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IORCID No: 0000-0002-5014-7890; University of KwaZulu-Natal. mahadewa@ukzn.ac.za
IIORCID No: 0000-0003-4455-4876; University of KwaZulu-Natal. hlaleled@ukzn.ac.za

For deep-rooted gender equity and social transformation, we need to challenge so-called certainties or dominant ideologies about gender. Many dominant ideologies centred on gender abound in society, and these need to be addressed at the earliest opportunity. Early childhood care and education (ECCE) refers to the care and education of children from birth to 4 years old, and this is an opportune period for teachers to examine and challenge certainties regarding gender. This article reports on a segment of a larger study on inclusion involving a virtual learning participatory workshop with six ECCE teachers and two ECCE teacher trainers that aimed to address a knowledge gap; ECCE research into gender is scarce in developing countries like South Africa. Due to the social distancing necessitated by the coronavirus pandemic, all interactions were facilitated through the WhatsApp platform. The study employed a participatory action learning and action research (PALAR) design that focused on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals, and purposeful conversations. Data generated in Cycle 1 revealed that participants required greater awareness regarding their current views on gender and sexuality. Data revealed that members of the action learning set (ALS) required clarity on gender binary, heterosexuality as a dominant ideology, and on gender stereotyping. The ALS transformed their learning environments by addressing those concerns in Cycle 2. The findings in Cycle 2 pinpoint how the respective learning environments were transformed by challenging gender binary, heterosexuality, and gender stereotyping. This research serves to challenge certainties regarding gender. Knowledge presented here could lead to more equitable gender practice at the participants' respective centres, which may impact positively on wider societal transformation.

Keywords: early childhood care and education, gender, certainties, participatory action learning and action research

The early years are a critical period for learning in all domains, including the acquisition of gender norms and gender expectations. When children are born, they are usually assigned a biological sex (Morgenroth et al., 2020). However, gender is primarily socially constructed when children begin to observe the gendered roles enacted around them (Devarakonda, 2014). It is the interplay of biological disposition and, to a greater extent socialisation, that build ideas regarding gender expectations and roles where nurture amplifies nature (Hofstede et al., 2015). These societal roles are culturally defined and therefore easily moulded. Indeed, from a very young age, children become gender detectives (Martin & Ruble, 2004), and these authors have explained that by the age of 5 years, children have already acquired a vast array of gender stereotypes using gender cues provided by societal interactions. In support of this, Freeman (2007) revealed that by 5 years, children show more evidence of conforming to gender stereotypes than their 3-year-old counterparts due to the attitudes of the adults they are in contact with. Hence, working with children before the age of 5, early childhood care and education (ECCE) teachers may play a pivotal role in forming children's ideas regarding how boys and girls should behave. Gender certainties (Govender, 2018) influence the thoughts and actions of teachers in the early learning environment. According to Freire and Macedo (1987), "a pedagogy will be that more critical and radical, the more investigative and less sure of 'certainties' it is" (p. 36).

Certainties identified in this study include firstly, the gender binary concept where gender is regarded as either male or female. Individuals may have elements of each gender category or they may not fit into a single gender category (Morgenroth et al., 2020). According to Msibi (2011), an individual's gender identification may also be fluid and dynamic. This is not something new given that many African cultures recognised gender as non-binary prior to colonisation. For instance, in the Dagaaba tribe in Ghana, gender was not determined by physical anatomy but by vibrational energy, and the Mbuti tribe in Central Africa only assigned gender at puberty (Collins, 2017). Closer to home, among the Zulus, the traditional healers or izangoma often show non-binary characteristics and are accepted to be the carriers of androgynous spirits (Mnyadi, 2020). Globally, official state policies in countries like Germany have recognised a third sex for individuals born with ambiguous sexual traits or those who do not fit neatly into a gender or sex category (Eddy & Bennet, 2017). Recent laws in Scotland also allow children as young as 4 years to change their names, pronouns, and gender identity without parental consent (Sanderson, 2021). Evidently, challenging binary thinking is imperative for social justice and inclusion given that these certainties silence children who do not fit neatly into a gender identity.

Secondly, certainties regarding heterosexuality as a dominant ideology foreground opposite-sex partnerships in the learning environment. Historically, same sex marriage has been accepted since 2006 when the Civil Union Act came into power in South Africa (de Vos & Barnard, 2007). Constitutional law, however, does not always guarantee social acceptance or visibility. In a report by The Other Foundation (2016), it was found that 72 per cent of South Africans felt that same sex activity is morally wrong. Arising from the same report, data generated from the narratives of LGBTQI+ South Africans, revealed that 44 per cent of these people had experienced verbal, physical, and/or sexual discrimination due to their sexual orientation (The Other Foundation, 2016). A failure to represent the lived experiences of these families in early childhood learning environments denies their representation and inclusion (Liang & Cohrssen, 2020). It is also important to realise that early childhood settings are not devoid of sexuality. Robinson and Jones Diaz (2005) pointed out that children's play is often characterised by mock weddings, reenacting spousal roles, and kissing games. A study by Sotevik et al. (2019) suggested that teachers need to observe how children engage with heteronormativity during play and suggest options that challenge this heteronormativity during pretend play. Unfortunately, children's knowledge of dominant heterosexual ideologies is seldom challenged-perhaps, like other forms of social justice, due to the homophobic and heterosexual value systems or misconceptions about sexual age appropriateness among teachers and parents (Robinson & Jones-Diaz, 2005). Teachers may also fear dismissal when school policies and school governance discourage them to engage in taboo topics (for example, Fernández, 2020). In this way, certainties regarding heterosexuality can silence certain minorities in early childhood settings.

Thirdly, these certainties could also depict gender stereotyping in terms of prescribed traits for each gender or gender role. Researchers (Chick et al., 2002; Jennet, 2013) have pinpointed that teachers are often unaware of the gender stereotypes that they reinforce through the hidden curriculum. Here, a hidden curriculum refers to the implicit values, behaviour, and norms transferred without conscious intention and awareness by children and teachers in the learning environment (Sedigheh et al., 2019). An increased awareness would assist teachers in examining their implicit attitudes. For example, in a project in the United Kingdom by the National Union of Teachers (Jennet, 2013), which involved five nursery and primary schools, it was found that certain items, for example colours, toys, games, activities, and books, were associated with a single gender. Jennet (2013) stated that most of these distinctions had no importance in society but worked towards enforcing and exaggerating certain gender stereotypes. For instance, in the study, boys would refuse to play with bicycles or other toys that were pink and would be teased for wearing pink clothes or choosing items that were pink (Jennet, 2013). The study also revealed that this arose because teachers treated boys and girls differently by using gender groupings, allocating certain colours as gendered symbols, stipulating gendered play areas, and assigning gendered tasks. Also significant, in a study by Chick et al. (2002) using infants, toddlers, and children younger than 4 years, it was revealed that boys, even though in the minority in a playgroup, were given greater attention by teachers. The study also disclosed that teachers and caregivers were unaware of their language and sent unconscious messages that expected boys to be rough and play boisterously, compared to girls (Chick et al., 2002). Evidently, teachers project their personal beliefs onto children, and teachers' voices have a profound impact on children's beliefs regarding gender.

Activities in the daily ECCE programme create opportune moments for gender roles to be unlearned and relearned. One such activity is pretend play, which serves as a powerful means for children to make sense of their life worlds (Rao & Gibson, 2021). Play-based activities enable children to understand complex forms of knowledge in the social and cognitive developmental domains (Excell & Linington, 2015). The latter-mentioned authors suggested that teachers should adopt a pedagogy of play, where important values are purposefully taught using play as a medium. In studies, for example by Breneselovic and Krnjaja (2016), teachers found no need to intervene when children played out stereotypical roles-but would take notice if their play mimicked unconventional gender roles. Therefore, using this pedagogy of play, the teacher could mediate play and use opportune moments during play to correct misconceptions and stereotypes that arise. Besides play, teachers need to select stories, nursery rhymes, and poems carefully to challenge harmful gender stereotyping. According to Burton (2020, p. 36) "story time shapes children's developing views of themselves, their peers, and the adults in their lives." Indeed, all activities and resources in the early learning environment are value laden and may challenge or support dominant ideologies regarding gender.

It is important for ECCE teachers to contest harmful stereotypes and gender exclusion. The effects of early gender stereotyping and exclusion may have far-reaching effects on the child's interests and career choices. For instance, Dickins (2014) reported that in the construction area, girls may be discouraged from participating in activities with mechanical and wheeled toys. This author explained that these toys develop foundational skills for later interest and understanding of the STEM (science, technology, engineering, and maths) learning subjects (Dickins, 2014). Also, studies have revealed that society may have stereotyped beliefs regarding females' capacities to cope with STEM subjects (Leslie et al., 2015). Perhaps teachers in the early years could shape stereotypes about children's intellectual ability. Such stereotyped beliefs emerge early and may have far-reaching influences on children's career choices (Bian et al., 2017). Markedly, a report by Makunga (2020) claimed that males still dominate in the STEM fields despite programmes to encourage the participation of girls and women. Drawing from the above, we can deduce that increasing teacher awareness of gendered play may encourage female interest in the STEM fields. Boys who prefer to nurture and care may also be disadvantaged when teachers encourage such stereotypical types of play. By encouraging rough play among boys, this imposition of hegemonic masculine traits (Yang, 2020) may subordinate little boys who prefer more quiet and subdued activities. Moosa and Bhana (2020, p. 56) stated that all males may not possess the qualities of a "hegemonic heterosexual masculinity." In their study for example, such gender stereotyping impeded men's participation in care professions like foundation phase teaching (Moosa & Bhana, 2020). Teachers in ECCE therefore need to go beyond hegemonic understandings to pave the way for a more gender equitable schooling experience for both boys and girls in the early learning environment. For teachers, this would mean moving away from certainties regarding gender or sexual normativity (Govender, 2018). In this study, research participants actively identified and challenged these certainties in their respective learning environments.

Theoretical Framework

Freire's (2000) concept of critical pedagogy was used to underpin this study because it foregrounds how the learning environment can be used as a space for social transformation. According to Freire, education is a political act that seeks to liberate or silence marginalised groups of people (as cited by Chalaune, 2021) including those who deviate from gender and sexual norms. Critical pedagogy highlights the interplay of power, domination, oppression, and ideology in the learning environment (Villanueva & O'Sullivan, 2019). Teachers need to question why certain groups are considered more powerful and how existing ideologies perpetuate the dominance of these groups in the learning environment (Gelot, 2019). Consequently, teachers using a critical pedagogy should develop an awareness that certain groups are silenced-and alleviate this inequity. Spaces for these difficult conversations need to be created to allow teachers to move beyond preconceived certainties (Govender, 2018). The central principles of critical pedagogy aim to reveal these certainties perpetuated in the learning environment and the need to act against them.

Central to critical pedagogy is the concept of conscientisation, which enables teachers to develop a critical awareness of power dynamics in the learning environment and to act against these (Gelot, 2019). This serves as a point of departure for teachers to examine how dominant beliefs about gender are enmeshed in the hidden curriculum. Jansen (2009, p. 278) declared that a teacher is not one who has,

figured out the problems of an unequal world and stands to dispense this wisdom to receiving students . . . the teachers are themselves carriers of troubled knowledge, and this has serious implications for critical education.

Dialogue can be seen as a catalyst for reflection and action that results in the awareness of this troubled knowledge. Through the process of dialogue, the role of the teacher is redefined (Abraham, 2014). This encourages teachers to invent and reinvent themselves continually; a loss of this fluidity results in a loss of a critical stance (McLaren & Kincheloe, 2007). Teachers should be prepared for a role-reversal and a rejection of the banking model of education, in which a knowledgeable adult deposits content into the passive minds of children (Bohorquez, 2020).

This banking model is aligned to the theory of anti-dialogical action, which serves to oppress (Pouwels, 2019). It is through dialogue and mutual collaboration that the learning space is democratised (Villanueva & O'Sullivan, 2019). Here, the marginalised are able to emancipate themselves by making valuable contributions and by developing their agency (Ebrahim et al., 2011). Dialogical action also aims to challenge dominant ideologies regarding sexual and gender-based norms. In this study, we refer to ideology as the "normalized and naturalized production of meaning by which people make sense of the world" (Brown & Sekimoto, 2017, p. 21). In the context of the study, we seek to challenge the dominant ideologies or certainties that silence those who deviate from gender and sexual normativity. Therefore, we question hegemony, which can be regarded as an organising force that seeks to maintain the status quo within unequal societies (Jaques et al., 2019). The practice of gender inclusion contests hegemony in the early learning space when teachers start to question and challenge why certain groups (for example, those conforming to heteronormativity or those labelled as cisgender) are considered more powerful or notable.

Freire's (2020) critical pedagogy emphasised that knowledge must be deconstructed and reconstructed through dialogue. Historically, Freire provided a pathway to do this dialogically by the formation of culture circles (Reingold et al., 2020). Culture circles consist of groups of people who come together to solve a common relevant problem within their own contexts. The formation of these culture circles aims not only to conscientise people regarding their current reality but to transform this reality for the better (Souto-Manning, 2010). The outcomes of these culture circles are unpredictable, and learning is dynamic and collaboratively constructed. Each participant's contribution introduces a unique set of experiences to the circle, in which individual contributions are valued and solutions contextually relevant (Chaib, 2010).

Aligned with Freire's (2020) culture circles, participatory action learning and acti on research (PALAR) design goes further than just researching a phenomenon but, rather, aims to benefit a group by ensuring sustainable and meaningful learning. Hence, our study took the form of a virtual learning participatory workshop adopting the guiding principles of a PALAR design comprising the three Rs and the seven Cs of PALAR (Kearney et al. 2013; Zuber-Skerritt, 2018). The three Rs (relationships, reflection, and recognition) are intertwined with the seven Cs (compromise, coaching, communication, commitment, collaboration, critical reflection, competence) and are dependent on each other (Schoonen et al., 2021). The PALAR design involved two phases: a relationship-building phase, and a research phase. The first R, building relationships, was the most challenging because we were working in an online environment. Due to the restrictions of the coronavirus pandemic, extra time was required to build trust and to establish mutual goals. Following suggestions by Wood (2020), focused activities were planned before the research proper began in order to establish sound relationships. Using a WhatsApp group, participants shared photographs, motivational images, and personal stories that developed a team spirit and mutual goals. Zuber-Skerritt and Teare (2013) stated that this is essential for the ongoing success and sustainability of a PALAR project. Principles of compromise, coaching, communication, commitment, and collaboration strengthened relationships within the action learning set (ALS). The second R consists of reflection, which involves a critical examination of the knowledge created and of the research process itself. This allows one to view present behaviour and plan for future behaviour (Heidegger, 2010). Zuber-Skerritt (2018, p. 519) claimed that reflection is necessary in "designing, implementing, learning through, and evaluating a PALAR research project." This assisted in the shaping of future cycles of learning. The third R, recognition, applauds the efforts of the research group or ALS. Recognition of successful contributions and competencies is a key element of PALAR (Wood et al., 2017). Affirmation of the group's achievements needed to be rewarded and celebrated by a publication about the research phenomenon (Zuber-Skerritt, 2018). Therefore, by including photographs, captions, and drawings in an inclusive handbook to be distributed to other ECCE centres, the efforts of the ALS in this study will be recognised.

The research objectives were:

1. To establish the current situation regarding gender certainties in the ECCE learning environment.

2. To challenge gender certainties in the ECCE learning environment.

The first research cycle aimed to identify gender stereotyping in the early learning environment, and the second cycle aimed to challenge these stereotypes.

