The Importance Of Gender Stereotyping In Early Education

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From an early age children develop ideas about their gender and how they should behave. These ideas come from a child’s background, the media, advertising and within the classroom (Reay, 2001, p.155; Skelton, 2001, p.100). This guide is for early learning educators is and will describe and discuss the issues associated with gender stereotyping. This guide will also provide a strategy to address the issues within early learning and provide a professional development activity to help teachers better understand gender stereotyping. This guide will illustrate how gender stereotyping occurs in the classroom, why it is important for educators to understand the issues, how relationships and behaviour are affected and the limiting nature of stereotyping (Legewie & DiPrete, 2012 p.408; Reay, 2001, p.155). This guide will give an educator a better understanding of their
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Gender is what society defines as masculine or feminine (National Union of Teachers, 2013, p.3). Society and culture has defining the roles of men and women by attributing certain characteristics and behaviors as being masculine or feminine (, 2016). By creating these ‘gender roles’, society has created gender stereotypes. Gender stereotypes are present in all facets of society, here are some examples:

Men are ‘tradies’ and women are nurses and teachers.
Women work inside and men do ‘dirty’ labor-intensive work outside.

Women should do most of the cooking and cleaning because men are the ‘bread winners’ and spend more time at work.
Men spend time in the shed and garden, while women like sewing and watching soap operas on television.
Women look after the young children, because men do not change nappies.

Men do not share emotions and they should not cry, but women are very emotional and it is ok to cry.

Men like sport, fishing, 4WDriving, and women like gossip magazines, shopping and

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