Questions like this are a great opportunity for reflection; not just for the children, but also for educators.

The EYLF states that ‘childhood is a time to be, to seek and make meaning of the world’. The first Learning Outcome speaks to
children having ‘a strong sense of identity’.

By the age of three, most children have a strong sense of their own gender and are absorbing the gender roles played out around
them. Being reactive and telling children that an activity is not a ‘boy/girl-only’ thing, serves to tell them not to trust their observations. Instead, ask what has led them to that conclusion. From there you can prompt them to recall times they may have observed different gender children playing the same game.

Follow up by reviewing your environment. Do the books and toys promote stereotypes? Is the space used discouraging children from cross-gender play?

Are there adults in the children’s environment who serve as nontraditional role models?

Reflect as a team on how the environment can be adjusted for a greater anti-bias approach to gender.

Deanne Carson
CEO, Body Safety Australia