Nursery workers 'unconsciously' reinforce gender stereotypes

Nursery activities such as dressing up, football and story time can make children think these activities are either male or female pursuits and can warp their understanding of equality unless male and female staff share all activities, new research reveals.

Credit: MN Studio/ Shutterstock A study by the nursery group London Early Years Foundation (LEYF) and The University of Wolverhampton, is warning how easy it is for pre-school activities to be perceived as male or female pursuits by children, based on the gender of the nursery worker doing it.

The study found male and female teachers are 'unconsciously expressing gendered stereotypical behaviours' and 'we need to be aware of it to ensure that children are seeing a balance’.

The research revealed that in nurseries where a teacher is considered ‘good at something’, that person is often left to do the activity, even though children need to see both male and female teachers engaging in all activities.

Dr Helen Perkins and Tracey Edwards from the University of Wolverhampton said: “Children need to see our diverse society reflected in their nurseries. It is the characteristics and attributes of the teacher that provides a rich learning environment and allows all children to embrace positive non-stereotypical gendered behaviours.”

The study draws on interviews with 28 children from seven LEYF nurseries and found that for the majority of pre-schoolers, male and female teachers shared activities such as reading and singing - an improvement from previous LEYF research.

June O’Sullivan, chief executive of LEYF, said: “We need to have a diverse workforce with a variety of interaction styles, interests and approaches to teaching, regardless of gender.

“Children need adults who reflect the world and we must never underestimate just how important it is for both boys and girls to experience nurturing and adventure from both men and women."

Preschoolers can change their minds about what boys and girls can do

LEYF stated: ‘Children have a unique opportunity to change their minds about what boys and girls can do or be.

‘If a balanced approach is not achieved, social norms learned in families, communities and peer groups will influence and reduce their choices. This then perpetuates the stereotypical gendered roles, with boys potentially rejecting nurturing and caring careers and girls limiting their potential to explore interests in science, technology, engineering and maths.’

Children must be ‘taught behaviours and not beliefs’

Credit: Tatyana Vyc / Shutterstock

With a child's brain developing rapidly during the first three years – LEYF stated it is critical all children ‘are taught behaviours and not beliefs when it comes to gender stereotypes.’

The childcare group stated ‘ultimately all staff will learn to plait hair, pick up worms, fix broken equipment or crawl under a bush in the garden’.

The first report from LEYF, ‘Men Working in Childcare' looked at the benefits of male practitioners and concluded attitudes to men in childcare could be changed.

It reported gendered patterns with girls playing with dolls chose female practitioners and identified literacy, stories and singing were only associated with female staff.

click here for more details or to contact The London Early Years Foundation (LEYF)