitive, emotional, language and social skills, all of which are very important for success in the community, school, and subsequently in life (Martin 1998,pg.495). Gendering of children is the practice of deciding without the input of the child, what their gender is and the way they are supposed to express it. This may include; Designating a gender to a child at birth because of the appearance of the genitalia, facilitated by the mistaken assumption that the genitalia’s shape is a factor that determines gender. Utilizing gender pronoun for a kid who has not reached the age where they can announce solemnly their gender. Dressing a kid who is not able in dressing themselves in clothes that send messages that are clear regarding the child’s designated gender to others. Controlling the child’s toys, limiting their interests, so that they can only possess ‘girl’ or ‘boy’ toys to play with. Making comments that are gendered or interpretations that are gendered of behaviors that are not gendered. For example, continually commenting on the children’s appearance designated female at birth. Punishing, silencing, or discouraging a child that declares their gender opposite the one that was designated to them at birth. Punishing, silencing, or discouraging a child that tries to show their gender in a way that is not in line with the traditional way. This is not entire freedom because the parent/teacher has obviously designated the kid a gender prior to the child’s ability to independently express it. Gender stereotypes’ fighting is okay, but it is different as allowing a kid to explore gender by themselves without a gender being designated to them at birth (Grotewell, et al. 2008,pg.72). From the moment that a child is born, hr/she is indoctrinated with cues originating from family, teachers, friends, strangers, playmates, and the media on the way to carry out our genders, and the gender they are supposed to be performing. New parents in most cases are barraged with polite expressions on how ‘strong’ their small boy will become, or how ‘beautiful’ their daughter is. These compliments have loaded messages regarding how boys are supposed to be and how the girls should look like. However much innocent the compliments are and daily gendered messages have a lasting and profound effect on the way children internalize and learn the gender concept. Children’s encounter with early gender biases shapes their beliefs and attitudes related to their interpersonal development and interpersonal relationships; equality education access; and well-being of their psychological and stifle their physical. As children continuously learn from their peers and environment, children establish their gender identity and start to understand the meaning of being female and male between the ages of 3 and 5. Since they develop such an important aspect of their identity at the time of their preschool years, it is important that teachers understands this fact and employ methods of teaching that reflect play and teaching that encourages them to think outside the gender norms that are rigidly defined(Martin 1998,pg.497). Even before they begin school, children are inundated with messages, both indirect and direct, that develops their ideas of gender. In addition to messages that are gendered that they receive from parents, they observe gender working in television, books, movies, and illustrations. They are in most cases exposed to a lot of programs that show them gender messages, which vary from depiction of men and women traditionally in professional occupations that are gendered and roles in the family, to messages that relates femininity with submissiveness and thinness and masculinity with violence and brawn. Another source for gendered messages are the consumer products which are in most cases laden with gendered messages that are typed on the towels, sheets, clothes, bandages, toys, school supplies, and furniture. These products are marketed for a given gender and are also merchandised by gender in stores, developing segregated blue and pink aisles. Mega-companies like Disney that are geared towards children, depicts women as creatures that are helpless who can only exist with the prince’s help. It has been discovered that young girls, more so immigrants, the way Disney portrays women has led to children and young women to consent princesses’ images having to encounter obstacles that are external in marriage, like laws or family approval, while princes could marry in their own will. Beside gendered merchandise, kids learn from their parents, peers, and family the meaning of a boy or a girl and the behaviors that are associated with each gender. Through observation, a lot of children fast learn that traditionally men fulfill a the role of bread winner within the family, while the women, even if they work, are the caretakers and their duties include; cooking, cleaning, and taking care of the children. Because of the multitude messages that are gendered that the children access daily, by the time they reach preschool, it is very difficult for teacher to stimulate learning and play that are gender neutral (Gullo, 2005,pg.67 ). The school’s role has more prominent in children’s lives that are younger than 5 years old. A lot of children spend around 10 hours of the day in child care. Classroom materials and teacher’s instructions are the two main features of early childhood environment that influences the young children’s perceptions regarding gender stereotypes and gender. In preschool, a lot of gender inequities are found, the common one being the proliferation of toys that are gender typed, for example pink kitchen set. It is also evident that a good fraction of books that are available in the library depict gender bias of some type. The environment of the classroom affects how a young child understands crucial social issues, like those of gender, and also the way they think about themselves and others (Sims 2014, pg.861). Girls who were immigrants from Korea had a perception that woman were not allowed to be President of the United States since classroom poster shows all male presidents. Teachers have a big influence on the way children’s development ideas on gender and its significance. Caregivers traditionally reinforced gender stereotypes characters whenever they approve girls for their hairstyles, neatness, clothing, and helping character, and in contrast boys are praised for their physical skill, strength, and academic accomplishment. Often teachers used ‘sweetie’ and ‘honey’ while addressing girls but addresses the entire class as ‘you guys’. A teacher’s unintentional inherent biases perpetuate stereotypes that are unfair and can be manifested in classroom practices that are discriminatory. For example, a fraction of teachers view girls as passive learners hence more teachable than their colleagues. Similarly, management techniques of classroom may recognize obedience versus assertiveness, which disadvantages children who are highly active. Stereotypes by the teacher may result to interaction with kids that are neither gender-congruent nor gander-fair. Boys demand and get a lot of attention from their teachers hence they get more instructive feedback from them. In comparison, the girls becomes less demanding of the attention of the teachers; this results to reduced levels of achievement and self-esteem, consequently, limiting their career goals to the traditional, nurturing, and careers that don’t pay well (Martin 1998,pg.501). Each day, teaching may appear in curriculum areas