PALAR research employs a critical emancipatory research paradigm (Chidarikire, 2017; Dube & Hlalele, 2017) that seeks to enable the voice and agency of practitioners in the field. This study thus called for a collective meaning-making (Lochmiller & Lester, 2015) resulting in greater epistemic justice throughout the two research cycles. The eight participants were purposefully selected according to whom could best inform the research objectives and enhance an understanding of the phenomenon under study (Maree, 2016). The participants, consisting of six ECCE teachers and two ECCE teacher trainers, needed to be willing to interact online, be familiar with the WhatsApp platform, and have access to a smart phone. Only female teachers were available for the study because a male teacher working in the birth to 4 years sector is rare to find. Given that PALAR research aims to gain a deep understanding of the research problem and foster close relationships among the participants, a small research sample was appropriate (Wood, 2020).

PALAR, similar to other types of action research, uses four main steps consisting of planning, acting, observing, and reflecting within each research cycle. First, in the planning step, participants completed a baseline questionnaire. Ojageer (2019) claimed that the baseline questionnaire is an analysis of the situation prior to intervention at a site in order to identify possible areas of concern or gaps in knowledge among the research participants. This step revealed gender and sexuality exclusion as one of the focus areas of our study. Second, during the acting step, participants were prompted to use photovoice. According to Luthuli (2019), this is a participatory visual method in which participants use their cameras to capture images that convey their feelings, beliefs, and experiences, and narrate their everyday experiences in their own words. We gave the participants the prompt: "Present an image of a drawing or object that is relevant to gender or sexuality in the early years." Third, the observation step involved the viewing of the photos and captions by the participants, and the discussion of meanings. The collaborative observations of the group were guided by the "SHOWED" method (Liebenberg, 2018; Luthuli, 2019; Ronzi et al., 2016). The following questions were used to guide the observation and analysis of the photographs and captions.

1. What do you See here?

2. What is really Happening here?

3. How does this relate to Our lives?

4. Why does this problem or strength exist?

5. How could this image Educate the community or policy makers?

6. What can we Do about it?

In the fourth step, reflecting involved thinking back critically about the cycle and journaling a way forward to inform Cycle 2 of the study. The generated data were interpreted and analysed using critical thematic analysis (Lawless & Chen, 2019). Similar to thematic analysis, critical thematic analysis identifies themes by noting incidences of recurrence, repetition, and forcefulness, which are then related to wider ideologies. The principal researcher categorised the data into three themes that were presented to the group for verification at the end of the cycle. The next cycle was informed by the second research objective and attempted to address the challenges revealed in Cycle 1, using the same four steps. Participants planned how to create a more gender inclusive learning environment and decided on their further action by creating resources to correct the deficits identified in Cycle 1. These were photographed and presented to the group for collaborative observation, evaluation, and analysis, which later concluded with their reflective journal entries. Cycle 2 allowed for praxis-a product of iterative, collaborative reflection and action with the participants in an attempt to effect change in their certainties regarding gender.

In keeping with university requirements, ethical clearance was received from the university before data generation began. In addition to the university's ethical requirements, PALAR requires researchers to ensure that the ethical considerations are accepted and negotiated by all participants. Additionally, PALAR belongs to a genre of research that needs to benefit the research participants and society in general (Wood, 2020). PALAR calls for epistemic democracy, in which the voices of participants are heard with no power hierarchies evident. This required the principal researcher to balance facilitation with retaining the autonomy of the research participants. Although this study reports on just two research cycles, the ALS will continue with future cycles of learning to develop and finalise a handbook on inclusion in ECCE.

The aim of the first research cycle was to identify gender certainties (if any) in the ECCE learning environment. Therefore, in Cycle 1, participants used photovoice as a participatory method to share instances of gender stereotyping in their respective learning environments. Captions and photographs shared the lived experiences of the participants and stimulated dialogue resulting in deeper insights and the ability of the group to collectively challenge gender certainties in the early learning environment. These conversations revealed their emerging awareness of gender stereotyping and exclusion in their respective ECCE learning environments. Cycle 2 then attempted to transform the learning environments by addressing these areas of concern. The results reported here incorporate participant messages from Cycle 1 and Cycle 2. We begin our findings by presenting the three themes in the form of photographs and captions or discussions from the research participants (RP). During the observation, participants built upon each other's interpretations and these reflections were captured from conversations in the group or their reflective journals. Table 1 presents the visual images, captions, and reflections.

Discussion of Findings

Challenging Certainties Regarding Gender Binary

Image 1 represented an instance of gender binary where boys and girls were grouped into either male or female categories on a classroom poster. The boys in the picture had blue bow ties, while the girls had pink bows on their hair. Similar gender groupings and colour coding were reported to be on participants' class registers, class lists, and bathroom facilities. Gender groupings were also used to divide children for outdoor activities. This aligned with a study by Jennet (2013), in which teachers treated boys and girls differently and used gender groupings. In the early years, children's authentic gender identification may be silenced by ideologies of gender binary in the learning environment. As mentioned previously, individuals may have elements of each gender category or they may not fit into a single gender category (Morgenroth et al., 2020). Therefore, the manner in which the ECCE teacher plans the programme and selects stories, resources, and display board items may perpetuate these certainties of gender binary. Children who experience this exclusion are expected to fit in and assimilate into a predominantly binary world (Govender, 2018). The ALS found that many children may identify and fit into a neat category of male or female, however some were not able to-and these minorities should not feel excluded in the early learning environment. Therefore, to challenge this, in Cycle 2 a research participant designed a second poster (Image 2). In this poster, she attempted to demonstrate a more inclusive outlook by representing children as different colour crayons. Similar to the crayons in this illustration, all children are different and unique and children should not be grouped according to a teacher's perceived certainty regarding their sex. Hence, teachers adopting a critical pedagogy need to transform their learning spaces so that certainties regarding gender binary are challenged. A critical orientation to pedagogy requires conscientisation and action against these certainties.

Challenging Heterosexuality as a Dominant Ideology

Although the research participants emphasised a need to address all diversities, their narratives regarded sexuality and gender as sensitive and taboo topics. The ALS seemed to gravitate towards teaching about family structure as a non-risky means to address sexuality. Cycle 1, Image 3, for instance, presents a photograph of a display chart with a regular family structure. Participants in this study felt that sexuality needed to be discussed only if there were irregular relationships present among the parents of the children. The group expressed concern that these sensitive topics required parental consent. The research participants were hesitant to suggest non-heteronormative play possibilities to the children due to fear of disapproval from parents and managers. This was in opposition to suggestions by Sotevik et al. (2019) that exposure and knowledge would assist in normalising non-heteronormative play possibilities.

Participants also felt that sexuality and sexual orientation were irrelevant to this age group, but something that becomes important during puberty or adolescence. This was in contrast to Robinson and Jones Diaz (2005) who claimed that children, even from a young age, are sexually aware when they play kissing games or adopt spousal roles. When asked how to include children from irregular family structures, the group narratives suggested the use of stories, posters, and books that could contest heteronormative family structures. For example in Cycle 2, Image 4 represents a non-conventional family structure. This aligned with Liang and Cohrssen (2020) who warned that groups of children and their families who are not represented in the learning environment could be silenced and excluded. Focusing on family structure alone, group discussions in these sessions did not explore children's sexuality during play. This could be due to a number of reasons, for example, a fear of school managers and parents who might rigidly adhere to heterosexuality as a norm due to religious beliefs or societal pressure. A school code preventing teachers from discussing controversial subjects may also have contributed to the silencing of teacher voice and agency. Incidences of teacher dismissal, for instance a case reported by Fernández (2020), may have also contributed to teacher reluctance in this study. Teacher attitudes to heterosexuality as a dominant ideology require further exploration in future studies.

Challenging Gender Stereotyping

In Cycle 1, participants were reluctant to intervene when children played according to their gender expectations. For example, in instances where boys played catch and girls were playing house, the participants did not feel the need to challenge the play patterns. This aligned with a study by Breneselovic and Krnjaja (2016). Similar to that study, teacher intervention only occurred if children were seen to play in a less stereotypical manner. Thus in Cycle 2, participants found the need to intervene and challenge these expected norms. Also in Cycle 1, participants presented photographs of gender-specific toys. For instance, participants provided images of a male engineer and female nurse on the packaging of items in the dress-up area. These items reinforced gender stereotypical roles. Contesting these stereotypes in Cycle 2, the group presented images of girls playing with cars and boys nurturing dolls. The boy in the role as a nurturer contests a "hegemonic heterosexual masculinity" (Moosa & Bhana, 2020, p. 56). A participant also pinpointed the tendency to colour stereotype boys' and girls' toys and how this needed to be challenged. Image 6 presented in Cycle 2, depicts toilet roll puppet crafts based on the theme of community helpers that represent female and male firefighters, police, and engineers. Activities like these challenge current beliefs of gender roles and occupations and serve to transform children's beliefs regarding gender roles. Young children may not be able to express their interpretation of gender roles verbally but they are able to demonstrate their understandings during pretend play (Robinson & Jones-Diaz, 2005).

Besides the perpetuation of gender roles in toys and play, storytelling in ECCE is also a useful medium through which to challenge gender ideologies. According to Burton (2020), stories shape children's views about themselves. Therefore, we need to pay careful attention to the selection of stories that could perpetuate harmful gender ideologies. Image 5 depicts a story-telling resource made by a participant using a cardboard cylinder. The story resource was used to tell the story of a beautiful helpless princess who waits in a high tower to be rescued by her Prince Charming. The story also involves an evil witch (conveniently lacking in conventional physical beauty) who has captured the beautiful princess. Thereafter, the prince rescued the princess and fell deeply in love instantly, based on the princess' superficial beauty (without the benefit of even a conversation). Such stories were still reported to be present in children's literature at the centres in this study, and these send dangerous messages to little children regarding the value of superficial beauty over mental capacity or physical prowess. In fact, women are depicted inaccurately to be needy and helpless without men in many such stories. Children's literature has evolved beyond these stereotypes (Burton, 2020) and teachers need to critically evaluate the traditional stories that they select and make necessary adjustments with gender equity in mind.

Challenging Gender Certainties for Social Change

Before attempting to effect social change, we needed to examine our own "troubled knowledge" (Jansen, 2009, p. 278), which shapes our actions in the learning environment. We need to become conscientised (Freire, 2000) regarding our personal gender certainties. To develop greater conscientisation, we engaged in dialogue on targeted gender concerns. The collaborative dialogue also enabled our group to reflect on our inner selves and the gender inequity we have personally experienced. For instance, one participant mentioned:

Due to the fact that I am a woman, it is taken for granted that all forms of housework and chores fall on my lap. I feel that I get treated very differently in that regard, also the fact that I'm a woman and in my relationship it is taken for granted that I should not speak my mind and just listen to what the man says, men seem to get intimidated by a self-reliant and independent women. (RB5)

Arising from the activities, we were also able to reflect on how gender expectations impacted on the personal lives of the participants. Participant 2 mentioned:

In aspects of my family life, power dynamics are often experienced through gender roles. I am limited in terms of going out and socialising but my brother on the other hand is much more free.

Emanating from the discussion and reflections on classroom practice, we reported an increased awareness that impacted on our professional roles. For instance, Research Participant 1 noted that:

By doing critical reflection, a teacher is able to better herself. It allows teachers to move from experience into understanding. When a teacher is aware, she can make the necessary changes to ensure the learning is appropriate and includes all children.

Thus, in this ECCE study, our new awareness of gender stereotyping and exclusion was significant. Evidently, it is inner awareness and transformation that is a catalyst for outward changes in the early learning environment. Confirming this, a research participant mentioned:

I feel that before bringing about changes in the world or even expecting change from others, you need to bring about change within yourself and your own thinking. (RB2)

Therefore, to effect positive change in society, this study argues for a change in individual awareness first. We needed to challenge our own troubled knowledge by questioning our current ways of thinking regarding gender certainties in the early learning environment. This conscientisation is a rudimentary building block for change because it is only through inner transformation that we can effect outer change. Dominant ideologies are implicitly carried down from experiences that shape our thoughts and actions (Brown & Sekimoto, 2017).

Guided by critical pedagogy and the principles of PALAR, participants shared their photographs and captions that served as a visual representation of their lived experiences (Wood, 2020). Through collaborative dialogical reflection and action (Pouwels, 2019), the ALS aimed to transform the learning environment by attempting to create a less stereotyped and more gender inclusive space for the children. Certainties regarding gender binary, heterosexuality, and stereotyped gender roles were challenged. Underpinned by a critical pedagogy, PALAR aims not just to create a more equitable learning space but also aims to improve the lives of children with positive effects on society as a whole. Thus, in keeping with the goals of PALAR design, this research aims for praxis-a process of collaborative dialogical reflection and action that transcends the learning environment-resulting in transformation of the lives of the participants, the children, the principal researcher, and a possible wider transformation of society.

Cycle 1 of the study revealed that the ALS perpetuated certainties regarding gender binary in their learning environments. The expectation for children to fit into a gender category would exclude and silence children who saw themselves as non-binary (Morgenroth et al., 2020). Following the action and reflection, ALS members were conscientised to understand that not all learners need fit into a particular gender category. In Cycle 2, the ALS decided to design classroom posters that would challenge gender as a binary.

Cycle 1 also revealed heterosexuality as a dominant ideology in the learning environment. The ALS members were reluctant to address sexuality because it was seen as an inappropriate topic for discussion at this age, whereas discussions on family structure were seen as a safe means of addressing heterosexuality. Participants suggested the use of a family wall to include all children, even those with an irregular family structure. Further research needs to be done in this area given that children in this age group are not devoid of sexuality. They do play games involving kissing and very often enact spousal roles implying that their sexuality should not be silenced (Liang & Cohrssen, 2020).

The first cycle aligned with an earlier study by Dickins (2014), which indicated that play areas and toys were gendered. This limited the range of opportunities available to children. Boys would shy away from the dolls and girls were reluctant to play with the cars and blocks. This could have a lasting impact on the lives of both girls and boys given that it could impact on their choice of subjects to study and the work they do in adulthood. Should these stereotypes continue, it would also have a lasting negative impact for future generations. The use of traditional stories was also found to reinforce certain gender traits-similar to statements by Burton (2020). For example, helpless females who were valued for their superficial beauty and male heroes who were strong with physical prowess maintained a normative view of masculinity and femininity. This research suggests some interventions for teachers to challenge gender stereotyping actively and to create more gender inclusive learning spaces. The collaborative dialogical action of the ALS enabled a deeper and more meaningful learning with far-reaching effects (Pouwels, 2019). This sustainable learning ensured that the ALS and the children would benefit from a more gender equitable and less restrictive learning environment.

Our study aimed to challenge gender certainties in the early learning environment. The first research objective aimed to ascertain the current situation regarding gender exclusion and gender stereotyping. This informed Cycle 1, which revealed that participants' dominant ideologies about gender needed to challenged. Data revealed that participants required clarity on gender binary heterosexuality as a dominant ideology and gender stereotyping. The second research objective aimed to transform the learning environment by addressing these concerns. The study reports on the learnings of a single ALS who developed their agency and voice to address problems relevant to their unique contexts. Using a PALAR design, this study therefore represents the unique collaborative learnings of a particular group who were mobilised to foster positive change in their learning environment. Should this study be repeated, similar results are not be likely to be produced because it was based on the contextual needs of this group only. Nonetheless, the study does make a valuable contribution given that similar centres could use this research design to mobilise teachers to create more socially just ECCE environments. Society has, to date, been negatively impacted by gender inequality, stereotyping, patriarchy, gender-based violence, and homophobia. If these stereotypes are challenged in the early years, society stands to gain much.

