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group time -> educator can share about gender diversity and allow children to learn about respectful relationships (in regards to gender)

step in when educator sees conflict and allow Alex to make his own choices on what he would like to wear and talk about equality and inclusion of children of all genders, that they are allowed to wear whatever they are comfortable in

educator can have conversations with the group of girls to understand why they are resistant towards having boys join their dress up experience

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Initiate a Supportive Conversation

Sarah could begin by inviting Chris to reflect on their teaching practices together. “I've been thinking about how we can make our play spaces more inclusive. Have you noticed any patterns in how children are engaging with different activities?”

Sarah can gently share specific, non-judgmental observations:

"I noticed during free play that the boys were mostly in the block area while the girls were in home corner. Do you think we’re unintentionally steering them that way?"

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Sarah could start by talking to Chris about classroom interactions in a relaxed, non-judgmental way, helping him to recognize some gender biases that he might not have noticed. She could also suggest that they reflect on their teaching methods together and see how to make activities more open to all children, without dividing them into "boys' games" and "girls' games." And maybe she can use some videos of this topic to learn together with Chris(instead of just tell him do something or not do something)

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Have a conversation with Chris and let him know what Sarah observed and discussed how to avoid this reaction and make more proper responses.

Here are some strategies recommanded:

1. Use the language based on children's behaviors instead of gender

2. Encourage children to enjoy all different activities based on their preferences

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Support Sam:

Maintain open communication with Sam about his well-being and any ongoing concerns

Help Sam document specific instances of hostility or inappropriate behavior from Sophie.

Advocate for school-wide training on gender diversity and creating inclusive environments.

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Sarah can raise the topic of gender equality in play during the team meeting. Framing it as a professional learning discussion rather than a personal critique: 'I recently read an article about how we might unintentionally reinforce gender roles in early childhood. I thought it could be a great topic for our team to explore together, has anyone else noticed similar things in our own classroom?'

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Sophie:

Arrange a meeting with Sophie (with administration present if needed) to discuss professional expectations and the school's values of respect and inclusion.

Understand the concern, to invite Sophie join class to see how Sam interact with children and his professioness.

Provide educational resources about gender diversity in age-appropriate ways.

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Supporting Alex and addressing exclusion through EYLF involves embedding inclusive practices within its core principles: Belonging, Being, and Becoming.

1. Observation and Documentation

Continue detailed observations of Alex’s interactions and document specific incidents of exclusion. Use these observations to understand children's perspectives, identify triggers.

2. Intentional Teaching and Modelling

Explicitly model inclusive behaviours, for instance: "Alex would like to play as well. Let's see how we can all have fun together in the dress-up corner."

3. Facilitate Meaningful Discussions

Regularly facilitate group conversations to build children's understanding of empathy, fairness, and inclusion.

Example :"How does it feel when someone is left out?" "What can we do to make sure everyone gets a chance to play?"

Utilise stories and resources reflecting diverse roles and breaking gender stereotypes.

4. Promote Inclusion and Challenge Stereotypes

Ensure learning environments and materials (such as costumes and props) actively challenge gender stereotypes. Include diverse and neutral costumes (e.g., occupations, cultural clothing, animals, fantasy characters).

Develop classroom guidelines with the children, focusing explicitly on inclusion: "In our classroom, everyone can choose what they want to play or dress up as."

5. Build Alex’s Confidence and Sense of Belonging

Offer individual support to Alex, acknowledging and validating his interests: "Alex, I noticed you really enjoy dressing up. Let's choose something you love to wear together."

Provide opportunities for Alex to practice assertive language with teacher support, such as: "I'd love to join in! Can I be a firefighter/princess/superhero?"

6. Create Collaborative Play Experiences

Intentionally organise activities promoting cooperation and mixed-group participation:

Teacher-facilitated role-play scenarios requiring children to collaborate and value diverse contributions.

Structured group storytelling or dramatizations where participation roles rotate, ensuring equity.

