Imagine: I am a supervising teacher of preschool group of children. We are outside. Boys move around the yard in one big group, led by a charismatic leader – Joshua. They play superheroes, shouting, “I am Spider-Man!” or “No, I am Batman!” and engage in boisterous, physical play, proclaiming, “Hulk will beat you!” or “Iron Man is the best.” They are loud, noisy, and expansive, often disturbing other children’s play. Meanwhile, three girls quietly occupy the cubby house, taking turns to be the mum, a baby, or an older sister, engaging in nurturing role-play without much movement or noise. It’s a clear example of gender play in early childhood.
How does a child’s gender shape child’s play and learning experiences in early childhood education and care? Does gender influences play dymanics and play preferences?
What I observed is not strange, it is quite typical for ECE settings. Research demonstrates that children OFTEN self-segregate into gender-based groups from an early age, influenced by family and community or socially defined roles and expectations. Boys are more inclined to engage in physically active, rough-and-tumble play, while girls often partake in more sedentary, cooperative, and role-playing activities. This differentiation is a key aspect of gender play in early childhood.
Gendered toys
According to Chapman (2022), when early childhood settings provide diverse play opportunities, children’s play preferences can extend beyond conventional gender expectations, promoting more inclusive and varied interactions. The availability of gendered toys and play materials further reinforces gender-specific behaviours. For instance, construction toys and action figures are often associated with boys, while dolls and kitchen sets are more commonly used by girls. This segregation can limit opportunities for cross-gender interactions and reinforce stereotypical behaviours, as seen in the scenario where boys dominate the outdoor space with superhero fantasies (like I observed), while girls engage in quieter, more nurturing play indoors. These patterns demonstrate the influence of gender play in early childhood.
Fonsén and Lahtinen (2022), Finnish researchers, discovered that pedagogical leadership in early education settings can challenge these stereotypes by intentionally providing non-gendered toys and encouraging all children to explore a variety of activities. Promoting diverse play environments can help mitigate gendered behaviours and support more balanced group dynamics. Make sure you set up blocks for all children, offer a range of dress-ups, invite all children to play with robotic toys. Their study provides important insights into addressing gender play in early childhood.
Peer interactions
Liana is looking for Ariel, as she likes to play with “girls” (she tells me in secret, that she loves pink and purple). In early childhood settings, children often show a preference for same-gender peers, which influences group dynamics by creating homogeneous groups that reinforce gender-specific norms and behaviours. For example, boys like Joshua may form more hierarchical, competitive groups (gangs?), while girls’ groups, such as those playing in the cubby house, may emphasise cooperation and communication. These interactions are shaped by gender play in early childhood.
Murray (2021) discusses how early childhood pedagogies that create inclusive spaces enable more fluid peer interactions, thereby breaking down rigid gender norms. As educators, we can set up and promote mixed-gender group activities like gardening. Educators can encourage children to develop diverse social skills and foster more inclusive group dynamics, mitigating the impacts of gender play in early childhood.
Influence of families
I worked with diverse families over the years. In one regional centre, children were obsessed with footy – both boys and girls; while in one preschool in Melbourne suburb, families wanted to promote more segregated play, which was evident in the choice of clothes, backpacks and preferences in colours. Research highlights that the influence of gender on group dynamics is also shaped by cultural and societal norms. In cultures with more rigid gender roles, children may stick to gender-specific behaviours – e.g. boys play with blocks, boys have strong muscles, only boys can understand cars and footy/soccer. In contrast, more egalitarian cultures may see more fluidity in gendered behaviours and interactions, influencing gender play in early childhood.
Teachers expectations?
Me and 4 years old Matthew are having a discussion. I am about to start playing soccer with two girls outside, while Matthew is upset, as girls should not play soccer. I tell him about my son’s soccer club, where both boys and girls team train and play on Sundays. He looks unsure, but joins in our play.
Research suggests that teachers and educators may inadvertently reinforce gender norms through their interactions with children. For example, in observing the boys’ noisy superhero play, educators might be more likely to intervene to manage the noise and disruptions, potentially reinforcing the idea that boys are more disruptive or need more control. Conversely, watching girls engaged in quiet, cooperative play in the cubby house, educators may praise for their calmness and cooperation, reinforcing stereotypical expectations of gendered behaviours. Georgeson, Roberts-Holmes, and Campbell-Barr (2022) suggest that with proper training and awareness, educators can recognise and mitigate these unintentional reinforcements, fostering a more equitable learning environment. Use critical reflection and critical theories to question your biases as an educator. Siraj and Mayo (2021) discuss the importance of professional development in helping teachers reflect on their biases and develop strategies to provide balanced encouragement and discipline across genders, promoting a more inclusive group dynamic.
https://storykate.com.au/what-is-poststructuralist-theory/
Murray (2021) suggests that intentional structuring of group activities, such as nature play, loose parts play, gardening, cooking, dancing, music – making, storytelling can promote inclusive and balanced social learning. At the end of the day, it is the curriculum you create in collaboration with children, families, community.
