Why Does Gender Matter? Counteracting Stereotypes with Young Children

Why Does Gender Matter? Counteracting Stereotypes With Young Children

How do young children’s experiences with gender biases affect their Olaiya E. Aina and development and opportunities for leading successful lives? What can Petronella A. Cameron teachers do to counteract these stereotypes?

reotypes, which they apply to themselves and others, in Despite current applause for gender equality, an attempt to give meaning to and gain understanding children seem to be as stereotypically sex-typed about their own identity. as those of yesteryear. These stereotypes are fairly well developed by 5 years of —Joannie M. Schrof age, and become rigidly defined between 5 and 7 years Stereotypes abound in any society. One way that of age (Martin & Ruble, 2004), making the preschool people in diverse societies try to tolerate differences is years a critical period to deal with gender stereotypes. to make generalizations that categorize individuals into Stereotypes and sexism limit potential growth and devel- groups (Keefe, Marshall, & Robeson, 2003). Some of opment (Narahara, 1998) because internalizing negative these stereotypes are negative, while others are positive. All stereotypes impacts self-esteem and ultimately, academic stereotypes contribute to a culture of prejudice, which is performance. Long-term gender bias effects become communicated in word and action to families, communi- most apparent in students during adolescence (Carlson, ties, and even young children (Derman-Sparks, 2001). Egeland, & Sroufe, 2004). The early gender bias experiences that children Preschool educators can help children develop a encounter can shape their positive sense of their own gender. Teachers who are • attitudes and beliefs related to their development familiar with the factors that influence gender identity of interpersonal and intrapersonal relationships, and stereotype development, and who understand the child’s active role in gender identity formation, can more • access to education equality, effectively counteract and even neutralize gender bias in • participation in the corporate work world, as well as their classrooms and attempt to prevent the formation of • stifling their physical and psychological well being children’s gender stereotypes (Zaman, 2007). (Hendrix & Wei, 2009). For early childhood educators, being aware of the ef- Gender Development Theories fects of gender stereotypes is particularly critical, because concepts of gender identity are sometimes placed on Kohlberg (as cited in Martin & Ruble, 2004) was one children even before their birth, with the selection of of the first theorists to address gender as a learned, cogni- paint colors for the nursery, for example. Children begin tive concept. His thinking was influenced by Piaget, who to form concepts of gender beginning around age 2, and portrayed children as active learners who use interactions most children know if they are a boy or girl by the age of with their environment to construct an understanding of 3 (Martin & Ruble, 2004). the world around them (Piaget, 1961). Kohlberg be- Between the ages of 3 and 5 years, children develop lieved that children’s cognitive understanding of gender their gender identity and begin to understand what it influenced their behavior (Kohlberg, 1981). means to be male or female. Almost immediately after These early ideas have been supported by research. In one becoming gender aware, children begin developing ste- study, children were asked questions about traditional and

Dimensions of Early Childhood Vol 39, No 3, 2011 11 Why Does Gender Matter? Counteracting Stereotypes With Young Children

label themselves as a boy or girl, their preferences for gender-typed play activities and materials begins (Freeman, 2007). This demonstrates the link between play and gender identity formation. For Vygotsky (1961), imitation and instruction are vital compo- nents to children’s development. Adults promote this learning by role-modeling behavior, assisting with challenging tasks, and passing along cultural meanings to objects and events, all of which are compo- nents of gender development.

Influences on Gender Identity and Stereotypes Popular culture Gender stereotypes are pervasive in the media and popular culture (Salt- marsh, 2009). Consumer products inundate children with gender-typed messages on bed sheets, towels, ban- dages, clothes, school supplies, toys, and furniture (Freeman, 2007). Not only are these products marketed for specific genders, but they are mer- chandised in stores by gender, creating segregated pink and blue aisles for shopping. Media portrayals also reinforce stereotypes. Advertising about comput-

Subjects & Predicates Subjects ers typically depicted men and boys as competent users, engaged in active Stereotypes and sexism limit potential growth and development because internalizing or professional roles, while women negative stereotypes impacts self-esteem and ultimately, academic performance. and girls were passive observers or merely posed next to the computer non-traditional images of women (Martin & Ruble, 2004), which while looking pretty or provocative as portrayed in books. Children as involves the creation of organized (McNair, Kirova-Petrova, & Bhar- young as 5 were able to use outside structures of knowledge that influ- gava, 2001). In several European knowledge or assumptions to recon- ence thinking and behavior. countries, television advertising cile ideas that conflicted with their An alternative, but supplemen- to children is restricted or banned world view (Jackson, 2007). They tal view of gender development, is (Mitchener, 2001). rationalized and used “probably” that of gender as a social construct. Movies convey particularly pow- statements to explain how they came Through imaginative play, children erful messages about gender roles to their conclusions, with or without explore and understand gender and stereotyping (Derman-Sparks, the use of stereotypes. This research roles (Chick, Heilman-Houser, & 2001). Considering the brand supports Gender-Schema Theory Hunter, 2002). After children can

