Scenario 7 describes that a child’s gender identity may be swayed by popular culture resources. In scenario 7, the educator was worried that boys who frolicked with toys naturally considered to be a male gender such as GI Joe became “louder, boisterous and physical”, while girls who frolicked with toys such as Barbie became “quiet and passive”. Even things as apparently innocuous as colouring books are promoted as being for one gender or the other and feature completely different content (National Union of Teachers [NUT], 2013, p. 4).
Educators need to understand that this behaviour isn’t necessarily negative but could be a result in their home life or what they are beheld too. The notion of using the environment as a third teacher (Strong-Wilson, …show more content…
While scenario 7 emphases on the use of popular culture in the classroom, the use of popular culture resources in some children at home life can also subsidize to the growth of their gender identity, which is where the third teacher affect is an important aspect of the learning environment and curriculum. Children often make environments amongst the classroom what they desire that area to be for. Even though our program and curriculum state that an area is desired for a particular activity, children will make use of what they can find. A Reggio Emilia approach advocates that teachers pay close attention to the myriad of ways that space can be made to “speak” and invite interaction (Cadwell, 2003; Fraser, 2006), such as positioning small mirrors around the classroom or placing easels close to natural sunlight.
As Ellis (2002, 2003, 2004) has reviewed, place is a source of meaning, belonging, and identity largely due to the relationships facilitated by bonds to place. This could reflect on a child’s personal life, where being loud while playing fiction games is ok, whereas in a classroom that behaviour isn’t accepted due to different perspectives. Gender identity can be formed from a home life style as well as a schooling environment, this is why it is important for popular culture and gender identity to be considered when producing a curriculum as well as a
Educators need to understand that this behaviour isn’t necessarily negative but could be a result in their home life or what they are beheld too. The notion of using the environment as a third teacher (Strong-Wilson, …show more content…
While scenario 7 emphases on the use of popular culture in the classroom, the use of popular culture resources in some children at home life can also subsidize to the growth of their gender identity, which is where the third teacher affect is an important aspect of the learning environment and curriculum. Children often make environments amongst the classroom what they desire that area to be for. Even though our program and curriculum state that an area is desired for a particular activity, children will make use of what they can find. A Reggio Emilia approach advocates that teachers pay close attention to the myriad of ways that space can be made to “speak” and invite interaction (Cadwell, 2003; Fraser, 2006), such as positioning small mirrors around the classroom or placing easels close to natural sunlight.
As Ellis (2002, 2003, 2004) has reviewed, place is a source of meaning, belonging, and identity largely due to the relationships facilitated by bonds to place. This could reflect on a child’s personal life, where being loud while playing fiction games is ok, whereas in a classroom that behaviour isn’t accepted due to different perspectives. Gender identity can be formed from a home life style as well as a schooling environment, this is why it is important for popular culture and gender identity to be considered when producing a curriculum as well as a