Fix the Environment!

My name is Marie Sayah and I am a masters student at Boston University’s School of Education. My major is in Early Childhood Education: With and Without Disabilities PreK-2. I am currently earning this degree to prepare for my early childhood teaching career. I plan to work with children ranging from preschool to 2nd grade. I not only want to make a difference in the lives of the children I teach but I also want to have a lasting impact on the learning environment.

A current problem that has been infiltrating the educational environment at a young age is gender exclusion. In the United States and other countries around the world it is clear that children can differentiate between genders. This can lead to inferences about those genders and ultimately result in gender stereotyping. One of the key components to successful learning in any age group is safe and comfortable learning environment where children can be themselves.

How can we help improve a safe and comfortable environment by decreasing gender stereotyping you ask? Create a gender neutral environment! Where does that start? With our educators! The first step is for teachers to be thoughtful creators of the their environment and for teachers to deemphasize the importance of gender.

Research shows that teacher presence increases rates of play significantly across both male and female-preferred toys. Students respond to the presence of the teacher, which indicates teachers have a powerful effect on their students (Serbin & Citron, 1981). More current research shows that adults behaviors affect the degree to which children use gender to guide their consideration of other children (Shutts, Kenward, Falk, Ivegran & Fawcett, 2017).

The first step is for educators to be cautious of their actions and preferences of toys in a classroom. Teacher should be active in the classroom throughout all types of play to increase active play for all students. The second step is for educators to deemphasize gender in the classroom and in play. Modeling this behavior is crucial to make change!

References

Serbin, L. A., Connor, J. M., & Citron, C. C. (1981). Sex-differentiated free play behavior: Effects of teacher modeling, location, and gender. Developmental Psychology, 17(5), 640-646.

Shutts, K., Kenward, B., Falk, H., Ivegran, A., & Fawcett, C. (2017). Early preschool environments and gender: Effects of gender pedagogy in Sweden. Journal of Experimental Child Psychology, 162, 1-17.