Discuss the Report for Early Childhood of Governing Early Childhood Education.
The children should encourage to takes part in the games in their early childhood as it helps to build social development among them (Anning, Cullen & Fleer, 2012). In this scenario, according to various researches the children act differently as per their gender. The researchers identify three main reasons for these types of behaviour of the children. The factors include physical devolvement, cognitive development and social development of the children. The social factor is also a matter of concern for developing gender discrimination among the children. The society treats the children as per their gender that leads to raise the issue among the children. According to AILWOOD (2013), in order to understand the issue of gender discrimination among the children, the two theories called as Biological theory and Piaget theory is very helpful. The biological theory indicates the physical changes among the children as per their gender whereas the Piaget theory considers the ethical aspects of the children. This essay paper also includes the issues faced by the educator to promote the non-gendered plays in the schools. To promote the non-gendered plays in the schools, the society, educators and the families of the children plays a vital role. They should treat their children equal irrespective of their gender.
Reasons why boys and girls play differently in the school age years
Plays are essential for the development of the children. Play is also a medium for social learning for the children. It also helps to reduce gender differences among the children (Edmiston, 2007). As per many researchers, the boys and girls participate in the games in their early childhood irrespective of their gender, but with their increasing age the children starts behaving as per their gender. There are many reasons why the boys and the girls play differently in the school age years. The factors that affect the behaviour of the children in their school age are physical development, cognitive development, and social development.
Physical Development: One of the major factors that affect the behaviour of the children in their childhood is the physical development of the children (Earick, 2010). The different level of physical development of the boys and girls is one of the key reasons why the boys and girls act differently in their childhood. As per many researchers, the girls play more attention in listen to the instructions of the plays than the boys. So the attentive attitude of the girls leads to help them to follow the play instructions without any interruptions (Russell, 2012). It also found in researches that the boys utilize one lateral portion of their brain to do a specific task whereas the girls use both sides of their brain during any task or special activity. In addition to this, the girls utilize their feelings as well as their thinking power during any special activity. So due to the different physical development of the boys and girls, they perform differently during the plays at the schools.
Cognitive Development: The Kohlberg theory of cognitive development is also a reason for the different behaviour of the children as per their gender. As per this theory, there are three stages to obtain gender constancy that are gender individuality, gender stability and gender consistency.
As per gender individuality, the boy and girls are totally different from each other as per the physical appearances (Gordon, 2012). The gender stability explains that the children slowly understand that the boys will grow up to men where as the girls will grow up to be women. The gender consistency relates the thinking of the children that they remain same irrespective of their participation in the games. Because of these factors the children started to act differently as per their gender.
Social Development: The social factor is one among the major factors that leads to create discrimination among the children (Sheridan, Harding & Meldon-Smith, 2012). The society has the tendency to treat the children as per their gender that leads to create inequality among the children as per their gender. This leads to bias the thinking of the children as per their gender and also lead to understand the real world as per the gender discrimination.
Analysis of the relevant theories to explain the gender differences in school-aged children
There are many theories that help to understand about the gender differences among the school going children. Biological theory and Piaget theory are most important in this scenario.
Biological Theory: This theory also called as the hormonal theory (Krogh & Slentz, 2011). According to this theory, the sex hormones play a significant role behind the transformation of the behaviour of the people as per their gender. This theory also states that during the phase of gender development, the sex hormones distress the brain as per the sexual variation.
Piaget Theory: In the case of gender variation, the Piaget theory is also a major aspect to observe the differences in social communication as well as in games (McMillan, 2008). As per his observation, the girls games comparatively simpler than the boys’ games. He also includes that the girls are more ethical during their plays compare to the boys. In addition to this, the theory also states that the games of the girls are with legal embellishment.