7. Family and Community Partnerships

Engage families by sharing classroom practices, EYLF outcomes, and inclusive strategies:

Regular communication about children’s progress in social inclusion.

Provide families with practical ideas and resources on challenging stereotypes and promoting inclusive behaviours at home.

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Classroom community:

Implement activities that celebrate diversity of all kinds. (role play; story telling)

Ensure all children receive consistent messages about respect and inclusion.

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School community:

Host event to celebrate the diversity of family and educator.

Review the policy of centre to insure protect staff

Ensure all staff are equipped to respond to similar situations.

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It is necessary to arrange a meeting between Sophie and the manager, to open up a conversation about what was going on. Let Sophie express her opinions and concerns with active listening. It is important to acknowledge her concerns, however, to convey the idea that it is not only about her personal preference but a professional practice.

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Create inclusive learning environments by setting inclusive rules for play: The teacher can intervene and say that the dress-up corner is open to everyone.

Conversation with tight-knit group of girls to understand why they exclude the boy in dress-up corner and scaffold inclusive practices through changing shared gendered discourse

Affirm children's gender non-conforming identities and behaviours

Learning activities such as through the use of picture storybook that challenges gender stereotypes can be planned, implemented and reflected upon

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Comfort Alex because he is feeling sad! Encourage him in expressing his emotions.

Talk to the children involved: ask the girls why they are excluding Alex? They don't have to play with him, but they can't stop him from accessing the materials.

Encourage the children to work together to solve the problem - come up with the solutions themselves, with the teacher's guidance.

Model language and behaviour to Alex for how he can use the materials, and if he wants, ask to enter the girls play, e.g. ask him which materials he wants, and give it to him. If the girls are using it, ask them if Alex can use it when they are done. Suggest a character for Alex to play in their pretend play scene.

Change the environment, so it's not just dress up corner, but home corner, takes the pressure off the sharing of the dress ups specifically.

Consider the dress up outfits on offer - are they all "gendered"? Can other, less gendered costumes be added to the dress up box, e.g. doctors outfits etc.

Ask the girls to put themselves in Alex's shoes - how do you feel to be excluded? This could happen in a group activity or reading a book together which talks about this idea, or role playing with puppets (not talking about dress ups specifically, but being excluded).

At group time, talk directly about gender, through reading books about the topic, open group discussion asking the children their thoughts on boys vs girls things/play.

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Privately affirm Sam's values and show respect and support to her. Encourage Sam to document scenarios and instances that happen between her and Sophie. Arrange a workplace meeting and discussion again in the center to affirm the center's philosophy towards diversity.

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For Sam: Reaffirm his professionalism and right to work in a safe and inclusive environment, acknowledge the emotional toll he can have in this situation. Document and observe his interactions with Sophie regularly and cautiously, report to the leadership team if necessary.

For Sophie: Have an open conversation about her concerns and get to know where are they from. It’s necessary for us to provide policies and research to clarify the necessity and importance of anti-discrimination and gender diversity. Additionally, we should be helping Sophie and Sam build a more friendly relationship by reassuring Sam’s strong commitment to her son’s emotional well-being as well as development.

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As Alex’s teacher, I would:

1. Foster inclusive play spaces by discussing with the whole group how everyone has the right to play in all areas and try all roles, regardless of gender.

2. Introduce provocations like books or videos showing boys and girls in various costumes and roles to break down gendered assumptions about play.

3. Use intentional teaching moments to model inclusive language and support Alex in initiating play, perhaps by starting a shared role-play story that includes everyone.

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As a colleague and educator, I would:

1. Advocate for Sam by affirming their identity and role in the teaching team, and ensure they feel safe, respected, and supported in the workplace.

2. Engage Sophie respectfully in conversation, listening to her concerns while educating her on the centre’s values of inclusivity and anti-bias education.

3. Foster a respectful classroom community by embedding diversity, identity, and acceptance into the curriculum to help children like Garrett feel safe and understand differences.