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Book- “ Am I Enough” by Grace Byers

Publisher Balzer & Bray

Copyright Date: March 2018

This book shows positive and confident self-identities because it is that know matter who you are it is okay to be different and love themselves.

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Book: STAND TALL MOLLY LOU MELON by Patty Lovell

Publisher: G.P Putnam's Son

Copyright Date: August 2001

https://youtu.be/f0PJbx6cUFo

In this book, Molly's grandmother taught her to be strong and proud of her uniqueness. So when Molly moved and had to go to a new school the boy was teasing her. She stood up for herself and showed him how his opinion didn't bother her and how her special identity benefited her.

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Please click here if you are not redirected within a few seconds.

Stand Tall, Molly Lou Melon

Be yourself like Molly Lou Melon no matter what a bully may do.Molly Lou Melon is short and clumsy, has buck teeth, and has a voice that sounds like a bullfrog being squeezed by a boa constrictor. She doesn't mind. ... Google Books

Originally published : 2001

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stans tall STAND TALL MOLLY LOU MELON - Google Search

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Please click here if you are not redirected within a few seconds. Stand Tall, Molly Lou Melon Be yourself like Molly Lou Melon no matter what a bully may do.Molly Lou Melon is short and clumsy, has buck teeth, and has a voice that sounds like a bullfrog being squeezed by a boa constrictor.

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Books- BE WHO YOU ARE! by Todd Parr

Publisher: Little, Brown Books for Young Readers

Copy Right Date: January 2017

This book shows the children that people are the same but it is okay to be different. This book points out how people are different, what makes them unique, and that you should be proud of your special qualities.

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BE WHO YOU ARE | CHILDREN'S BOOK READ ALOUD | STORY TIME FOR KIDS

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EGG DIVERSITY ACTIVITY FOR KIDS

Place the two eggs on a plate. Invite your child to a conversation about the eggs, making sure to connect the egg color to skin color. Have an open conversation about diversity with your child and then crack open both eggs to reveal that they are the same inside despite looking different on the outside.

This activity will teach the children that our skin may be different but we are the same on the inside we all are human so everyone should be treated the same.

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Picture Book

Have the children make picture books without written words. These can be of stories or real events. Have the child tell the story in their community language.

Creating the picture the child can understeers and the book without any words but through the pictures. This teaches them that no matter what language you speak pictures are going to tell the story.

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https://youtu.be/r9Y6XMko9Jc

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This Youtube clip explain the children about the difference disabilities that people have and the obstacle that they may go through. Having a disability is okay but sometime the world is not equip for them just yet.

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This song teach the children that family are different but no matter what family is love.

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This journal talks about how boys and girls tend to go to certain area in the classroom ways that you can get them to explore different area then they normal do.

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Gender stereotyping in children's play in early years settings is a much-studied topic. Gender identities - what it is to be a boy or a girl - are a strong feature of children's play and often impact on their choices of types of play and playmates.

Despite decades of thinking, and legislation, about gender equality, inequalities still remain for some men and women, and the effects of gender on young children's learning can have implications for their future achievements.

The Early Years Foundation Stage makes it clear that all children should have a wide range of opportunities to play and learn. It's important to challenge stereotypes early to give children a breadth of learning experiences.

Boys and girls sometimes show different kinds of behaviour and make different choices in their play. Where girls and boys do share the same play area, they sometimes use it differently - for example, the home play area can be dominated by girls, with boys choosing more risky outdoor play.

As Glenda MacNaughton (1999, p81) notes, children's pretend play is rich in information about how they understand gender relations. As they play at 'having babies', 'being monsters' or 'making a hospital', they show others what they think girls and women can and should do, and what they think boys and men can and should do.

What is important to remember is that both boys and girls can miss out on important experiences if their play is limited to only some of the opportunities available in their settings.

Problems can be exacerbated by all-female staff teams, which can make it difficult to model how women and men can work cooperatively and use all aspects of provision.

By the same token, male and female staff in mixed teams need to examine the messages they give to children about what men and women 'do' and demonstrate non-stereotypical behaviour.