Devarakonda, C. (2014). Diversity and inclusion in early childhood: An introduction. SAGE.

Dickins, M. (2014). A-Z of inclusion in early childhood. Open University Press.

Excell, L. A., & Linington, V. (2015). Teaching Grade R. Juta.

Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum.

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Routledge.

Govender, N. N. (2018). Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design: A case in a South African school of education. In E. Walton & R. Osman (Eds.), Teacher education for diversity: Conversations from the Global South (pp. 36-52). Routledge.

Heidegger, M. (2010). Being and time. SUNY Press.

Jansen, J. D. (2009). Knowledge in the blood: Confronting race and the apartheid past. Stanford University Press.

Lochmiller, C. R., & Lester, J. N. (2015). An introduction to educational research: Connecting methods to practice. SAGE.

Maree, K. (2016). First steps in research. van Schaik.

McLaren, P., & Kincheloe, J. L. (Eds.). (2007). Critical pedagogy: Where are we now? Peter Lang.

Robinson, K., & Jones Diaz, C. (2005). Diversity and difference in early childhood education: Issues for theory and practice. McGraw-Hill Education.

Sanderson, D. (2021, August 12). Scottish four-year-olds can change gender at school without parent's consent. The Telegraph. https://www.telegraph.co.uk/news/2021/08/12/scottish-four-year-olds-can-change-gender-school-without-parents/

Souto-Manning, M. (2010). Freire, teaching, and learning: Culture circles across contexts. Peter Lang.

Wood, L. (2020). Participatory action learning and action research: Theory, practice and process. Routledge.

Zuber-Skerritt, O., & Teare, R. (Eds.). (2013). Lifelong action learning for community development: Learningand development for a better world. Sense Publishers.

1 Ethical clearance number: HSSREC/00001146/2020

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Challenging Gender Certainties in Early Childhood Care and Education: A Participatory Action Learning and Action Research Study

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IORCID No: 0000-0002-5014-7890; University of KwaZulu-Natal. mahadewa@ukzn.ac.za IIORCID No: 0000-0003-4455-4876; University of KwaZulu-Natal. hlaleled@ukzn.ac.za For deep-rooted gender equity and social transformation, we need to challenge so-called certainties or dominant ideologies about gender. Many dominant ideologies centred on gender abound in society, and these need to be addressed at the earliest opportunity.

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Do you want to work on a project with me?

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Do you want to work on a project with me?

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I am looking for schools/teachers to work with me on a project were teachers put some material in childrens play area and document childrens play. Focus is on childrens communications, creativity, problem solving and gender. For more information please send me an email annaelisa@unak.is

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On a daily basis we face deeply ingrained beliefs that our sex determines our skills and preferences, from toys and colours to career choice and salaries. But what does this mean for our thoughts, decisions and behaviour?

Using the latest cutting-edge neuroscience, Gina Rippon unpacks the stereotypes that bombard us from our earliest moments and shows how these messages mould our ideas of ourselves and even shape our brains. Rigorous, timely and liberating,

'Highly accessible... Revolutionary to a glorious degree' Observer

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The Gendered Brain: The new neuroscience that shatters the myth of the female brain

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Buy The Gendered Brain: The new neuroscience that shatters the myth of the female brain: Read Books Reviews - Amazon.com

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Rethinking Sexism, Gender, and Sexuality

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Amazon.com: Rethinking Sexism, Gender, and Sexuality: 9780942961591: Rethinking Schools, Kim Cosier, Rachel Harper, Jeff Sapp, Jody Sokolower, Melissa Bollow Tempel, Annika Butler-Wall: Books

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'A brilliant feminist critic of the

'A witty and meticulously researched

Gender inequalities are increasingly defended by citing hard-wired differences between the male and
female brain. That's why, we're told, there are so few
women in science, so few men in the laundry room -
different brains are just suited to different things.

With sparkling wit and humour, Cordelia Fine attacks
this 'neurosexism', revealing the mind's remarkable
plasticity, the substantial influence of culture on identity,
and the malleability of what we consider to be
'hardwired' difference.

This modern classic shows
the surprising extent to which boys and girls, men and
women are made - not born.
exposé of the sloppy studies that pass for scientific
evidence in so many of today's bestselling books
on sex differences.'
Carol Tavris,
neurosciences ... Read her, enjoy and learn.'
Hilary Rose,

'Fun, droll yet deeply serious.'
New Scientist THES TLS

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Delusions of Gender: The Real Science Behind Sex Differences

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Buy Delusions of Gender: The Real Science Behind Sex Differences: Read Books Reviews - Amazon.com

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Our culture has strict rules for acceptable behavior for men and women. But what about kids who fall outside the boundaries of prescribed roles? This book is a guide for parents in the practical application of Gender Neutral Parenting - a parenting style based on respect for a child's self-identity and providing latitude in exploring their own version of gender and gender expressions. In Gender Neutral Parenting you'll learn the Five Skills Essential for GNP:

Skill #1: Become Aware of Genderization

Skill #2: Become Aware of Your Gender Bias

Skill #3: Create a Gender Diverse Environment

Skill #4: Start a Dialog About Gender

Skill #5: Dealing With Family and Friends and Dispelling Myths

With practical examples and real world scenarios, this book will give you the strong foundation needed to implement GNP in your home and with your children. You'll learn about gender stereotypes for boys and girls and how to counteract them as a parent. Stereotypes covered include; Girl Genderization Stereotypes:

Stereotype: Girls Are More Social and Less Physical

Stereotype: Girls Are Princesses

Stereotype: Girls Are Boy Crazy, Sexual Temptresses

Stereotype: Girls Are Pure and Virginal

Boy Genderization Stereotypes:

Stereotype: Boys Are Physically Active But Behind Socially and Verbally

Stereotype: Boys Are Emotionally Stunted

Stereotype: Boys Are Slaves To Their Sex Drive

Stereotype: Boys Will Be Boys

You'll also learn how to deal with family and friends (and strangers) that don't understand your parenting approach. I'll answer questions like;

"Are you trying to make her androgynous?"

"Won't that make him gay?"

"Why are you so anti-feminine/anti-masculine?"

"Do you think she's trans*?"

"You're raising a person not a social experiment."

"She's going to hate you and need therapy." Or, "He'll be bullied."

"I can't believe you let her play with Barbies! Don't you even care about her future?"

This book is for any parent, grandparent, or childcare teacher that wants a guide to raising kids without the strict limitations of gender roles and who wants to engage kids in conversations that will make them savvy media consumers and critical problem solvers around issues of gender and equality.

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Gender Neutral Parenting: Raising kids with the freedom to be themselves

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Gender Neutral Parenting: Raising kids with the freedom to be themselves [Lucas-Stannard, Paige] on Amazon.com. *FREE* shipping on qualifying offers. Gender Neutral Parenting: Raising kids with the freedom to be themselves

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Amazon.com: Gender equity in the early years: 9780335211524: Browne: Books

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In her third book, Sometimes I Can Be Anything, Karen Gallas explores young children's experience and understanding of gender, race, and power as revealed by the interactions within her first and second grade classroom. Presenting classroom research conducted over a four-year period, this experienced teacher-researcher focuses on the ways in which children collectively develop their social world. To bring that world to life, the author presents the voices and actions of specific children. The reader will meet the "bad boys," Tony and Tom; Josie, a "tom boy"; "beautiful" Dierdre; Latia and Alexis, "proud and taking no risks"; and Rachel, a "silent girl."

Because Gallas watches the same children for several years, she uncovers classroom dynamics that remain obscure in most studies of teaching and learning. For example, she has seen the effects of physical beauty on a child's behavior, has noted how some children play with the idea of being the other sex, and has tracked the alliances of silent girls. This provocative book will enable the reader to look again with new eyes at his or her own classroom.

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Sometimes I Can Be Anything: Power, Gender, and Identity in a Primary Classroom (Practitioner Inquiry Series)

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Amazon.com: Sometimes I Can Be Anything: Power, Gender, and Identity in a Primary Classroom (Practitioner Inquiry Series): 9780807736951: Gallas, Karen, Lytle, Susan L., Cochran-Smith, Marilyn: Books

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Aiding discussion of gender diversity and sexuality with very young children, this practical guide helps practitioners explore these themes in early years settings. Promoting and extending current good practice, the book offers advice and activities that will support children in discovering their identity and also demonstrates how to work with parents.

This guide presents a background to gender theory alongside examples and case studies, showing that activities and settings can work together for children to recognise their full potential in a supportive environment. This book addresses a wide variety of topics such as staff training and team management, how to support and promote men working in childcare, transgender issues and ways practice can be challenged, to give those working with young children a great foundation for teaching about diversity.

Proposing aims that early years practitioners can work towards and providing practical ideas to take directly in to the workplace, this hands-on guide sets out to create and encourage outstanding practice for all professionals teaching young children.

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A Practical Guide to Gender Diversity and Sexuality in Early Years

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A Practical Guide to Gender Diversity and Sexuality in Early Years [Price, Deborah] on Amazon.com. *FREE* shipping on qualifying offers. A Practical Guide to Gender Diversity and Sexuality in Early Years

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By offering practical steps for adults who work with young children to build inclusive and intentional spaces where all children receive positive messages about their unique gender selves, this book increases awareness about gender diversity in learning environments such as child care centres, family child care homes and preschools.

The book is based on some of the most progressive, modern understandings of gender and intersectionality, as well as research on child development, gender health, trauma informed practices and the science of adult learning. By including the voices and lived experiences of gender-expansive children, transgender adults, early childhood educators and parents and family members of trans and gender-expansive children, it contextualizes what it means to rethink early learning programs with a commitment to gender justice and gender equality for all children.

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Supporting Gender Diversity in Early Childhood Classrooms

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Amazon.com: Supporting Gender Diversity in Early Childhood Classrooms: 9781785928192: Nicholson, Steele, Maurer, Hennock, Julian, Unger, Flynn, Pastel: Books

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A thought-provoking text which will make practitioners examine their children′s behaviour and play in a fresh light′- Christine Marsh, Manchester Metropolitan University

′A major contribution to the international literature on gender in Early Childhood .... Glenda MacNaughton has done a terrific job in making difficult theory accessible for teachers and student teachers. Her consistent use of plentiful examples and explorations of how different theories held by teachers might impact on their practice will be tremendously useful to teachers and teacher educators ′ - Debbie Epstein, Centre for Research and Education on Gender, Institute of Education, London

`Invaluable for early chil

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Rethinking Gender in Early Childhood Education

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Rethinking Gender in Early Childhood Education [MacNaughton, Glenda] on Amazon.com. *FREE* shipping on qualifying offers. Rethinking Gender in Early Childhood Education

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Pleace read reviews before you buy a book and be sure the book is something you can benefit from

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Pleace read reviews before you buy a book and be sure the book is something you can benefit from

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Equality in Early Childhood on Amazon.com. *FREE* shipping on qualifying offers. Equality in Early Childhood

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New childcare text that positions diversity and equality as an integral part of early childhood care and education for students, trainers and practitioners in Ireland. Presents up-to-date examples of innovative practice,developed by the éist project, the Equality & DiversityEarly Childhood National Network (EDeNn), and gatheredfrom early childhood settings and learners in Ireland.Examples and cases framed by theoretical considerationsand insights into international work.Supports the implementation of Síolta (2006), Aistear(2009) and the Diversity and Equality Guidelines forChildcare Providers (2006 OMC) with particular focus onidentity and belonging and anti-discriminatory practice.Divided into four sections:Diversity is real and so is exclusion:Presents a framework for what adults need to know toproactively address diversity beyond culture, andcontextualises children s stories in legislation, policy andpractice.(Re)thinking early childhood care and educationOffers several theoretical perspectives on diversity andequality in early childhood.Walking the walk: insights into Irish ECCE practice, withspecific reference to diversity and equalityProvides insights into existing and innovative practices inthe Irish ECCE sector, demonstrating that change foradults and children is possible.Roadmap to equality: conclusions andrecommendations for policy, professional developmentand practice in the Irish ECCE sectorDraws on the discussions, examples and insights of theprevious sections and proposes recommendations forsteps to be taken by policy-makers, trainers, educatorsand practitioners in early childhood settings and servicesin Ireland. Presents up-to-date examples of innovative practice, developed by the éist project, the Equality & Diversity Early Childhood National Network (EDeNn), and gathered from early childhood settings and learners in Ireland. Examples and cases framed by theoretical considerations and insights into international work. Supports the implementation of Síolta (2006), Aistear (2009) and the Diversity and Equality Guidelines for Childcare Providers (2006 OMC) with particular focus on identity and belonging and anti-discriminatory practice. Divided into four sections: Diversity is real and so is exclusion: Presents a framework for what adults need to know to proactively address diversity beyond culture, and contextualises children s stories in legislation, policy and practice. (Re)thinking early childhood care and education Offers several theoretical perspectives on diversity and equality in early childhood. Walking the walk: insights into Irish ECCE practice, with specific reference to diversity and equality Provides insights into existing and innovative practices in the Irish ECCE sector, demonstrating that change for adults and children is possible. Roadmap to equality: conclusions and recommendations for policy, professional development and practice in the Irish ECCE sector Draws on the discussions, examples and insights of the previous sections and propose recommendations for steps to be taken by policy-makers, trainers, educators and practitioners in early childhood settings and services in Ireland. WRITTEN FOR: Those studying early childhood education and childcare at diploma and degree level Montessori courses Primary teacher education courses Social care courses

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New childcare text that positions diversity and equality as an integral part of early childhood care and education for students, trainers and practitioners in Ireland. Presents up-to-date examples of innovative practice,developed by the éist project, the Equality & DiversityEarly Childhood Nation...

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With a focus on the leader's role in initiating and sustaining anti-bias education in programs for young children and their families, this book is both a stand-alone text and a perfect companion for Anti-Bias Education for Young Children and Ourselves . It emphasizes that this work is not only about changing curriculum, but requires thoughtful, strategic, long-term planning that addresses all components of an early childhood program. With a powerful combination of conceptual frameworks, strategies, and practical tools, Louise Derman-Sparks, renowned expert on anti-bias education, together with experienced early childhood directors Debbie LeeKeenan and John Nimmo, explain the structural and individual changes leaders must foster. Featuring the authors' extensive experience in the field, supplemented with insights from other anti-bias educators, they build on and expand current thinking about best early childhood leadership practices. This is an essential resource for anti-bias education leaders engaged in change in the wide range of early childhood care and education settings.

Book Features:

The principles, guidelines, and strategies needed for school- and program-wide transformation.

Activities for working with teachers and families to integrate an anti-bias approach.

Strategies for supporting and strengthening the leader's ability to initiate and sustain anti-bias education change, including resources to increase staff skills for implementing anti-bias education with children.

Tools for assessing anti-bias education progress and managing mandated standards and assessments.

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Leading Anti-Bias Early Childhood Programs: A Guide for Change (Early Childhood Education)

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Leading Anti-Bias Early Childhood Programs: A Guide for Change (Early Childhood Education) [Derman-Sparks, Louise, LeeKeenan, Debbie, Nimmo, John, Souto-Manning, Mariana] on Amazon.com. *FREE* shipping on qualifying offers. Leading Anti-Bias Early Childhood Programs: A Guide for Change (Early Childhood Education)

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Use the updated activities, examples, and research to improve your anti-bias and multicultural education programs. This clear and practical guide includes expanded information on English language learners, family engagement, culturally responsive teaching, and staff training.

