Abstract

This study focuses on the perspectives of kindergarten children regarding their perceptions of gender appropriateness of play materials. The theory of gender performativity has been used as a theoretical lens for the study. Six kindergarten children between the ages of four and five were individually interviewed about whether they believed toys to be gender-specific or gender-neutral. Results indicated that children displayed gender-stereotype knowledge as well as an understanding that toys can be gender-neutral, however, they were generally perceived to be gender-specific. Themes found include: perceptions of play materials as gender-neutral, perceptions of play materials as male-appropriate, perceptions of play materials as female-appropriate, notions of gender stereotypes, gender-role flexibility, contingent gender-role flexibility and external knowledge sources. Implications of these results regarding both gender-conforming as well as gender-non conforming children are provided and recommendations for educators are suggested. Keywords: gender performativity; children; masculinity; femininity; heteronormativity; toys; gender stereotypes, gender roles, gender non-conforming behaviour

Highlights

  • Gender construction in early childhood is significant as this is when children are first coming to understand the notion of themselves as gendered beings, as well as the roles and behaviours that coincide with gender identities (Chick, Heilman-Houser, & Hunter, 2002)

  • Children generally perceived toys to be gender neutral, they did communicate that certain toys were more appropriate for specific genders

  • While children noted that certain toys may be targeted towards one gender as opposed to another, children still demonstrated that it was still acceptable for children of any gender to play with these materials; this sometimes appeared to be conditional

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Summary

Introduction

Statement of the IssueThe process of constructing gender behaviours and roles continues throughout the lifespan. The period of early childhood is critical in that children are able to construct notions of gender with which they will identify; differentiating between males and females influences the development of gender and sexual identity and contributes to a child’s knowledge of the social world (Banse, Gawronski, Rebetez, Gutt, & Bruce Morton, 2010). Children learn what gender roles and attributes of gender identity are believed to be desirable, and those which are less favoured within their cultural and societal contexts (Banse et al, 2010). Children apply this knowledge when making decisions as to what behaviours are (stereotypically) appropriate for their gender; this rationale in thinking may affect their decisions in terms of choices of careers, recreational activities, educational pursuits, peers, and roles within families (Bem, 1981)

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