12 Vol 39, No 3, 2011 Dimensions of Early Childhood Why Does Gender Matter? Counteracting Stereotypes With Young Children strength and saturation of a mul- understand important social issues, children that are neither gender-fair timedia company such as Disney, such as those of gender, but also nor gender-congruent (Hyun, 2001). children are particularly susceptible. what they think about themselves Males demand and receive more Researchers examined the influ- and others. Korean immigrant girls attention from their teachers and ence of Disney images of women and perceived that a woman could not therefore receive more specific, marriage on the perceptions of young be President of the United States instructive feedback from teach- Korean immigrant girls. These girls because a classroom poster depicted ers (Erden & Wolfgang, 2004). In reported a resigned acceptance to the all male presidents (Lee, 2008). comparison, females become less portrayal of princesses having to face demanding of the teacher’s atten- external obstacles to marriage, such as tion; that results in lower levels of family approval or laws, while princes Teachers have achievement and self-esteem, which could marry according to their own tremendous therefore limits their career goals will (Lee, 2008). These researchers to more traditional, nurturing, and also noted that the girls associated influence on ideas often lower-paying careers. Males do desirability for a princess with one not escape the gender bias, however, attribute, such as beauty or a singing about gender as they are subject to conforming to voice, whereas princes were desired significance. male stereotypes and experience less for their courage, chivalry, or actions nurturing behavior (Zaman, 2007). (Lee, 2008). Combined with a tradi- Every day, teaching may occur in tion of female subservience in Korean Teachers have tremendous influ- curriculum areas where positive or culture, these young girls appeared to ence on how children develop ideas negative stereotypes can affect chil- accept their disenfranchisement. of gender and gender significance. dren’s concepts of self-competence Early childhood education Traditional caregivers typically (Ebach, et al., 2009). One study found The role of schools has become reinforced gender- stereotyped traits that 80% of the observed teachers more prominent in the lives of when they praised girls for their discouraged preschool girls from using children younger than 5 years of age clothing, hairstyles, neatness, and computers by their words and attitudes (Sales, Spjeldnes, & Koeshe, 2010). helping behaviors, and in contrast (McNair, Kirova-Petrova, & Bhargava, Many children spend up to 10 hours praised boys for their strength, physi- 2001). This stereotyping may contrib- a day in child care (Grafwallner, cal skill, size, and academic accom- ute to young girls’ inabilities to be- Fontaine, Torre, & Underhill, 2006). plishments (Chick, Heilman-Houser come competent users of technology. & Hunter, 2002). These teachers Two main aspects of the early child- Friends hood environment influence percep- used “honey” and “sweetie” to address girls, but said “you guys” when Children also have been shown tions of young children’s gender and to actively create gender identities gender stereotypes: speaking to the entire class (Chick, Heilman-Houser & Hunter, 2002). through interactions with each other • classroom materials and (Thorne, 1993). Friendship pat- • the instruction of teachers While unintentional, a teacher’s terns and peer pressure contribute (Gee & Gee, 2005). inherent biases can perpetuate un- to gender stereotypes, especially fair stereotypes and may be mani- Several gender inequities were among boys, who have the tendency fested in discriminatory classroom to self-police peers, ridiculing those found in one preschool, the most practices. For example, one group obvious being the proliferation of who show feminine traits (Morrow, of teachers perceived girls as passive 2006). Children’s gender-typed toy gender-typed toys, such as pink learners and therefore more “teach- kitchen sets. Further scrutiny re- preferences are more likely to be able” than boys (Erden & Wolf- exhibited when in the proximity of vealed a large proportion of books gang, 2004). Similarly, classroom in the library that showed gender peers who approve of the gender- management techniques may re- typed choices (Hughes, 2003). bias of some kind (Chick, Heilman- ward obedience versus assertiveness, Houser, & Hunter, 2002). which puts highly active children Family The classroom environment can at a disadvantage. A teacher’s stereo- In addition to role modeling, affect not only how young children types may lead to interactions with families influence gender learning