Stacey York teaches child development at Rochester Community and Technical College and established E-LECT, a collaborative effort between thirteen Minnesota community and technical colleges to provide e-learning for early childhood teachers.

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Roots and Wings: Affirming Culture and Preventing Bias in Early Childhood

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Roots and Wings: Affirming Culture and Preventing Bias in Early Childhood [York, Stacey] on Amazon.com. *FREE* shipping on qualifying offers. Roots and Wings: Affirming Culture and Preventing Bias in Early Childhood

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Becoming a skilled anti-bias teacher is a journey. With this volume's practical guidance, you'll grow in your ability to identify, confront, and eliminate barriers of prejudice, misinformation, and bias about specific aspects of personal and social identity. Most important, you'll find tips for helping staff and children learn to respect each other, themselves, and all people. Over the last three decades, educators across the nation and around the world have gained a wealth of knowledge and experience in anti-bias work. The result is a richer and more nuanced articulation of what is important in anti-bias education. Revolving around four core goals―identity, diversity, justice, and activism―individual chapters focus on culture and language, racial identity, family structures, gender identity, economic class, different abilities, and more.

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Anti-Bias Education for Young Children and Ourselves, Second Edition

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Amazon.com: Anti-Bias Education for Young Children and Ourselves, Second Edition: 9781938113574: Derman-Sparks, Louise, Edwards, Julie Olsen: Books

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Fell free to ad material, ask questions or express your thoughts

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Fell free to ad material, ask questions or express your thoughts

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Use your language if you want (google translate is a beautiful thing)

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The Gender Wheel - School Edition: a story about bodies and gender for every body

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The Gender Wheel - School Edition: a story about bodies and gender for every body [Gonzalez, Maya Christina] on Amazon.com. *FREE* shipping on qualifying offers. The Gender Wheel - School Edition: a story about bodies and gender for every body

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My Mommy tells me I'm perfect and to be brave.

"You know who you are," she says,

"Just be yourself and always listen to your heart."

With those words of encouragement from her Mom, Phoenix is preparing for her first day of school. She is excited but scared of being bullied because of her gender identity and expression. Yet when she arrives at school she finds help and support from teachers and friends, and finds she is brave enough to talk to other kids about her gender!

This is an empowering and brightly-illustrated children's book for children aged 3+ to help children engage with gender identity in a fun, uplifting way. It supports trans children who are worried about being bullied or misunderstood.

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Phoenix Goes to School: A Story to Support Transgender and Gender Diverse Children

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Phoenix Goes to School: A Story to Support Transgender and Gender Diverse Children [Finch, Michelle, Finch, Phoenix] on Amazon.com. *FREE* shipping on qualifying offers. Phoenix Goes to School: A Story to Support Transgender and Gender Diverse Children

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Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

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Guide for Selecting Anti-Bias Children's Books - Social Justice Books

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By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

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Delusions of Gender: The Real Science Behind Sex Differences

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THE BRILLIANT AND HUGELY INFLUENTIAL BOOK BY THE WINNER OF THE 2017 ROYAL SOCIETY INSIGHT INVESTMENT SCIENCE BOOKS PRIZE

'Fun, droll yet deeply serious.'
New Scientist

'A brilliant feminist critic of the
neurosciences ... Read her, enjoy and learn.'
Hilary Rose, THES

'A witty and meticulously researched
exposé of the sloppy studies that pass for scientific
evidence in so many of today's bestselling books
on sex differences.'
Carol Tavris, TLS

Gender inequalities are increasingly defended by citing hard-wired differences between the male and
female brain. That's why, we're told, there are so few
women in science, so few men in the laundry room -
different brains are just suited to different things.

With sparkling wit and humour, Cordelia Fine attacks
this 'neurosexism', revealing the mind's remarkable
plasticity, the substantial influence of culture on identity,
and the malleability of what we consider to be
'hardwired' difference.

This modern classic shows
the surprising extent to which boys and girls, men and
women are made - not born.

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Delusions of Gender: The Real Science Behind Sex Differences

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Buy Delusions of Gender: The Real Science Behind Sex Differences: Read Books Reviews - Amazon.com

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Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps -- And What We Can Do About It

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An important scientific exploration of the differences between boys and girls that breaks down damaging gender stereotypes and offers practical guidance for parents and educators.

In the past decade, we've heard a lot about the innate differences between males and females. As a result, we've come to accept that boys can't focus in a classroom and girls are obsessed with relationships. That's just the way they're built.

In Pink Brain, Blue Brain, neuroscientist Lise Eliot turns that thinking on its head. Based on years of exhaustive research and her own work in the new field of plasticity, Eliot argues that infant brains are so malleable that a few small differences at birth become amplified over time, as parents and teachers-and the culture at large-unwittingly reinforce gender stereotypes.

Perhaps surprisingly, children themselves exacerbate the differences, by playing to their modest strengths. They constantly exercise those "ball-throwing" or "doll-cuddling" circuits, rarely straying from their comfort zones. But this, says Eliot, is just what they need to do. And parents can help, if they know how and when to intervene. Presenting the latest science at every developmental stage, from birth to puberty, she zeroes in on the precise differences between boys and girls, erasing harmful stereotypes. Boys are not, in fact, "better at math" but at certain kinds of spatial reasoning. Girls are not naturally more empathetic, they're just encouraged to express their feelings.

By appreciating how sex differences emerge-rather than assuming them to be fixed biological facts-we can help all children reach their fullest potential, close the troubling gaps between boys and girls, and ultimately end the gender wars that currently divide us.

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Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps -- And What We Can Do About It

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Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps -- And What We Can Do About It [Eliot, Lise] on Amazon.com. *FREE* shipping on qualifying offers. Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps -- And What We Can Do About It

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Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most | en | OECD

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Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most | en | OECD

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Teachers can shape their students’ educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries?

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Ævintýralegt jafnrétti (Anna Elísa) Equality and fairytales. Action research in a preschool

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Ævintýralegt jafnrétti (Anna Elísa) Equality and fairytales. Action research in a preschool

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Abstract in English

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Hvad forventer du af mit k n En kvalitativ unders gelse af b rns og voksnes konstruktion af k n i b rnehaven

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Playing It Straight: Uncovering Gender Discourse in the Early Childhood Classroom

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Book Description

In particular, this book uses alternative theoretical perspectives to focus on how young children are 'doing' gender in kindergarten classroom.
Rather than relying exclusively on biological and socialization theories of gender construction, Blaise breaks down theoretical barriers with new understandings of how gender is socially and politically constructed by young children.

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Playing It Straight: Uncovering Gender Discourse in the Early Childhood Classroom

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In particular, this book uses alternative theoretical perspectives to focus on how young children are 'doing' gender in kindergarten classroom.Rather than relying exclusively on biological and socialization theories of gender construction, Blaise breaks down theoretical barriers with new understandings of how gender is socially and politically constructed by young children.

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Det finns inga tjejbestämmare – Att förstå kön som position i för- skolans vardagsrutiner och lek

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Det finns inga tjejbestämmare – Att förstå kön som position i för- skolans vardagsrutiner och lek

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Jämställdhet som en del i det systematiska kvalitetsarbetet

Skolinspektionens kvalitetsgranskning Förskolans arbete med jämställhet (2017) visade att cirka tre fjärdedelar av de granskade förskolorna och huvudmännen inte inkluderade förskolans jämställdhetsuppdrag i sitt systematiska kvalitetsarbete. Granskningen visade också att personalen vid många av de granskande förskolorna inte arbetade systematiskt utifrån ett genusperspektiv när de genomförde aktiviteter, planerade miljö och material. På tre av fyra förskolor svarade personalen att jämställhet inte var något de arbetade med på sin reflektionstid.

Ett fungerande kvalitetsarbete är avgörande för att kunna främja alla barns utveckling och lärande. Syftet med ett systematiskt kvalitetsarbete är att synliggöra kvalitet och likvärdighet, vad vi gör, varför och vad det leder till. Dialogen är central i kvalitetsarbetet. Den skapar delaktighet och samförstånd om resultat, kvalitet och utvecklingsbehov. För att förstå orsaker och samband måste det finnas en dialog mellan rektorn för förskolan, förskollärarna och annan personal, samt mellan förskolan och huvudmannen. Det ständiga arbetet med att utveckla verksamhetens kvalitet bedrivs i en cyklisk process som innehåller olika faser:

I Lpfö 18 framgår det att rektorn har ett ansvar för att jämställdhet blir en del av det systematiska kvalitetsarbetet. Det innebär att även arbetet med jämställdhet behöver planeras, följas upp, analyseras, dokumenteras och utvecklas för att ge en ökad måluppfyllelse.
Läs mer om systematiskt kvalitetsarbete
Diskutera jämställdhet i arbetslaget

Det är viktigt att du och ditt arbetslag har en gemensam förståelse för läroplanens intentioner och vad det innebär att vara en god förebild. Här är några frågor som du kan diskutera tillsammans med ditt arbetslag:

Vad tänker du att det innebär att aktivt och medvetet främja alla barns lika rättigheter och möjligheter, oberoende av könstillhörighet?

På vilket sätt tänker du att förhållningssättet på er förskola kan påverka barnens förståelse för de rättigheter och skyldigheter som finns i ett demokratiskt samhälle? Hur kan du agera för att vara en god förebild?

Om du och ditt arbetslag skulle filma er själva, vilka skillnader tror du att du skulle se i hur mycket talutrymme barnen får? Tror du att det finns situationer där det skiljer sig mer eller mindre? Och i sådana fall, vad tror du att det beror på?

Vad ser du att du behöver för att kunna ta nästa steg i arbetet med jämställdhet på din förskola?

Vad ser du att du skulle kunna göra annorlunda eller förändra på din förskola på kort och på lång sikt för att utveckla ert arbete med jämställdhet?

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Skolinspektionens kvalitetsgranskning Förskolans arbete med jämställhet (2017) visade att cirka tre fjärdedelar av de granskade förskolorna och huvudmännen inte inkluderade förskolans jämställdhetsuppdrag i sitt systematiska kvalitetsarbete. Granskningen visade också att personalen vid många av de granskande förskolorna inte arbetade systematiskt utifrån ett genusperspektiv när de genomförde aktiviteter, planerade miljö och material.

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Hur mycket planeringstid som förskollärare och andra i arbetslaget ska ha finns inte reglerat, utan det är något som rektorn bestämmer. Rektorn ansvarar för att personalen får förutsättningar att arbeta på ett sådant sätt att man uppfyller kraven i skollagen och läroplanen, och behöver därför bedöma hur mycket planeringstid som behövs för olika personer och olika arbetslag.

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Vi arbetar för att alla barn och elever ska få en utbildning som är likvärdig och av god kvalitet i en trygg miljö.

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Grundläggande värden

Förskolan ingår i skolväsendet och vilar på demokratins grund. Av skollagen (2010:800) framgår att utbildningen i förskolan syftar till att barn ska inhämta och utveckla kunskaper och värden. Den ska främja alla barns utveckling och lärande samt en livslång lust att lära. Utbildningen ska också förmedla och förankra respekt för de mänskliga rättigheterna och de grundläggande demokratiska värderingar som det svenska samhället vilar på.

Var och en som verkar inom förskolan ska främja aktning för människolivets okränkbarhet, individens frihet och integritet, alla människors lika värde, jämställdhet mellan kvinnor och män, flickor och pojkar, samt solidaritet mellan människor. Inget barn ska i förskolan bli utsatt för diskriminering på grund av kön, könsöverskridande identitet eller uttryck, etnisk tillhörighet, religion eller annan trosuppfattning, funktionsnedsättning, sexuell läggning eller ålder, hos barnet eller någon som barnet har anknytning till, eller för annan kränkande behandling. Alla sådana tendenser ska aktivt motverkas.

Utbildningen ska genomföras i demokratiska former och lägga grunden till ett växande intresse och ansvar hos barnen för att aktivt delta i samhället och för en hållbar utveckling - såväl ekonomisk och social som miljömässig. Både ett långsiktigt och globalt framtidsperspektiv ska synliggöras i utbildningen.

Förskolan ska spegla de värden och rättigheter som uttrycks i FN:s konvention om barnets rättigheter (barnkonventionen). Utbildningen ska därför utgå från vad som bedöms vara barnets bästa, att barn har rätt till delaktighet och inflytande och att barnen ska få kännedom om sina rättigheter.

Förståelse och medmänsklighet

Var och en som verkar i förskolan ska främja aktning för varje människas egenvärde och verka för en hållbar utveckling.

Utbildningen ska ge barnen möjlighet att utveckla sin förmåga till empati och omtanke om andra genom att uppmuntra och stärka deras medkänsla och inlevelse i andra människors situation. Utbildningen ska präglas av öppenhet och respekt för skillnader i människors uppfattningar och levnadssätt. Den ska ge barnen möjlighet att på olika sätt få reflektera över och dela sina tankar om livsfrågor.

Det svenska samhällets ökande internationalisering ställer höga krav på människors förmåga att leva med och förstå de värden som ligger i en kulturell mångfald. Förskolan är en social och kulturell mötesplats som ska främja barnens förståelse för värdet av mångfald. Kännedom om olika levnadsförhållanden och kulturer kan bidra till att utveckla en förmåga att förstå och leva sig in i andra människors villkor och värderingar.

Utbildningen i förskolan ska lägga grunden för barnens förståelse för olika språk och kulturer, inklusive de nationella minoriteternas språk och kulturer. Av lagen (2009:724) om nationella minoriteter och minoritetsspråk framgår att de nationella minoriteterna är judar, romer, samer, sverigefinnar och tornedalingar. Samerna är även ett urfolk. Av språklagen (2009:600) framgår att de nationella minoritetsspråken är finska, jiddisch, meänkieli, romani chib och samiska.

Saklighet och allsidighet

Förskolan ska vara öppen för skilda uppfattningar. Alla som verkar i förskolan ska samtidigt hävda de grundläggande värden som anges i skollagen och denna läroplan och klart ta avstånd från sådant som strider mot dessa värden. Förskolan ska uppmuntra barnen att föra fram sina tankar och idéer och skapa förutsättningar för detta. Barnens åsikter ska tas tillvara i utbildningen och de ska få möjlighet att bilda sig egna uppfattningar och göra val utifrån sina egna förutsättningar. På så sätt kan barnen utveckla tilltro till sin egen förmåga samt bli delaktiga och utöva inflytande över utbildningen.

Barn i förskolan ska inte bli ensidigt påverkade till förmån för den ena eller andra åskådningen. Därför ska undervisningen vara saklig, allsidig och icke-konfessionell.

Förhållningssättet hos alla som verkar i förskolan, och deras sätt att agera och tala om något, påverkar barnens förståelse och respekt för de rättigheter och skyldigheter som gäller i ett demokratiskt samhälle. Därför är alla som verkar i förskolan viktiga som förebilder.

En likvärdig utbildning

Enligt skollagen ska utbildningen vara likvärdig oavsett var i landet den anordnas. Den ska ta hänsyn till barns olika förutsättningar och behov och anpassas till alla barn i förskolan. Det innebär att utbildningen inte kan utformas på samma sätt överallt och att förskolans resurser därför inte ska fördelas lika.

Utbildningen ska ta sin utgångspunkt i läroplanen och det barnen visar intresse för samt i det kunnande och de erfarenheter som barnen tidigare har tillägnat sig. Den ska kontinuerligt utmana barnen vidare genom att inspirera till nya upptäckter och kunskaper. Förskolan ska särskilt uppmärksamma barn som av olika anledningar behöver mer ledning och stimulans eller särskilt stöd. Alla barn ska få en utbildning som är utformad och anpassad så att de utvecklas så långt som möjligt. Barn som tillfälligt eller varaktigt behöver mer stöd och stimulans ska få detta utformat utifrån sina egna behov och förutsättningar.