where negative or positive stereotypes can influence kid’s concepts of self competence. It was discovered in a study that 80% of teachers discouraged girls in preschool from computer use by their words and attitudes. This type of stereotyping contributes to young females, inabilities to end up as capable users of technology. Boys have a tendency of challenging teachers in many occasions, interrupting them as they speak, say joke regarding parts of the body and functions at the times of large group interactions, play fought, wrestled, jumped off tables, chairs, and ran around the classroom(Sims 2014, pg.857). In the event of a conflict between a girl and a boy, the males were blamed, regardless the way the girl behaved, such as interfering in a game or name calling. Contributing to the inherent gender biases problem is a workforce of teachers that is dominated with females. Early childhood teaching is a gendered profession which is organized by symbols, images, and social understandings that accept for big distinctions in the gender roles enactment. Specifically, females are encouraged to be teachers and are seen as the nurturing mother, while the men who want to be teachers in education of early childhood encounter a stigma of being effeminate, pedophiles and homosexual. This is bad to the profession and to the messages received by the children regarding the gender that has the ability of teaching, and the gender that is supposed to be teaching. Due to the fact that male teachers are few in early childhood education, it often enact context of ‘common sense identities’ are female and heterosexual, which facilitates that notions regarding gender that is visible to the children. Books and toys which are part of classroom materials, and plays that are segregated, poses challenges for teachers and schools that try consciously to implement curriculum that is gender neutral. In early childhood education, play domains are culturally separated as boys and girls games and this clearly narrows down the possibilities of the children to developing their full potential. Through these separations, the probability of learning new strategies of interaction becomes limited. Children have also demonstrated to continuously develop gender identities using interaction with one another. Peer pressure and friendship patterns contribute to stereotypes that are gendered, more so among boys, who have the habit to self police peers, and making fun of those who show traits that are feminine. Gender typed toys for children preferences are exhibited mostly whenever the proximity of peers who endorse choices that are gender typed. A part to role modeling, families also have an influence on gender learning whenever they discourage or reinforce given behaviors, more so in play. Mothers had better chances than fathers in encouraging play that is collaborative with both daughters and sons. Mothers are in favor of play that is affiliative with daughters i.e. they give support to interactions that are warm, responsive and supportive. Fathers in most cases that mothers react in a negative way to behaviors that are cross gender, especially with the boys (Sims, 2014, pg.850). Teachers communicate with children and families about their experiences, behaviors, thoughts, and schools to help them in establishing gender attitudes that are health. Storytelling is also a different way through which families influence the way children get to know about gender. Through storytelling, children are familiarized with valued traits and individual characteristics. There are many storytelling patterns that can result to children developing values and traits that are gender typed. Sons in most cases are told stories of achievement and autonomy. Females in most cases are told stories of support and relationships. Fathers frequently tell stories of success and mastery while mothers’ stories are a straight forward expression of emotion. Family ethnicity and culture education also affects the kid’s perceptions of gender. The biases by different cultures’ ethnic group expose children to stereotypes that are deeply ingrained than it is in the mainstream culture. For example, Asian culture give emphasis on the son’s value can be communicated in subtle or daughter’s way that is not so subtle which influences their self concept of worth and value as girls. Books have a big influence on children that are young. The main characters are the offer role models and masculinity’s definition and femininity for kids. Since children are critical and active readers, books and the illustrations given in books become a resource that is cultural for children to understand and learn social norms (Deiner, et al. 2013). In the study of Caldecott and Newberry books that are award winning, male protagonists were so many as compared to female, three to one, and out of 25 books, 21 books contained women images containing women who were wearing aprons. These books also had no African Americans or Latino as main character. It can be assumed that the children will undervalue the significance of their existence if they are not able to identify with book’s characters. Characters and images in books can create negative or positive emotions to small children, and when the kids get to understand the cultural traditions of their peers, that have a higher possibility of forming a perspective of others and themselves that is more positive. In conclusion, it is evident that early childhood education plays a major role in the gendering of children and the concerned parties should at least come up with strategies that will help in minimizing the gendering of the children. It is important to note that supporting gender balances and coming up with different gender disparities in workforce of early needs change that is widespread in the programs in early childhood and services. Teachers, parents, students, researchers, administrators, policy makers and professional organizations like NAEYC has to join in efforts that are systemic so as to recruit, retain and support men as critical to diverse and representative teachers’ workforce in early childhood. Leaders who are in the field have to support for diverse and representative workforce by using their influence to address the existing genders disparities. Bibliography. Grotewell, P. G., & Burton, Y. R. 2008. Early childhood education: issues and developments. New York, Nova Science Publishers. https://books.google.co.ke/books?id=Gand2vXK3hgC&printsec=frontcover&dq=early+children+education&hl=en&sa=X&ei=HXAdVe6DFIib7AaYloCYDw&redir_esc=y#v=onepage&q=early%20children%20education&f=false Gullo, D. F. 2005. Understanding assessment and evaluation in early childhood education. New York, Teachers College Press. https://books.google.co.ke/books?id=DBnUsHa9t3sC&printsec=frontcover&dq=early+children+education&hl=en&sa=X&ei=HXAdVe6DFIib7AaYloCYDw&redir_esc=y#v=onepage&q=early%20children%20education&f=false Deiner, P. L. 2013. Inclusive early childhood education: development, resources, practice. Belmont, CA, Wadsworth Cengage Learning. https://books.google.co.ke/books?id=vAx0UXl28BMC&printsec=frontcover&dq=early+children+education&hl=en&sa=X&ei=HXAdVe6DFIib7AaYloCYDw&redir_esc=y#v=onepage&q=early%20children%20education&f=false Martin, Karin.1998. "Becoming a Gendered Body: Practices of Preschools," American Sociological Review 63: 494-511, August. Sims, C. 2014 Video Game Culture, Contentious Masculinities and Reproducing Racialized Social Class Divisions in Middle School. Signs 39 (4): 848-857. Read More