We Don't Say Those Words in Class!
There was a time that I witnessed a 4-year-old Alex in a preschool classroom. Some days, Alex identifies as a girl, sometimes as a boy, and sometimes both. He likes to dress up as a girl occasionally and he sometimes tells a teacher that he likes to play with girls. One day, three girls build a fort using cardboard boxes and blankets. Alex watches the girls for a few minutes then grabs another blanket and tries to add another room to the fort. One of the girls yells, “No! This fort is for girls only, Alex. Go away!” After that a teacher just responded that do not say that to Alex, he can play whatever he likes to play.
According to Harro (2008), “Cycle of Liberation” explores the ways that people can work towards liberation within oppressive systemic experiences. Harro argues that as people gain a critical understanding of their oppression and/or their roles within the systems of oppression, there must be a path to creating social change as they work towards empowerment and liberation. I believe that the teacher gave a good response from a teacher but it could have been better to give more information and create inclusive awareness for all children after that. I believe that this teachable moment provides an opportunity to reinforce for the preschool children that there are not things “for girls” or “for boys” in the classroom. The anti-bias teacher can intervene and say gently, “I’m concerned about the words you just said to Alex. Remember in our room, all things are available to all people; all children in our room can like and enjoy forts.” The teacher can then use conflict resolution and problem-solving techniques with the children to help develop a plan for adding to and using the fort.
While same-sex play that excludes other-gendered children is a somewhat typical developmental expression that occurs when preschoolers explore and assert their gender identity, it is important to pay attention to children’s interactions and language. Words like “Go away” can add a double layer of paint for a gender-expansive child. This situation may indicate that children need additional exposure to the idea that things are not gendered and what it might feel like to be left out of something because of one’s gender identity. For example, the teacher could read stories about a child who was excluded or teased by others because of how they looked or dressed to start conversations and reinforce ideas of empathy and kindness in the program. Remember that in other parts of young children’s lives, they receive many messages about what constitutes “girl” and “boy” behavior or what items should be for boys or girls. This means that they likely need repeated messages to see gender in a more flexible way.
Ps. I have attached two interesting videos showing how children are curious about people who are different from them and how they respond to those people.
1. Kids Meet a Drag Queen
2. Kids Meet a Gender Non-Conforming Person
Hello Sawin,
ReplyDeleteOur society today still has such a strong influence on how young children see the world, even if their own teachers tell them to be respectful and kind to everyone. So many messages that children absorb from what they see and hear in their environment is not questioned by them, that they imitate behaviors, whether good or bad (Pelo, 2008). However, if anti-bias educators routinely remind children before they go to centers or recess that they should play with all children, girls and boys, then the message may begin to sink in and it can become more common (Derman-Sparks & Olsen Edwards, 2010). Also, when the teacher assigns children to specific centers each day, then all students get a chance to rotate to each center and there will be both girls and boys playing together. Another way for educators to help children understand there are no gender roles at school, is to role play a situation where children are encouraged to talk about their ideas for gender roles and the teacher can expand their views by informing them of famous people who have those same jobs or do those activities too.
References
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.
Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.
Hello Sawin,
ReplyDeleteNot until this class, I never really paid attention to how I contributed to the bias characteristics in our community. I am just seeing the importance behind allowing everyone to feel included regardless of their sexual preference. Apart of me always thought, if I allowed someone in the gay community play with my children then it may trigger something in them, and now they may want to explore. I now know that was an ignorant thought, but it was how I was raised culturally and religiously. I am currently working on my thought process and my acceptance of all because the last thing that I want to do is make a child feel uncomfortable or excluded. Thank you for your story.