Förskolan ska aktivt och medvetet främja alla barns lika rättigheter och möjligheter, oberoende av könstillhörighet. Förskolan har ett ansvar för att motverka könsmönster som begränsar barnens utveckling, val och lärande. Hur förskolan organiserar utbildningen, hur barnen blir bemötta samt vilka krav och förväntningar som ställs på barnen bidrar till att forma deras uppfattningar om vad som är kvinnligt och manligt. Förskolan ska därför organisera utbildningen så att barnen möts, leker och lär tillsammans, samt prövar och utvecklar sina förmågor och intressen, med samma möjligheter och på lika villkor, oberoende av könstillhörighet.

Förskolans uppdrag

Helhetssyn

Utbildningen i förskolan ska lägga grunden för ett livslångt lärande. Den ska vara rolig, trygg och lärorik för alla barn. Utbildningen ska utgå från en helhetssyn på barn och barnens behov, där omsorg, utveckling och lärande bildar en helhet. I samarbete med hemmen ska förskolan främja barnens utveckling till aktiva, kreativa, kompetenta och ansvarskännande människor och samhällsmedlemmar.

I utbildningen ingår undervisning. Undervisning innebär att stimulera och utmana barnen med läroplanens mål som utgångspunkt och riktning, och syftar till utveckling och lärande hos barnen. Undervisningen ska utgå från ett innehåll som är planerat eller uppstår spontant eftersom barns utveckling och lärande sker hela tiden. Förskollärare ska ansvara för det pedagogiska innehållet i undervisningen och för att det målinriktade arbetet främjar barns utveckling och lärande. Förskollärare har därmed ett särskilt ansvar i utbildningen som arbetslaget genomför gemensamt. I undervisningen medverkar även andra i arbetslaget, t.ex. barnskötare, till att främja barns utveckling och lärande.

Förskolan ska vara en levande social gemenskap som ger trygghet samt vilja och lust att lära. Barn skapar sammanhang och mening utifrån sina erfarenheter och sätt att tänka. Därför ska de i förskolan möta respekt för sin person och sitt sätt att tänka och förstå sin omvärld. Alla som arbetar i förskolan ska ge varje barn förutsättningar att utveckla tillit och självförtroende. De ska uppmuntra barnens nyfikenhet, kreativitet och intresse. Barnens rätt till kroppslig och personlig integritet ska också respekteras. Det gäller bland annat i den dagliga omsorgen och i frågor om dokumentation.

Utbildningen i förskolan ska planeras och genomföras på ett sådant sätt så att den främjar barnens utveckling, hälsa och välbefinnande. Förskolan ska erbjuda barnen en god miljö och en väl avvägd dagsrytm med både vila och aktiviteter som är anpassade efter deras behov och vistelsetid. Miljön ska vara tillgänglig för alla barn och inspirera dem att samspela och att utforska omvärlden samt stödja barnens utveckling, lärande, lek och kommunikation.

Miljön i förskolan ska erbjuda alla barn varierade aktiviteter i olika sammanhang. Många valmöjligheter ger ökade förutsättningar för barnen att bredda sina lekmönster och val av aktiviteter. Det är viktigt att alla som arbetar i förskolan bidrar till att barnen oavsett könstillhörighet ges förutsättningar för utvidgade upplevelser och uppfattningar om sina möjligheter. Förskolans miljö ska inspirera och utmana barnen att bredda sina förmågor och intressen utan att begränsas av könsstereotypa uppfattningar.

Förskolan ska samarbeta med hemmen för att ge barnen möjlighet att utvecklas efter sina förutsättningar. Förskolan ska tydliggöra för barnen och barnens vårdnadshavare vilka mål utbildningen har. Detta är en förutsättning för deras möjlighet till inflytande och förståelse för förskolans uppdrag. Det är viktigt att alla som ingår i arbetslaget har förmåga att förstå och samspela med barnen och att skapa tillitsfulla relationer med hemmen, så att förskoletiden blir positiv för barnen.

Lek är grunden för utveckling, lärande och välbefinnande

För barn är det lek i sig som är viktigt. I lek får barnen möjlighet att imitera, fantisera och bearbeta intryck. På så sätt kan de bilda sig en uppfattning om sig själva och andra människor. Lek stimulerar fantasi och inlevelse. Lek kan också utmana och stimulera barnens motorik, kommunikation, samarbete och problemlösning samt förmåga att tänka i bilder och symboler. Därför är det viktigt att ge barnen tid, rum och ro att hitta på lekar, experimentera och uppleva.

Lek ska ha en central plats i utbildningen. Ett förhållningssätt hos alla som ingår i arbetslaget och en miljö som uppmuntrar till lek bekräftar lekens betydelse för barnens utveckling, lärande och välbefinnande.

Barnen ska ges förutsättningar både för lek som de själva tar initiativ till och som någon i arbetslaget introducerar. Alla barn ska ges möjlighet att delta i gemensamma lekar utifrån sina förutsättningar och sin förmåga. När någon i arbetslaget följer eller leder lek på lämpligt sätt, antingen utanför leken eller genom att själva delta, kan faktorer som begränsar leken uppmärksammas samt arbetssätt och miljöer som främjar lek utvecklas. Genom en aktiv närvaro är det möjligt att stödja kommunikationen mellan barnen samt förebygga och hantera konflikter.

Kommunikation och skapande

Språk, lärande och identitetsutveckling hänger nära samman. Förskolan ska därför lägga stor vikt vid att stimulera barnens språkutveckling i svenska, genom att uppmuntra och ta tillvara deras nyfikenhet och intresse för att kommunicera på olika sätt. Barnen ska erbjudas en stimulerande miljö där de får förutsättningar att utveckla sitt språk genom att lyssna till högläsning och samtala om litteratur och andra texter. Utbildningen ska ge barnen förutsättningar att kunna tänka, lära och kommunicera i olika sammanhang och för skilda syften. Därigenom läggs grunden till att barnen på sikt tillägnar sig de kunskaper som alla i samhället behöver. Förmåga att kommunicera, söka ny kunskap och samarbeta är nödvändig i ett samhälle som präglas av stort informationsflöde och kontinuerlig förändring.

Barn som tillhör de nationella minoriteterna, där urfolket samer ingår, ska även stödjas i sin språkutveckling i sitt nationella minoritetsspråk och främjas i sin utveckling av en kulturell identitet. Förskolan ska därigenom bidra till att skydda och främja de nationella minoriteternas språk och kulturer.

För döva barn, barn med hörselnedsättning och barn som av andra skäl har behov av teckenspråk ska språkutvecklingen främjas i det svenska teckenspråket.

Barn med annat modersmål än svenska ska ges möjlighet att utveckla både det svenska språket och sitt modersmål.

I förskolans uppdrag ingår att överföra och utveckla ett kulturarv - värden, traditioner och historia, språk och kunskaper - från en generation till nästa. Förskolan ska också se till att olika kulturer synliggörs i utbildningen.

Barnen ska ges tid, rum och ro till eget skapande. De ska få möjlighet att utforska, reflektera kring och beskriva sin omvärld. Utbildningen ska ge barnen möjlighet att uppleva, gestalta och kommunicera genom olika estetiska uttrycksformer som bild, form, drama, rörelse, sång, musik och dans. Detta inbegriper att barnen ska få möjlighet att konstruera, forma och skapa genom att använda olika material och tekniker, såväl digitala som andra. På så sätt är skapande både ett innehåll och en metod i förskolan för att främja barnens utveckling och lärande.

Utbildningen i förskolan ska ge barnen möjlighet att använda matematik för att undersöka och beskriva sin omvärld samt lösa vardagliga problem. Utbildningen ska också ge barnen förutsättningar att utveckla adekvat digital kompetens genom att ge dem möjlighet att utveckla en förståelse för den digitalisering de möter i vardagen. Barnen ska ges möjlighet att grundlägga ett kritiskt och ansvarsfullt förhållningssätt till digital teknik, för att de på sikt ska kunna se möjligheter och förstå risker samt kunna värdera information.

Hållbar utveckling samt hälsa och välbefinnande

En positiv framtidstro ska prägla utbildningen. Utbildningen ska ge barnen möjlighet att tillägna sig ett ekologiskt och varsamt förhållningssätt till sin omgivande miljö och till natur och samhälle. Barnen ska också ges möjlighet att utveckla kunskaper om hur de olika val som människor gör kan bidra till en hållbar utveckling - såväl ekonomisk och social som miljömässig.

Utbildningen ska ta tillvara barnens nyfikenhet samt utmana och stimulera deras intresse för och kunskaper om natur, samhälle och teknik.

Barnen ska få förutsättningar att utveckla en allsidig rörelseförmåga genom att ges möjlighet att delta i fysiska aktiviteter och vistas i olika naturmiljöer. Utbildningen ska ge barnen möjlighet att uppleva rörelseglädje och därigenom utveckla sitt intresse för att vara fysiskt aktiva. När fysisk aktivitet, näringsriktiga måltider och hälsosam livsstil är en naturlig del av barnens dag kan utbildningen bidra till att barnen förstår hur detta kan påverka hälsa och välbefinnande.

Utbildningen ska ge varje barn möjligheter att utforska, ställa frågor och samtala om företeelser och samband i omvärlden och på så sätt utmana och stimulera deras intresse för hälsa och välbefinnande samt för hållbar utveckling.

Omsorg, utveckling och lärande

Förskolan ska erbjuda barnen en trygg omsorg och har en viktig roll för att bidra till att grundlägga barnens trygghet och självkänsla. Utbildningen ska präglas av omsorg om barnets välbefinnande och trygghet. Alla barn ska få uppleva den tillfredsställelse och glädje det ger att göra framsteg, övervinna svårigheter och att vara en tillgång i gruppen. Förskolan ska ge barnen möjlighet att utveckla en positiv uppfattning om sig själva som lärande och skapande individer. Därför ska barnen få möjligheter att upptäcka och förundras, pröva och utforska samt tillägna sig och gestalta olika kunskaper och erfarenheter.

Förskolan ska stimulera varje barns utveckling och lärande. Utbildningen ska alltid vila på vetenskaplig grund och beprövad erfarenhet när det gäller såväl innehåll som arbetssätt. Barnen ska ges förutsättningar för bildning, tänkande och kunskapsutveckling utifrån olika aspekter såsom intellektuella, språkliga, etiska, praktiska, sinnliga och estetiska. Detta förutsätter att alla i arbetslaget deltar i en aktiv diskussion om barnens lärande och om vad som är viktig kunskap i dag och i framtiden. Olika aspekter på kunskap är naturliga utgångspunkter i en sådan diskussion. Kunskap är inget entydigt begrepp. Kunskap kommer till uttryck i olika former - såsom fakta, förståelse, färdighet och förtrogenhet - som förutsätter och samspelar med varandra. Förskolans arbete ska inriktas på att ge utrymme för olika kunskapsformer och att skapa ett lärande där dessa former balanseras och blir till en helhet. Med ett temainriktat arbetssätt kan barnens lärande bli mångsidigt och sammanhängande.

Utbildningen ska ta tillvara barnens egna erfarenheter, behov och det de visar intresse för. Men barnen ska också kontinuerligt utmanas vidare utifrån läroplanen genom att inspireras till nya upptäckter och kunskaper. Förskolan ska bidra till kontinuitet och progression i barnens utveckling och lärande samt förbereda för fortsatt utbildning.

Förskolan ska stimulera barnens kreativitet, nyfikenhet och självkänsla. Barnen ska få möjlighet att förundras och utveckla sin förmåga att utforska, kommunicera och reflektera. Utbildningen ska stimulera barnen till att ta initiativ och ansvar samt ge dem möjlighet att arbeta både självständigt och tillsammans med andra. Utbildningen ska uppmuntra och utmana barnen att pröva sina egna och andras idéer, lösa problem och omsätta idéerna i handling.

Barngruppen och samspelet mellan barnen är en viktig och aktiv del i barnens utveckling och lärande i förskolan. Undervisningen ska baseras på såväl att barnen lär tillsammans och av varandra som samspelet mellan vuxna och barn. Alla som ingår i arbetslaget ska därför vara uppmärksamma på alla barns möjligheter till samspel mellan enskilda barn, i barngruppen och med de vuxna.

Barnen lär sig genom lek, socialt samspel, utforskande och skapande men också genom att iaktta, samtala och reflektera. Barnens lärande kan bli mångsidigt och sammanhängande om arbetssätten varierar och miljön är utmanande och stimulerande samt lockar till lek och aktivitet. Utbildningen ska ge utrymme för barnens egna initiativ, fantasi och kreativitet. Barnen ska kunna växla mellan olika aktiviteter under dagen, både utomhus och inomhus och i varierande miljöer.

Varje förskolas utveckling

Utbildningen i förskolan ska utvecklas så att den svarar mot de nationella målen. Huvudmannen har ett ansvar för att så sker. Rektorns ledning samt förskollärares ansvar för att undervisningen bedrivs i enlighet med målen i läroplanen och arbetslagets uppdrag att främja barns utveckling och lärande är förutsättningar för att utbildningen ska utvecklas och hålla hög kvalitet. En sådan utveckling kräver att rektorn och alla som ingår i arbetslaget systematiskt och kontinuerligt dokumenterar, följer upp, utvärderar och analyserar resultaten i utbildningen.

Målen anger inriktningen på utbildningen i förskolan och därmed den förväntade kvalitetsutvecklingen i utbildningen samt hur denna bidrar till varje barns utveckling och lärande.

Riktlinjerna anger förskollärares ansvar för att undervisningen bedrivs i enlighet med målen i läroplanen. Riktlinjerna anger också uppdraget för var och en i arbetslaget, där förskollärare, barnskötare och annan personal kan ingå, att erbjuda varje barn en trygg omsorg samt främja alla barns utveckling och lärande.

Alla som arbetar i förskolan ska följa de normer och värden som förskolans läroplan anger och bidra till att genomföra förskolans uppdrag.

2.1 Normer och värden

Förskolan ska aktivt och medvetet påverka och stimulera barnen att efterhand omfatta vårt samhälles gemensamma värderingar och låta dem komma till uttryck i praktisk vardaglig handling i olika sammanhang.

Mål

Förskolan ska ge varje barn förutsättningar att utveckla

- öppenhet, respekt, solidaritet och ansvarstagande,

- förmåga att ta hänsyn till och leva sig in i andra människors situation samt vilja att hjälpa andra,

- förmåga att upptäcka, reflektera över och ta ställning till etiska dilemman och livsfrågor i vardagen,

- respekt och förståelse för alla människors lika värde och de mänskliga rättigheterna, och

- ett växande ansvar och intresse för hållbar utveckling och att aktivt delta i samhället.

Riktlinjer

Förskollärare ska ansvara för att

- barnen får sina behov respekterade och tillgodosedda och får uppleva sitt eget värde,

- tillämpa ett demokratiskt arbetssätt där barnen aktivt deltar,

- aktivt inkludera ett jämställdhetsperspektiv så att alla barn får likvärdiga möjligheter till utvidgade perspektiv och val oavsett könstillhörighet, och

- utveckla normer och förhållningssätt för arbetet och samvaron i barngruppen.