Challenging gender stereotypes

Challenging limiting stereotypes in early years settings means:

● focusing on gender issues in practitioners' initial and post-qualifying training

● recruiting men and women to work in settings

● understanding the influence of families on children's constructions of gender

● observing how children demonstrate what they know about men and women - and girls and boys - in their gendered play

● remaining aware of the potentially limiting impact of gendered play on learning

Gender stereotype examples

Homes and computers
The girls dominated the home corner area whilst the boys preferred the outside space and the computers. When questioned, the children said the home area was "for girls" and the computers were "for boys".
The teacher asked who did domestic chores at home and who used the computer. The children's answers showed that stereotypical behaviour they displayed in the nursery was not reflecting their home lives, where some children saw women using computers and men washing up.

Research has shown that young children often gravitate to stereotypical aspects of provision often defying (or denying) the experience in their daily lives. The stereotypes were challenged through ongoing and deliberate intervention strategies which broadened out opportunities for children.

'Girls only' computer zone
The boys dominated the computer for several sessions, not responding to practitioners' discussions about fairness, sharing and taking turns. The staff declared the computer area a 'girls only zone' until further notice.
The boys, clearly shocked by the decision, complained about unfairness. Eventually, staff established a turn-taking system, reminding the boys how they felt when they could not use the computer.

This system was often successful when enforced by staff or when girls reported a breach of the rules.

Role-play for boys
In a project to allow boys more access to the home corner play the children were first asked for their views. One five-year-old girl said: "The boys can't come in here (the house) 'cos they make a noise and they mess it up, and they act like dogs and angry husbands."
Another said: "Sometimes I put the ironing board across the doorway so the boys can't get in... 'cos there's no door and you need one.'"

As well as maintaining the usual home play space, staff encouraged children to suggest other role-play areas. Over the weeks, they established a garage, a tropical fish shop, a hairdressing salon, a chip shop and an office, which gave rise to fewer instances of gender-dominated play and created spaces for boys to engage in more positive role-play activities which were not heavily dominated by the girls. (Nutbrown and Clough, 2009)

So that all children benefit from a rich and broad range of learning experiences, not limited by developing ideas of what is appropriate for girls or for boys, we need to be sensitive to children's emerging preferences.

Girls may need support to extend beyond home play and to take risks outdoors, and boys may need help to negotiate their way 'past the ironing board' to enjoy domestic play.

Further reading

● Connolly, P - Boys and Schooling in the early years (RoutledgeFalmer, 2004).

● Gussin Paley, V - Boys and Girls: Superheroes in the Doll Corner (The University of Chicago Press, 1984).

● MacNaughton, G - ' Even pink tents have glass ceilings: crossing the gender boundaries in pretend play' in Dau, E and Jones, E Child's Play: Revisiting Play in early Childhood Settings (MacLennan and Petty Pty Ltd, 1999).

● MacNaughton, G - Rethinking Gender in Early Childhood Education (Sage, 2000).

● Nutbrown, C and Clough, P - ' Citizenship and Inclusion in the Early Years: Understanding and Responding to Children's Perspectives on "Belonging"' ( International Journal of Early Years Education 17, 2009).

● Tarullo, L B - 'Windows on Social Worlds: Gender Differences in Children's Play Narratives' in Slade, A and Wolf, P D Children at play: clinical and developmental approaches to meaning and representation (Oxford University Press, 1994).
Cathy Nutbrown is head of the School of Education at the University of Sheffield. Further discussion of the issues of 'inclusion' can be found in her book, Key Concepts in Early Childhood Education and Care (2nd edn), published by Sage.
You may also be interested in...

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Gender stereotyping in Early Years - Examples, ideas and how to challenge them | A Unique Child | Teach Early Years

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Teach Early Years magazine is the leading B2B title for early years teachers, practitioners and providers, offering expert advice on educating the 0-5s and operating a sustainable childcare business.

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Diversity in early childhood. Maryland Family Network. (n.d.). https://www.marylandfamilynetwork.org/first-five-years/diversity-early-childhood-0

This resources is in Maryland and it have alot of different resorce for the families to help in whatever they needs. The also have a diversity page that give the parents resourse.

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We live in very diverse world and the best early learning environments - at child care and at home-- reflect the diversity of real life.