Push to teach gender equity at kindy after study finds kids acting out stereotypes

Preschool educators are being ­advised to explicitly teach gender equity to children in their care.

‘In both indoor and outdoor learning spaces, observations were made of apparently gender-neutral play equipment being used to marginalise other children or prove dominance by groups of boys (over girls and other boys),’ revealed a report into the pilot project.

Preschool educators are being ­advised to explicitly teach gender equity to children in their care, after a local government study observed children acting out gender stereotypes in their play and boys engaging in dominant behaviour.

The City of Melbourne study, which investigated the impact of a respectful relationships program in a selected early childhood setting, found that although rooms and play areas were set up in a ­gender-neutral way, boasting non-stereotypical images and equipment, the types of play undertaken by children were often along gendered lines, such as “boys building a fort and girls cooking in the home corner”.

“In both indoor and outdoor learning spaces, observations were made of apparently gender-neutral play equipment being used to marginalise other children or prove dominance by groups of boys (over girls and other boys),” revealed a report into the pilot project, published last month.

“This behaviour would not be considered to be respectful.”

The Building Children’s Resilience through Respectful and Equitable Relationships Pilot Project was launched two years ago amid mounting concern over the rates of intimate partner ­violence against women and growing interest in the preventive role of respectful relationships education.

While respectful relationships programs typically aim to ­promote and model respect, positive attitudes and behaviour, as well as teach children how to build healthy relationships, ­advocates have been accused of trying to eradicate gender ­altogether by advising educators to avoid labelling children as “boys” or “girls”.

Speculation this year that books such as Thomas the Tank Engine and popular fairytales could be banned in some preschools for not meeting gender tests sparked a public outcry.

The City of Melbourne pilot, which took place over four months and involved 24 children aged from birth to five years, their parents and 12 educators included an “environmental scan” of the centre to ascertain whether books, resources and equipment encouraged or discouraged ­respectful relationships and ­gender stereotypes.

It found many books pro­moted positive messages about kindness, helpfulness and empathy, but also reinforced gender stereotypes — presenting males in the lead character role and ­describing girls as “pretty”.

It found resources, such as human body kits, tended to depict the human body as male.

Participating children, their parents and carers were interviewed before and after the study. Children reported that they were less likely to use aggressive behaviour to deal with a challenging situation, but parents and carers claimed there had been no change in children’s toy prefer­ences, media consumption or behaviour or ideas about gender roles.

City of Melbourne councillor Beverley Pinder said the city was committed to promoting respect and equity between the genders.