Arbetslaget ska

- visa respekt för individen och medverka till att skapa ett demokratiskt klimat, där barnen får möjlighet att känna samhörighet och utveckla ansvar och solidaritet,

- samverka i arbetet med aktiva åtgärder för att förebygga diskriminering och kränkande behandling,

- medvetet och aktivt arbeta med jämställdhet,

- stimulera barnens samspel samt hjälpa och stödja dem att bearbeta konflikter, reda ut missförstånd, kompromissa och respektera varandra,

- uppmärksamma och problematisera etiska dilemman och livsfrågor i vardagen,

- uppmärksamma barnen på att människor kan ha olika värderingar som styr deras uppfattningar och handlingar och samtidigt förankra de grundläggandena värdena, och

- samarbeta med vårdnadshavare, samt diskutera regler och förhållningssätt i förskolan med vårdnadshavare, för att främja barnets utveckling till en ansvarskännande människa och samhällsmedlem.

2.2 Omsorg, utveckling och lärande

Utbildningen i förskolan ska bidra till att barnet utvecklar en förståelse för sig själv och sin omvärld. Utforskande, nyfikenhet och lust att leka och lära ska vara grunden för utbildningen. Den ska präglas av att omsorg, utveckling och lärande bildar en helhet. Utbildningen i förskolan ska ta sin utgångspunkt i läroplanen samt barnens behov, erfarenheter och det de visar intresse för. Flödet av barnens tankar och idéer ska tas tillvara för att skapa mångfald i lärandet.

Mål

Förskolan ska ge varje barn förutsättningar att utveckla

- sin identitet och känna trygghet i den samt medvetenhet om rätten till sin kroppsliga och personliga integritet,

- självständighet och tillit till sin egen förmåga,

- nyfikenhet, kreativitet och lust att leka och lära,

- förmåga att fungera enskilt och i grupp, samarbeta, hantera konflikter och förstå rättigheter och skyldigheter samt att ta ansvar för gemensamma regler,

- förmåga att lyssna på och reflektera över andras uppfattningar samt att reflektera och ge uttryck för egna uppfattningar,

- fantasi och föreställningsförmåga,

- motorik, koordinationsförmåga och kroppsuppfattning samt förståelse för hur viktigt det är att ta hand om sin hälsa och sitt välbefinnande,

- förmåga att använda och förstå begrepp, se samband och upptäcka nya sätt att förstå sin omvärld,

- förmåga att skapa samt förmåga att uttrycka och kommunicera upplevelser, tankar och erfarenheter i olika uttrycksformer som bild, form, drama, rörelse, sång, musik och dans,

- intresse för berättelser, bilder och texter i olika medier, såväl digitala som andra, samt sin förmåga att använda sig av, tolka, ifrågasätta och samtala om dessa,

- ett nyanserat talspråk och ordförråd samt förmåga att leka med ord, berätta, uttrycka tankar, ställa frågor, argumentera och kommunicera med andra i olika sammanhang och med skilda syften,

- intresse för skriftspråk samt förståelse för symboler och hur de används för att förmedla budskap,

- sin kulturella identitet samt kunskap om och intresse för olika kulturer och förståelse för värdet av att leva i ett samhälle präglat av mångfald samt intresse för det lokala kulturlivet,

- både det svenska språket och det egna nationella minoritetsspråket, om barnet tillhör en nationell minoritet,

- både det svenska språket och sitt modersmål, om barnet har ett annat modersmål än svenska,

- svenskt teckenspråk, om barnet har hörselnedsättning, är dövt eller av andra skäl har behov av teckenspråk,

- förmåga att använda matematik för att undersöka, reflektera över och pröva olika lösningar av egna och andras problemställningar,

- förståelse för rum, tid och form, och grundläggande egenskaper hos mängder, mönster, antal, ordning, tal, mätning och förändring, samt att resonera matematiskt om detta,

- förmåga att urskilja, uttrycka, undersöka och använda matematiska begrepp och samband mellan begrepp,

- förståelse för samband i naturen och för naturens olika kretslopp samt för hur människor, natur och samhälle påverkar varandra,

- förståelse för hur människors olika val i vardagen kan bidra till en hållbar utveckling,

- förståelse för naturvetenskap, kunskaper om växter och djur samt enkla kemiska processer och fysikaliska fenomen,

- förmåga att utforska, beskriva med olika uttrycksformer, ställa frågor om och samtala om naturvetenskap och teknik,

- förmåga att upptäcka och utforska teknik i vardagen, och

- förmåga att bygga, skapa och konstruera med hjälp av olika tekniker, material och redskap.

Riktlinjer

Förskollärare ska ansvara för att varje barn

- upplever att det är roligt och meningsfullt att lära sig nya saker,

- får nya utmaningar som stimulerar lusten att erövra nya erfarenheter och kunskaper,

- får förutsättningar för att utvecklas, leka och lära och samtidigt stimuleras att använda hela sin förmåga,

- erbjuds en god omsorg med balans mellan aktivitet och vila,

- utmanas och stimuleras i sin motoriska, sociala, emotionella och kognitiva utveckling,

- får goda förutsättningar att bygga upp tillitsfulla relationer och känna sig trygga i gruppen,

- utmanas och stimuleras i sin utveckling av språk och kommunikation samt matematik, naturvetenskap och teknik, och

- får använda digitala verktyg på ett sätt som stimulerar utveckling och lärande.

Arbetslaget ska

- verka för en god och tillgänglig miljö för omsorg, lek, rörelse, utveckling och lärande,

- inspirera och utmana barnen att bredda sina förmågor och intressen på ett sätt som går utöver könsstereotypa val,

- ta vara på barnens kunskaper, vetgirighet, vilja och lust att leka och lära samt stärka barnets tillit till sin egen förmåga,

- uppmärksamma samt ge ledning och stimulans till alla barn samt särskilt stöd till de barn som av olika skäl behöver det i sin utveckling,

- utmana barnens nyfikenhet och förståelse för språk och kommunikation samt för matematik, naturvetenskap och teknik,

- skapa förutsättningar för barnen att utveckla sin förmåga att kommunicera, dokumentera och förmedla upplevelser, erfarenheter, idéer och tankar med hjälp av olika uttrycksformer, såväl med som utan digitala verktyg,

- skapa förutsättningar för barnen att förstå hur deras egna handlingar kan påverka miljön och bidra till en hållbar utveckling, och

- skapa förutsättningar för barnen att lära känna sin närmiljö och de samhällsfunktioner som har betydelse för det dagliga livet samt att ta del av det lokala kulturlivet.

2.3 Barns delaktighet och inflytande

Utbildningen i förskolan ska lägga grunden för att barnen ska förstå vad demokrati är. Barnens sociala utveckling förutsätter att de alltefter förmåga får ta ansvar för sina egna handlingar och för miljön i förskolan. Barn har rätt till delaktighet och inflytande. De behov och intressen som barnen själva på olika sätt ger uttryck för ska ligga till grund för utformningen av miljön och planeringen av utbildningen.

Mål

Förskolan ska ge varje barn förutsättningar att utveckla

- intresse för och förmåga att uttrycka tankar och åsikter så att de kan påverka sin situation,

- förmåga att ta ansvar för sina egna handlingar och för miljön i förskolan, och

- förståelse för demokratiska principer och förmåga att samarbeta och fatta beslut i enlighet med dem.

Riktlinjer

Förskollärare ska ansvara för att varje barn

- får ett reellt inflytande över arbetssätt och innehåll.

Arbetslaget ska

- främja barnens förmåga att vara delaktiga och utöva inflytande över sin utbildning,

- respektera varje barns rätt att uttrycka sina åsikter med olika uttrycksformer samt säkerställa att barnens uppfattningar och åsikter tas tillvara och kommer till uttryck i utbildningen,

- främja barnens förmåga att ta ansvar för sig själva och för samvaron i barngruppen,

- säkerställa att alla barn får lika stort inflytande över och utrymme i utbildningen oavsett könstillhörighet, och

- förbereda barnen för delaktighet och ansvar och för de rättigheter och skyldigheter som gäller i ett demokratiskt samhälle.

2.4 Förskola och hem

För att skapa bästa möjliga förutsättningar för att barnen ska kunna utvecklas rikt och mångsidigt ska förskolan samarbeta på ett nära och förtroendefullt sätt med hemmen.

Riktlinjer

Förskollärare ska ansvara för att

- utvecklingssamtalets innehåll, utformning och genomförande överensstämmer med de nationella målen, och

- vårdnadshavare ges möjlighet att vara delaktiga i utvärderingen av utbildningen.

Arbetslaget ska

- ta ansvar för att utveckla en tillitsfull relation mellan förskolan och hemmen,

- vara tydliga i fråga om mål och innehåll i utbildningen för att skapa förutsättningar för barns och vårdnadshavares möjligheter till inflytande,

- föra fortlöpande samtal med barns vårdnadshavare om barnets trivsel, utveckling och lärande samt genomföra utvecklingssamtal, och

- hålla sig informerade om barns personliga omständigheter med respekt för barnens integritet.

2.5 Övergång och samverkan

Förskolan ska samverka på ett förtroendefullt sätt med förskoleklassen, skolan och fritidshemmet för att stödja barnens utveckling och lärande i ett långsiktigt perspektiv. Inför övergångar ska de berörda skolformerna och fritidshemmet utbyta kunskaper, erfarenheter och information om innehållet i utbildningen för att skapa sammanhang, kontinuitet och progression i barnens utveckling och lärande. Det ska även finnas samarbetsformer som syftar till att förbereda barnen och deras vårdnadshavare inför övergångar från förskolan till förskoleklassen, skolan och fritidshemmet.

Riktlinjer

Förskollärare ska ansvara för att

- i samverkan med förskollärare och lärare i förskoleklassen, skolan och fritidshemmet, utbyta kunskaper och erfarenheter samt information om innehållet i utbildningen för att skapa sammanhang, kontinuitet och progression i barnens utveckling och lärande, och

- vid övergångar särskilt uppmärksamma barn i behov av särskilt stöd i sin utveckling.

Arbetslaget ska

- i samverkan med förskollärare och lärare i förskoleklassen, skolan och fritidshemmet förbereda barnen och deras vårdnadshavare inför övergångar.

2.6 Uppföljning, utvärdering och utveckling

Alla som ingår i arbetslaget ska utifrån sina roller genomföra utbildningen i enlighet med de nationella målen och undersöka vilka åtgärder som behöver vidtas för att förbättra utbildningen och därmed öka måluppfyllelsen.

För att stödja och utmana barn i deras lärande behövs kunskap om varje barns erfarenheter, kunnande och delaktighet samt inflytande över och intresse för de olika målområdena. Det behövs också kunskap om hur barns utforskande, frågor, erfarenheter och engagemang tas tillvara i verksamheten, hur deras kunnande förändras samt när de upplever verksamheten som intressant, rolig och meningsfull.

Syftet med utvärdering är att få kunskap om hur förskolans kvalitet, dvs. verksamhetens organisation, innehåll och genomförande kan utvecklas så att varje barn ges bästa möjliga förutsättningar för utveckling och lärande. Det handlar ytterst om att utveckla bättre arbetsprocesser, kunna bedöma om arbetet sker i enlighet med målen och undersöka vilka åtgärder som behöver vidtas för att förbättra förutsättningarna för barn att leka, lära, utvecklas, känna sig trygga och ha roligt i förskolan. Det är analyserna av utvärderingens resultat som pekar ut väsentliga utvecklingsområden. All form av utvärdering ska utgå från ett tydligt barnperspektiv. Barn och föräldrar ska vara delaktiga i utvärdering och deras röster ska lyftas fram.

Riktlinjer

Förskollärare ska ansvara för att

- varje barns utveckling och lärande kontinuerligt och systematiskt följs, dokumenteras och analyseras för att det ska vara möjligt att utvärdera hur förskolan tillgodoser barnens möjligheter att utvecklas och lära i enlighet med läroplanens mål,

- dokumentation, uppföljning, utvärdering och analys omfattar hur läroplansmålen integreras med varandra och bildar en helhet i utbildningen,

- kritiskt granska att de utvärderingsmetoder som används utgår från de grundläggande värden och intentioner som uttrycks i läroplanen,

- resultat från uppföljningar och utvärderingar systematiskt och kontinuerligt analyseras i syfte att utveckla förskolans kvalitet och därmed barnens möjligheter till omsorg samt förutsättningar för utveckling och lärande, och

- analysen används för att vidta åtgärder för att förbättra utbildningen.

Arbetslaget ska

- kontinuerligt och systematiskt följa, dokumentera och analysera varje barns utveckling och lärande för att göra det möjligt att följa barns förändrade kunnande samt utvärdera hur förskolan tillgodoser barnens möjligheter att utvecklas och lära i enlighet med läroplanens mål,

- följa upp och utvärdera hur barnen har möjlighet till inflytande över utbildningen samt hur utbildningen tar tillvara barnens behov, intressen, uppfattningar och åsikter,

- följa upp och utvärdera vårdnadshavares möjligheter till inflytande, och

- analysera resultaten av uppföljningar och utvärderingar i syfte att utveckla förskolans kvalitet och därmed barnens möjligheter till omsorg samt förutsättningar för utveckling och lärande.

2.7 Förskollärares ansvar i undervisningen

Undervisningen i förskolan ska ske under ledning av förskollärare och syfta till barns utveckling och lärande genom inhämtande och utvecklande av kunskaper och värden. Förskollärare ska leda de målstyrda processerna och i undervisningen ansvara för att

- omsorg, utveckling och lärande bildar en helhet,

- planering och genomförande utgår från läroplanen och från det kunnande och de erfarenheter som barnen tidigare har tillägnat sig,

- spontant uppkomna aktiviteter och intressen, vardagliga aktiviteter och rutiner i förskolan blir en del av undervisningen, och

- utveckla pedagogiskt innehåll och miljöer som inspirerar till utveckling och lärande och som utmanar och stimulerar barnens intresse och nyfikenhet samt håller kvar deras uppmärksamhet.

2.8 Rektorns ansvar

Som pedagogisk ledare och chef för förskollärare, barnskötare och övrig personal vid förskoleenheten har rektorn det övergripande ansvaret för att utbildningen som helhet inriktas mot de nationella målen. Rektorn har ansvaret för förskolans kvalitet och har därvid, inom givna ramar, ett särskilt ansvar för att

- planera, följa upp, utvärdera och utveckla utbildningen systematiskt och kontinuerligt och därmed verka för ökad måluppfyllelse,

- genomföra det systematiska kvalitetsarbetet under medverkan av förskollärare, barnskötare och övrig personal samt säkerställa att barnens vårdnadshavare ges möjlighet att delta i kvalitetsarbetet,

- inkludera arbetet med jämställdhet i det systematiska kvalitetsarbetet,

- förskolans arbete med aktiva åtgärder mot diskriminering och kränkande behandling genomförs och dokumenteras fortlöpande,

- förskollärare ges förutsättningar att ansvara för undervisningen,

- varje barn tillsammans med vårdnadshavare får en god introduktion i förskolan,

- förskolans arbetsformer utvecklas för att gynna barnens inflytande,

- en god och tillgänglig miljö utformas, med tillgång till såväl digitala som andra lärverktyg,

- utbildningen utformas så att barn i behov av särskilt stöd i sin utveckling får det stöd och de utmaningar de behöver,

- utforma utbildningen och anpassa resursfördelningen så att alla barn får det stöd och de utmaningar de behöver för utveckling och lärande,

- samarbetsformer utvecklas med förskoleklassen, skolan och fritidshemmet för att stödja barnens utveckling och lärande,

- samverkan kommer till stånd med förskoleklassen, skolan och fritidshemmet för att skapa förutsättningar för en samsyn och ett förtroendefullt samarbete,

- utveckla formerna för samarbete mellan förskolan och vårdnadshavare och informera dem om förskolans mål och sätt att arbeta, och

- förskollärare, barnskötare och övrig personal får den kompetensutveckling som krävs för att de professionellt ska kunna utföra sina uppgifter och kontinuerligt ges möjligheter att dela med sig av sin kunskap och att lära av varandra för att utveckla utbildningen.