Identification of the issues that educators may face in promoting non-gendered play in school aged children
The educator faces many issues in promoting non-gendered plays in the schools. According to the biological theory, the sexual hormones affect the behaviour of the children as per their gender that lead to create discrimination among the children according their gender. In addition to this the physical development of the children is also different as per their gender (Rushton, 2011). As per many researchers, with the increasing age the children, the behaviour of the children get changed as per their gender. The girls became more ethical during their plays compare to the boys. In addition to this, the games of the girls are comparatively simpler than the games of the boys. So the educators face difficulties in promoting non-gendered plays in the schools.
In addition to this, the roles of society are also vital in this scenario. The society treats the children as per their gender that leads to create discrimination among the children about this issue (Roskos & Christie, 2010). Cognitive development of the children also leads to create problem for the educators to promote the non-gendered plays in schools. According to the cognitive development of the children, the physical appearances of the children are different as per their gander. In addition to this, the cognitive development also states that the children gradually understand that the girls will be grown up to be a woman and the boys are grown up to be a man (Russell, 2012). These issues lead to create difficulties for the educators to promote anti gender games in the schools.
Recommendations for both families and educations to address gendered play in school-aged children
Certain recommendations can be suggested in this respect to promote equality among the children and encourage anti gender play for the children:
Conclusion
This essay paper raised the topic of promoting non-gendered plays in the schools. Game is an effective way to promote social development among the children. Participation in the games effectively helps the children to be physically fit (Sheridan, Harding & Meldon-Smith, 2012). The children should take part in the games irrespective of their gender. There are many factors that create discrimination among the children as per their gender. The physical development, cognitive development and the social development also lead to create discrimination among the children as per their gender. To promote non-gendered plays in the schools, the educators should treat all their students equal irrespective of their gender and family back ground and encourage them to effectively take part in the gaming events. The parents of the children also treat their children equal and also encourage them to play as a team in the school plays. For social development of the children they should play as a team irrespective of their gender.
References
AILWOOD, J. (2013). Governing Early Childhood Education through Play. Contemporary Issues In Early Childhood, 4(3), 286. https://dx.doi.org/10.2304/ciec.2003.4.3.5
Anning, A., Cullen, J., & Fleer, M. (2012). Early childhood education. London: SAGE.
Earick, M. (2010). The Power of Play and Language on Early Childhood Racial Identity in Three U.S. Schools. Diaspora, Indigenous, And Minority Education, 4(2), 131-145. https://dx.doi.org/10.1080/15595691003635955
Edmiston, B. (2007). Forming ethical identities in early childhood play. London: Routledge.
ERWIN, E. & DELAIR, H. (2009). Patterns of Resistance and Support among Play-based Teachers in Public Schools. Contemporary Issues In Early Childhood, 5(1), 35. https://dx.doi.org/10.2304/ciec.2004.5.1.7
Gordon, I. (2012). Early childhood education. [Chicago]: NSSE; distributed by the University of Chicago Press.
Hall, N., Larson, J., & Marsh, J. (2010). Handbook of early childhood literacy. London: Sage Publications.
Krogh, S. & Slentz, K. (2011). The early childhood curriculum. Mahwah, N.J.: L. Erlbaum.
Luckey, A. & Fabes, R. (2006). Understanding Nonsocial Play in Early Childhood. Early Childhood Education Journal, 33(2), 67-72. https://dx.doi.org/10.1007/s10643-006-0054-6
McMillan, M. (2008). Early childhood.
Roskos, K. & Christie, J. (2010). Play and literacy in early childhood. Mahwah, N.J.: L. Erlbaum.
Rushton, S. (2011). Neuroscience, Early Childhood Education and Play: We are Doing it Right!. Early Childhood Education Journal, 39(2), 89-94. https://dx.doi.org/10.1007/s10643-011-0447-z
Russell, B. (2012). On education especially in early childhood. London: George Allen & Unwin Ltd.
Saracho, O. (2015). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal. https://dx.doi.org/10.1007/s10643-016-0793-y
Sheridan, M., Harding, J., & Meldon-Smith, L. (2012). Play in early childhood. London: Routledge.
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