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Grundläggande värden Förskolan ingår i skolväsendet och vilar på demokratins grund. Av skollagen (2010:800) framgår att utbildningen i förskolan syftar till att barn ska inhämta och utveckla kunskaper och värden. Den ska främja alla barns utveckling och lärande samt en livslång lust att lära.

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Likeverd - en tanke- og handlingsbok for likestilli | ARK Bokhandel

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Nettpris
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En tanke- og handlingsbok for likestillingsarbeid med barn og unge Hvordan kan lærere vekke interesse for likeverd og likestilling i skolen? Finnes det måter å formidle disse temaene på som appellerer til barn og unge? Og hvordan kan skolen være en ...

Om Likeverd

En tanke- og handlingsbok for likestillingsarbeid med barn og unge Hvordan kan lærere vekke interesse for likeverd og likestilling i skolen? Finnes det måter å formidle disse temaene på som appellerer til barn og unge? Og hvordan kan skolen være en pådriver i arbeidet for et mer likestilt samfunn? Det er slike spørsmål Kaja Svaleryd problematiserer i denne tanke- og handlingsboken. Forfatteren viser gjennom konkrete eksempler hvordan forestillingene om hva som er mannlig og kvinnelig påvirker barn og unges liv gjennom hele oppveksten. Svaleryd fremhever i boken lærerens rolle i dannelsen av barn og unges identitet. Ikke bare har læreren makt til å påvirke måten elevene tenker omkring likestillingsspørsmål, de kan også hjelpe dem til å utvide sitt handlingsrepertoar og bli mer tolerante i omgang med hverandre. Forfatteren har utviklet en rekke øvelser som kan brukes i dette arbeidet i spennet fra førskolebarn til ungdom. De er lette å bruke, og de er godt beskrevet i boka.Kajsa Svaleryd har veiledet om likestillingsarbeid i barnehager, grunn- og videregående skoler og voksenopplæring i Sverige.Boken er tilrettelagt til norske forhold av Arna Meisfjord.

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Likeverd - en tanke- og handlingsbok for likestilli | ARK Bokhandel

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Nettpris Spar {0} Ark-venn pris Bli medlem Spar {0} Pocket Bokmål Klikk og hent - få varen innen 1 time* Alltid bytterett - Norges beste. Bytt uten kvittering. * Gjelder varer på lager i butikk En tanke- og handlingsbok for likestillingsarbeid med barn og unge Hvordan kan lærere vekke interesse for likeverd og likestilling i skolen?

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#UngIDag-utvalget ble oppnevnt 18. mai 2018. Utvalget fikk i oppdrag å utrede likestillingsutfordringer barn og unge møter i familien, barnehage, skole og skolefritidsordning, på forbrukerområdet, på skjerm og i fritiden. Utvalget skulle se særlig på å...

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290163-temahefte om likestilling i det pedagogiske arbeidet i barnehagen

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Jafnrétti - Ritröð um grunnþætti menntunar

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Jafnrétti - Ritröð um grunnþætti menntunar

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Likestilling og likeverd i barnehagen - Fagbokforlaget.no

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Likestilling og likeverd i barnehagen
Kari Emilsen
Bidragsyterne er: Pia Friis, Øivind Hornslien, Nina Johannesen, Lene Kjeldsaas, Mona Renolen, Gjertrud Stordal, som har erfaring fra høgskole, kompetansesenter og praksisfelt.

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Likestilling og likeverd i barnehagen - Fagbokforlaget.no

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Likestilling og likeverd i barnehagen Kari Emilsen Bidragsyterne er: Pia Friis, Øivind Hornslien, Nina Johannesen, Lene Kjeldsaas, Mona Renolen, Gjertrud Stordal, som har erfaring fra høgskole, kompetansesenter og praksisfelt.

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Kjønnsdiskurser i barnehagen (Mening, makt, medvirkning) - Fagbokforlaget.no

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I rammeplanen for barnehagen er likestilling et verdigrunnlag. Kjønnsdiskurser i barnehagen tar for seg konkrete metoder for hvordan vi kan arbeide med verdiene likestilling og likeverd i det daglige pedagogiske arbeidet. Oppmerksomheten rettes mot praksiser som forsøker å favne kompleksiteten i det å skape mening i arbeidet med likestilling i barnehagen og i utdanningen. Boken bygger på et utviklingsarbeid forfatterne gjennomførte fra 2005 til 2007.
Leif Askland er høyskolelektor i pedagogikk ved førskolelærerutdanningen, Høgskolen i Oslo. Nina Rossholt er sosiolog og doktorgrads-stipendiat ved Høgskolen i Vestfold.

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Kjønnsdiskurser i barnehagen (Mening, makt, medvirkning) - Fagbokforlaget.no

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I rammeplanen for barnehagen er likestilling et verdigrunnlag. Kjønnsdiskurser i barnehagen tar for seg konkrete metoder for hvordan vi kan arbeide med verdiene likestilling og likeverd i det daglige pedagogiske arbeidet. Oppmerksomheten rettes mot praksiser som forsøker å favne kompleksiteten i det å skape mening i arbeidet med likestilling i barnehagen og i utdanningen.

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Likestilling i barnehagen handler ikke om at gutter og jenter skal bli like, men om å gi barna våre mulighet til å være gutter og jenter på 100 ulike måter i stedet for to - en for gutter og en for jenter. For å gi barna et større handlingsrom og mulighet til å utfolde seg ...

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"Likestilling i barnehagen skal ikke handle om at alle skal være like, men at alle skal ha like muligheter. Like muligheter til å delta i alle aktiviteter i barnehagen" skriver Nina Mellem Wiig.

Hvem produserer de tradisjonelle forventningene til jenter og gutter i barnehagen? Hvilke rammer setter vi for hva hvert enkelt barn kan gjøre? Gir vi gutter og jenter like muligheter?

Likestilling i barnehagen skal ikke handle om at alle skal være like, men at alle skal ha like muligheter. Like muligheter til å delta i alle aktiviteter i barnehagen. Like muligheter til læring gjennom lek som første ledd i barnets utdanning.

Mange lar seg provosere av likestillingsdiskusjonen, den rører ofte ved de valgene vi selv har tatt i egne liv, og blir derfor ofte veldig personlig.

Når vi voksne tenker på ordet likestilling handler følelsene våre ofte om vår egen oppvekst og hvordan vi forstår kjønn. Likestilling kan derfor være et sårt tema. Noen synes det er tullete å ha fokus på det, kaller det å være hysterisk og bagatelliserer det.

"Det er jo bare sånn det er. Gutter er gutter og jenter er jenter".

Men er det sånn?

Like muligheter

Rammeplanen sier at vi skal bidra til at barna møter og skaper et likestilt samfunn. Vi skal gi alle barn like muligheter til å bli sett og hørt, og oppmuntret til å delta i alle aktiviteter i barnehagen. For at de voksne skal kunne formidle og fremme likestilling må de voksne reflektere over sine egne holdninger.

Det vi har med oss av holdninger og verdier inn i barnehagen må opp av den usynlige ryggsekken vi alltid bærer med oss, og jobbes med. I den ligger alt vi har opplevd og tatt med oss fra eget liv. Det er ikke rom for privat praksis i møte med likestillingsbegrepet. Hva du selv mener om jenter og gutter, og hvilke følelser du selv har, kan ikke forme den pedagogiske praksisen i barnehagen.

Må reflektere over egen praksis

Hvilket blikk møter vi gutter og jenter med? Hva betyr egentlig likestilling? Vi som jobber med barn må ha et bevisst forhold til at det finnes mange forskjellige måter å være gutter og jenter på, og normalisere det. Dette får vi ikke til uten å fordype oss i de voksnes holdninger i barnehagen.

Likestillingsarbeidet i barnehagen trenger ikke å handle om store prosjekter. Det handler om å reflektere over egen praksis, som igjen kan føre til at vi møter barna i leken på andre måter.

I barnehagene råder det mange diskurser om hvordan jenter er og hvordan gutter er. Et eksempel kan være at gutter er mer kroppslige enn jenter. Hvis man jobber med barn og eier denne sannheten, uten å reflektere noe mer over det, vil man sannsynligvis la guttene ta rommet mer fysisk. Det blir en kulturell forventning om at gutter bråker og leker herjeleker. Det blir sannheten om gutter i den barnehagen. "Gutter må få herje for de bare er sånn!"

Gode rollemodeller

For at vi skal gi jenter og gutter like muligheter til og lykkes, må de få like muligheter allerede fra de går i barnehagen.

Forskning har lenge vist at flere gutter enn jenter blir hengende etter i skolen. Er det fordi de allerede i barnehagen "bare er sånn"?

Hvilket tilbud gir vi guttene i barnehagen? Jeg tror de trenger voksne som støtter dem i leken og viser dem andre måter å være sammen på. Det er mye læring i kroppslig lek, men barna må ha gode rollemodeller som viser dem måter å være sammen på i den kroppslige leken.

Må slutte å reprodusere tradisjonelle forventninger

Ved å la de aktive guttene være mye alene i fri lek uten voksenstøtte går de glipp av mye læring som de mindre aktive barna som sitter mye rundt tegnebordet får. Der sitter det oftere voksne som er aktive i dialog sammen med barna.

Men man trenger ikke sitte stille rundt et tegnebord for å lære. Barn er kroppslige og må ha aktive, tilstedeværende og engasjerte voksne i leken. Som kan bidra til, og støtte opp under barnas språkutvikling, sosial kompetanse og bidra til gode relasjoner både mellom barna og mellom barn og voksen i den kroppslige leken.

For at vi skal gi jenter og gutter like muligheter, må vi som jobber med barn slutte å reprodusere de tradisjonelle forventningene til jenter og gutter basert på kjønn. Jenter og gutter er ofte forskjellig når det kommer til interesser, lek og adferd. Men ikke alltid, det er store individuelle forskjeller. Det er vår jobb i barnehagen å sikre at gutter og jenter får like muligheter til pedagogisk utbytte i barnehagen, uavhengig av kjønn.
Innlegget ble først publisert på bloggen til FUS barnehagene. Referanser:
Askland, Leif og Rossholt, Nina (2012): Kjønnsdiskurser i barnehagen. Fagbokforlaget.

Aune, Helga(2014): Likestilling - et brudd med stereotypiene. Utdanningsnytt.no

Rammeplanen for barnehagens innhold og oppgaver (2017). Kunnskapsforlaget.

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Hvem produserer de tradisjonelle forventningene til jenter og gutter i barnehagen? Hvilke rammer setter vi for hva hvert enkelt barn kan gjøre? Gir vi gutter og jenter like muligheter? Likestilling i barnehagen skal ikke handle om at alle skal være like, men at alle skal ha like muligheter.

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Geena Davis Institute on Gender in Media

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Geena Davis institute on gender in media

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Geena Davis institute on gender in media

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Our research examines intersectional onscreen representation of six identities: gender, race, LGBTQIA+, disability, age 50+, and body type.

Your support of research, education and outreach makes content more gender balanced, diverse, and inclusive.

The Institute puts a spotlight on content, creators and diversity efforts that are creating a new media landscape.

IF SHE CAN SEE IT, SHE CAN BE IT®

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Geena Davis Institute on Gender in Media

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The Institute is the first and only research-based organization working within the media and entertainment industry to engage, educate, and influence content creators, marketers and audiences about the importance of eliminating unconditional bias, highlighting gender balance, challenging stereotypes, creating role models and scripting a wide variety of strong female characters in entertainment and media that targets and influences children ages 11 and under.

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Challenging gender stereotypes in the early years: the power of parents

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This paper provides an overview of survey findings and discusses the key results within the context of international literature on early childhood, gender and development, and parenting.

Find out more about our work to end violence against women in Australia.

The evidence

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Challenging gender stereotypes in the early years: the power of parents

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This paper provides an overview of survey findings and discusses the key results within the context of international literature on early childhood, gender and development, and parenting. The evidence

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Online Library - GENDER ACTION SCHOOLS AWARD

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Girls' Attitudes Survey 2018
Girlguiding UK
To celebrate the tenth anniversary of the Girls' Attitudes Survey. For a decade, Girlguiding has asked girls and young women aged 7 to 21, within and outside Girlguiding, about their views on subjects ranging from education to their personal safety and wellbeing.

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Online Library - GENDER ACTION SCHOOLS AWARD

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Girlguiding UK To celebrate the tenth anniversary of the Girls' Attitudes Survey. For a decade, Girlguiding has asked girls and young women aged 7 to 21, within and outside Girlguiding, about their views on subjects ranging from education to their personal safety and wellbeing.

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Íslenska: Hán – hé – hín
Svensk: Hen
Norsk: Hen
Dansk: De - hen - den
Finnsh (suomalainen): Hän (Finnish is gender neutral)
English: Ze - zir - zem - Zeir

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The topic of gender diversity is often thought of as something new in today's world, but gender diverse people have been reintroducing themselves with different pronouns for centuries, such as indigenous cultures across the globe.

If your child is curious about pronouns or asks you to use different pronouns for them, here are tips on what pronouns are, why they matter, and how you can be inclusive in using and respecting pronouns.

What is a pronoun?

A pronoun is a word we use when speaking about a person, and is one way that we gender people. For example, " She went to the store," or "I saw him today!" and "Have you heard from them yet?" She/her, he/him, and them/them (and more!) are all pronouns. When speaking about non-living objects, we may use this, that or it. It is never appropriate to refer to another person using this, that or it.

People often assume the gender of others by their appearance and use pronouns to match their assumption (which is not always correct). It's important to ask for pronouns because you cannot assume someone's gender based on clothing, makeup, body size or shape, body hair, jewelry, etc.

Why pronouns might not "match" someone's physical appearance:

We can't tell someone's gender by what they look like. Clothes, makeup, body hair, jewelry, or other ways a person dresses or decorates their body do not indicate someone's gender or sex. This is because things like clothing, makeup and body hair don't have a gender. Science tells us gender is more than simply "male" or "female," allowing for a variety of gender identities, which may or may not align with sex assigned at birth.

If you are unsure of what someone's pronouns are:

Just ask. It's easy! I often introduce myself like this when meeting new people: "Nice to meet you. I'm Tabi, I use they/them pronouns. What pronouns do you use?"

It's important for cisgender people (people whose gender identity aligns with their assigned sex at birth) to normalize the practice of stating their pronouns and asking pronouns of others. It encourages practice and helps gender diverse people feel safe, welcome and accepted.

How many pronouns are there?

A lot! There are 78 pronouns we currently know about. Some trans and/or non-binary folks prefer to simply have their name used as their pronoun. Below is a chart of some pronouns you may hear:

Why do pronouns matter?

Trans and gender diverse youth are at significant risk for mental health concerns like depression and suicide. According to alarming research from The Trevor Project, 1 in 3 transgender youth reported attempting suicide in 2017. Using the correct pronouns for trans and gender diverse youth is one simple way we can help reduce negative outcomes like suicide and depression.

If your child asks you to use different pronouns, here are three things you can do:

It's okay to feel shocked, confused or scared when you hear this information. Take a deep breath, pause and remember your child is sharing this information because they trust you with it. How you respond will greatly affect their well-being and your relationship.

1. Thank them for sharing this with you. It may be scary for some children, teens and even adults to share this information with others for fear of rejection, disapproval or safety concerns.

2. Use the pronouns your child asks you to use. Research shows gender diverse youth are healthier and happier when parents, families and communities use pronouns that align with gender identity.

3. Seek support if you need it. If it feels especially challenging for you or your family to use your child's pronouns or to respect their gender identity, it is important to get support. Look for mental health providers who are trans-allied or are trans or gender-diverse themselves.

I'm scared to make a mistake!

You will. (And that's okay!) Contrary to popular thinking, it's not difficult to learn new pronouns for someone, but it does take active practice. Getting used to using different pronouns or a new name for someone is a learning process, similar to what you might have had to do when a friend got married and started using a different last name, or when you've mistaken a newborn baby or pet as the wrong gender.

Fear of making mistakes often comes up when using they/them pronouns for someone for the first time. People assume using singular "they" is too difficult or grammatically incorrect, but we already use it all the time. For example, we might say, "Someone left their phone! I hope they come back." If you were talking about me (nonbinary, they/them pronouns), you would say, "Tabi left their phone! I hope they come back."

Don't over-apologize! Correct yourself in the moment and move on. If someone corrects you, say "thank you," correct yourself, and move on. Most gender-diverse people understand using new pronouns and names takes practice. Additionally, if you give an over-the-top apology, it may add to a gender-diverse person's stress by having to reassure you it's okay to misgender them (using the wrong pronoun for someone).

Using a person's correct pronouns is important because it affirms that person's identity, helps them feel safe and comfortable in their own body, and shows you respect them for who they are.

Pronouns 101: What Are They and Why Do They Matter?

As a society, we commonly assume the gender of others by their appearance and show these assumptions by using gendered language. It's important to ask for pronouns because you cannot assume how someone identifies their gender based on their appearance. It's an important lesson to teach children to make sure people feel heard, respected and accepted.

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The topic of gender diversity is often thought of as something new in today's world, but gender diverse people have been reintroducing themselves with different pronouns for centuries, such as indigenous cultures across the globe.

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SDG Resources for Educators - Gender Equality

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SDG Resources for Educators - Gender Equality

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SDG Resources for Educators - Gender Equality

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Unesco

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SDG Resources for Educators - Gender Equality

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Gender Equality is a principle that states that all men and women need to be treated equally and to have the same rights despite their biological differences. These should not prevent them from having the same opportunities to succeed in school and in life.

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Teaching Children about Gender Equality - Books and Resources - Educate2Empower Publishing

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Promoting Gender Equality will empower all children to realise that they should have equal opportunities, and will also encourage our younger generations to be more tolerant of differences reducing the occurrence of violence, abuse and harassment.

Domestic violence occurs where one (or more) members of a family unit believe that they are superior, stronger, more powerful than the others, and this is encouraged via gender stereotyping. As a society, we have become so used to gender stereotyping (eg. men are leaders, women are supporters), that often we don't realise we are doing it, or the effect that it has - gender stereotyping hinders gender equality.

Children are not born knowing what it means to be a 'boy' or a 'girl'. Gender stereotyping is placed upon them by the adults and older children around them and societal expectations. When we realise this, we also realise that we can actively encourage gender equality, and the earlier we start, the more effect we have.

Gender equality is crucial to a fair and just world. Through the use of our children's books and resources, kids will soon learn that in all the big ways we are more the same than we are different. As children grow into adults it is important they follow their passions and never let gender stereotyping restrict their choices.

We can empower young girls to be strong, assertive, self-confident and self-reliant, and teach boys to respect that empowerment, and to embrace and value it. Boys can learn that their lives can be so much richer if they partner with girls on an even footing with each sex contributing their talents unreservedly. Girls can have technical and physical strengths, and boys can have nurturing attitudes and artistic talents. No one should have to hide who they are. Promoting Gender Equality will have a direct influence on improving Mental Health, Social and Emotional Intelligence and aid in the prevention of the many different forms of abuse.

Free resources:
Posters

Activities / Worksheets

Blog articles

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Teaching Children about Gender Equality - Books and Resources - Educate2Empower Publishing

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Promoting Gender Equality will empower all children to realise that they should have equal opportunities, and will also encourage our younger generations to be more tolerant of differences reducing the occurrence of violence, abuse and harassment.

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Rose is a powerful girl and strong

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Thunder Rose : Nolen, Jerdine, Nelson, Kadir: Amazon.co.uk: Books

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Teddy wants to be Tilly

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Introducing Teddy : Walton, Jessica, MacPherson, Dougal: Amazon.co.uk: Books

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Jazz knew early she was had a girl brain in a boys body. Here Jazz tells her story

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I Am Jazz : Herthel, Jessica: Amazon.co.uk: Books

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It Feels Good to Be Yourself: A Book About Gender Identity

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It Feels Good to Be Yourself: A Book About Gender Identity

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Buy It Feels Good to Be Yourself: A Book About Gender Identity Illustrated by Thorn, Theresa (ISBN: 9781250302953) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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They She He Me: Free to Be! : Gonzalez, Maya Christina, SG, Matthew: Amazon.co.uk: Books

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From the Stars in the Sky to the Fish in the Sea

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Is the child a boy or a girl? Does it matter?

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We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

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From the Stars in the Sky to the Fish in the Sea

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From the Stars in the Sky to the Fish in the Sea : Thom, Kai Cheng, Li, Wai-Yant, Ching, Kai Yun: Amazon.co.uk: Books

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A sensitive boy

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We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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Drawn Together : Minh Le, Dan Santat: Amazon.co.uk: Books

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Rink is a very unusual boy who grows beautiful flowers all over his body whenever the moon is full. Rink and his family are treated as outcasts even though no one knows his strange botanical secret. But one day a new girl arrives at school, and Rink discovers she has some unique qualities of her own. Inspired by the experiences of her brother, who is on the autism spectrum, Jen Wojtowicz's heartwarming tale encourages children to empathize with and reach out to others.

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Barefoot Books The Boy Who Grew Flowers [Jen Wojtowicz, Steve Adams] on Amazon.com. *FREE* shipping on qualifying offers. Barefoot Books The Boy Who Grew Flowers

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Should we use all the colors

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The hilarious, colorful #1 New York Times bestselling phenomenon that every kid wants! Gift a copy to someone you love today.

Poor Duncan just wants to color. But when he opens his box of crayons, he finds only letters, all saying the same thing: His crayons have had enough! They quit! Blue crayon needs a break from coloring all those bodies of water. Black crayon wants to be used for more than just outlining. And Orange and Yellow are no longer speaking-each believes he is the true color of the sun. What can Duncan possibly do to appease all of the crayons and get them back to doing what they do best?

With giggle-inducing text from Drew Daywalt and bold and bright illustrations from Oliver Jeffers, The Day the Crayons Quit is the perfect gift for new parents, baby showers, back-to-school, or any time of year! Perfect for fans of Don't Let the Pigeon Drive the Bus by Mo Willems and The True Story of the Three Little Pigs by Jon Sciezka and Lane Smith.

Praise for The Day the Crayons Quit:

Amazon's 2013 Best Picture Book of the Year
A Barnes & Noble Best Book of 2013
Goodreads' 2013 Best Picture Book of the Year
Winner of the E.B. White Read-Aloud Award

* "Hilarious . . . Move over, Click, Clack, Moo; we've got a new contender for the most successful picture-book strike." -BCCB, starred review

"Jeffers . . . elevates crayon drawing to remarkable heights." -Booklist

"Fresh and funny." -The Wall Street Journal

"This book will have children asking to have it read again and again." -Library Media Connection

* "This colorful title should make for an uproarious storytime." -School Library Journal, starred review

* "These memorable personalities will leave readers glancing apprehensively at their own crayon boxes." -Publishers Weekly, starred review

"Utterly original." -San Francisco Chronicle

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Amazon.com: The Day the Crayons Quit: 8601421257787: Daywalt, Drew, Jeffers, Oliver: Books

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Pink Is for Boys [Pearlman, Robb, Kaban, Eda] on Amazon.com. *FREE* shipping on qualifying offers. Pink Is for Boys

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Sparkle Boy [Leslea Newman] on Amazon.com. *FREE* shipping on qualifying offers. Sparkle Boy

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Morris Micklewhite and the Tangerine Dress

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A boy and his dress

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Morris is a little boy who loves using his imagination. But most of all, Morris loves wearing the tangerine dress in his classroom's dress-up center. The children in Morris's class don't understand. Dresses, they say, are for girls. And Morris certainly isn't welcome in the spaceship some of his classmates are building. Astronauts, they say, don't wear dresses. One day when Morris feels all alone and sick from their taunts, his mother lets him stay home from school. Morris dreams of a fantastic space adventure with his cat, Moo. Inspired by his dream, Morris paints the incredible scene he saw and brings it with him to school. He builds his own spaceship, hangs his painting on the front of it and takes two of his classmates on an outer space adventure. With warm, dreamy illustrations, Isabelle Malenfant perfectly captures Morris's vulnerability and the vibrancy of his imagination.

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Morris Micklewhite and the Tangerine Dress

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Morris Micklewhite and the Tangerine Dress [Baldacchino, Christine, Malenfant, Isabelle] on Amazon.com. *FREE* shipping on qualifying offers. Morris Micklewhite and the Tangerine Dress

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Morris Micklewhite and the Tangerine Dress

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A boy who wants to be a mermaid after seeing beautiful dresses

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Morris Micklewhite and the Tangerine Dress

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Buy Morris Micklewhite and the Tangerine Dress by ChristineBaldacchino (ISBN: 9781554983476) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Elena's Serenade (Americas Award for Children's and Young Adult Literature. Commended)

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A girl who wants to be a glassblower like her father but thinks girl cant do that

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Who ever heard of a girl glassblower?
In Mexico, where the sun is called el sol and the moon is called la luna, a little girl called Elena wants to blow into a long pipe...and make bottles appear, like magic.
But girls can't be glassblowers. Or can they?
Join Elena on her fantastic journey to Monterrey -- home of the great glassblowers! -- in an enchanting story filled with magic realism.

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Elena's Serenade (Americas Award for Children's and Young Adult Literature. Commended)

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Elena's Serenade (Americas Award for Children's and Young Adult Literature. Commended) [Geeslin, Campbell, Juan, Ana] on Amazon.com. *FREE* shipping on qualifying offers. Elena's Serenade (Americas Award for Children's and Young Adult Literature. Commended)

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Book about children around the world. Everyone has a place, where is mine?

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Children of the World [Depalma, Kate] on Amazon.com. *FREE* shipping on qualifying offers. Children of the World

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A boy working on courage

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Jabari Jumps : Cornwall, Gaia, Cornwall, Gaia: Amazon.co.uk: Books

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A girl (with brown skin) leeds the kids workin on STEM project

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Ishis about how easy other people can crush dreams and stop a boy from doing what he love most, drawing

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If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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Ish : Reynolds, Peter H., Reynolds, Peter H.: Amazon.co.uk: Books

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Everybody should been seen, should have a place, belong

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A moving, powerful story that shines a light on those that feel invisible in our world - and shows us that we ALL belong - from the author of Ruby's Worry.

The Invisible is the story of a young girl called Isabel and her family. They don't have much, but they have what they need to get by. Until one day, there isn't enough money to pay their rent and bills and they have to leave their home full of happy memories and move to the other side of the city.

It is the story of a girl who goes on to make one of the hardest things anyone can ever make...a difference.

And it is the story of those who are overlooked in our society - who are made to feel invisible - and why everyone has a place here. We all belong.

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The Invisible [Percival, Tom] on Amazon.com. *FREE* shipping on qualifying offers. The Invisible

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What did Humty Dumty do after the fall? Book about courage, about how to conquer fears. It is about trauma and recovery

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We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

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After the Fall : Santat, Dan: Amazon.co.uk: Books

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A girl who invent things and work on her inventions

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Award-winning author and illustrator Ashley Spires has created a charming picture book about an unnamed girl and her very best friend, who happens to be a dog. The girl has a wonderful idea. ?She is going to make the most MAGNIFICENT thing! She knows just how it will look. She knows just how it will work. All she has to do is make it, and she makes things all the time. Easy-peasy!? But making her magnificent thing is anything but easy, and the girl tries and fails, repeatedly. Eventually, the girl gets really, really mad. She is so mad, in fact, that she quits. But after her dog convinces her to take a walk, she comes back to her project with renewed enthusiasm and manages to get it just right.

For the early grades' exploration of character education, this funny book offers a perfect example of the rewards of perseverance and creativity. The girl's frustration and anger are vividly depicted in the detailed art, and the story offers good options for dealing honestly with these feelings, while at the same time reassuring children that it's okay to make mistakes. The clever use of verbs in groups of threes is both fun and functional, offering opportunities for wonderful vocabulary enrichment. The girl doesn't just ?make? her magnificent thing --- she ?tinkers and hammers and measures, ? she ?smoothes and wrenches and fiddles, ? she ?twists and tweaks and fastens.? These precise action words are likely to fire up the imaginations of youngsters eager to create their own inventions and is a great tie-in to learning about Science, Technology, Engineering and Math.

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The Most Magnificent Thing : Ashley Spires: Amazon.co.uk: Books

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Book for girls who can not make mistakes, perfectionist and teach that is ok to make mistakes

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Every student, teacher, and perfectionist needs to read this book about learning and growing from your mistakes! The perfect introduction to growth mindset, The Girl Who Never Made Mistakes is: - A growth mindset book for children - A teacher must-have for classrooms - An educational book for ages 4-8 (and for everyone learning growth mindset!) Beatrice Bottomwell has NEVER (not once!) made a mistake. She never forgets her math homework, she never wears mismatched socks, and she ALWAYS wins the yearly talent show at school. In fact, the entire town calls her The Girl Who Never Makes Mistakes! One day, the inevitable happens: Beatrice makes a huge mistake in front of everyone! But in the end, readers (and perfectionists) will realize that life is more fun when you enjoy everything even the mistakes. Additional praise for The Girl Who Never Made Mistakes: 'Beatrice offers a lesson we could all benefit from: learn from your mistakes, let go, laugh, and enjoy the ride.' JENNIFER FOSBERRY, New York Times bestselling author of My Name Is Not Isabella 'Beatrice's discovery that you can laugh off even a very public mistake shows the importance of resiliency and helps perfectionist kids keep things in perspective. Most importantly, Beatrice reminds the reader that it's more important to enjoy the things that you do than worry about doing them perfectly.' A Mighty Girl 'The Girl Who Never Made Mistakes is a must-read for any young (or old!) perfectionist. Beatrice Bottomwell is perfectly imperfect!' Stephanie Oppenheim, Oppenheim Toy Portfolio 'It's fun and instructive without feeling overly didactic and the illustrations are darling.' Parenting 'This book will help little perfectionists see that making mistakes is okay, and it can be a lot of fun too!' Kids Book Blog

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The Girl Who Never Made Mistakes : Mark Pett, Gary Rubinstein, Mark Pett, Mark Pett: Amazon.co.uk: Books

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I Can't Do That, YET: Growth Mindset: 1 (Growth Mindset Book Series)

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Book about confidence and to keep on trying. it is a tool to work on gender stereotypes

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We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

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I Can't Do That, YET: Growth Mindset: 1 (Growth Mindset Book Series)

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Buy I Can't Do That, YET: Growth Mindset: 1 (Growth Mindset Book Series) by Cordova, Esther Pia, Cordova, Esther Pia, Adiputri, Maima W (ISBN: 9781545237274) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.