Dimensions of Early Childhood Vol 39, No 3, 2011 13 Why Does Gender Matter? Counteracting Stereotypes With Young Children when they reinforce or discourage specific behaviors, particularly in play. Leaper (2000) found that • Mothers were more likely than fathers to encourage collaborative play with both sons and daughters. • Mothers favored affiliative play with daughters, that is, they encouraged interactions that were warm, supportive, and responsive. • Fathers were more likely than mothers to react negatively to cross-gender behavior, especially with sons. Teachers can communicate with families and children about their experiences, thoughts, and behaviors and provide resources in the community and schools to assist them in developing healthy gender attitudes (Spjeldnes, Koeshe, & Sales, 2010). Storytelling is another way that families influence how children learn about gender. Storytelling can familiarize children with valued traits and personal characteristics. Fiese and Skillman (2000) reported several storytelling patterns that can lead & Predicates Subjects children to develop gender-typed traits and values: Communicate with families and children about their experiences, thoughts, and behaviors. Provide resources in the community to assist families to develop healthy • Sons were more likely to be gender attitudes. told stories of autonomy and achievement. stream culture (Robeson, Marshall, cal readers, books and their illustra- • Daughters were more likely to & Keefe, 1999). For example, the tions become a cultural resource be told stories of relationships Asian cultural emphasis on the value for children to learn social norms or support. of sons can be communicated in subtle (Jackson, 2007). • Fathers more often told stories or not-so-subtle ways that influence of mastery and success. In a study of Newberry and Calde- daughters’ self-concepts of value and cott award-winning books, male • Mothers’ stories were usually a worth as girls (Morrow, 2006). direct expression of emotion. protagonists outnumbered female Children’s literature ones three to one, and 21 out of 25 Family culture and ethnicity also Books have a tremendous influ- books contained images of women influences children’s perceptions ence on young children (Narahara, wearing aprons (Narahara, 1998). of gender. The cultural biases of 1998). The main characters provide These books also contained no different ethnic groups may expose role models and definitions of mas- Latino or African American main children to more deeply ingrained culinity and femininity for children. characters. Narahara indicated that it stereotypes than exist in the main- Because children are active and criti- could be assumed that children will

14 Vol 39, No 3, 2011 Dimensions of Early Childhood Why Does Gender Matter? Counteracting Stereotypes With Young Children undervalue the importance of their time in housekeeping and only 2% • When asked, 64% of parents lives if they are unable to identify in the block area. By combining the said they would buy their son a with characters in books. Images or spaces and creating a gender-neutral doll, 84% would not get upset characters in books can create posi- play area, the researchers observed an seeing their son wearing a tive or negative emotions in young 8% increase in housekeeping play by dress in the dramatic play area, children, and when children under- the boys and a 9% increase in block and 92% did not think ballet stand their peers’ cultural traditions play by the girls. lessons for a boy would be a that are more likely to form a more As noted earlier, children apply mistake. positive perspective of themselves gender stereotypes to toys by the and others (Nahl & Bilal, 2007). This study revealed a large discrep- time they are 3 (Freeman, 2007). ancy between the attitudes that par- In a study conducted with moth- Consequences of ents publicly profess and the subtle ers and fathers of 3- to 5-year-old messages that their children perceive Gender Stereotyping children, children’s perceptions of (Freeman, 2007). parental approval were found out of Activity Choice alignment with the parents’ self- Career Aspirations Young children often reveal their described attitudes. gender stereotyping in their play. • Parents demonstrated mark- Occupation is a major signal of self During dramatic play, preschool edly non-stereotyped attitudes identity. Gottfredson (2004) pro- females are more likely to choose on parent questionnaires about posed that career aspirations origi- family roles, while males are more how they would react to their nate in the preschool years, and that likely to choose adventure or action- children’s cross-gender play. projecting a concept of a future self oriented roles, such as superheroes • The children themselves indi- can be seen as an attempt to present (Hughes, 2003). cated that their parents would an existing self-image. In another study, before interven- not approve of most cross- In a study examining career aspira- tion, males spent 25% of their time gender play, especially for the tions of 4- and 5-year-old children, in block play versus 2% in house- boys, who thought their fathers researchers coded participants’ keeping areas (Unger, 1981). Fe- would approve of cross-gender responses by categorizing occupa- males, however, spent 10% of their choices only 9% of the time. tions as female, male, or neutral, based on the national statistics for that occupation (Care, Denas, & Brown, 2007). They also considered the occupation of the parents. These researchers found that • there was an early bias associated with identifying with the same-gender adult. • males aspired to more gender- typed fields than girls, who chose evenly among traditionally male, female, and neutral occupations. • when asked to nominate jobs that they would not want, both girls and boys rejected

Subjects & Predicates Subjects more traditionally female occupations than male and neutral Skilled teachers encourage cross-gender activities and play in cross-gender careers. centers. Positively reinforce children who are playing with non-stereotyped toys by talking with them and supporting their learning.

Dimensions of Early Childhood Vol 39, No 3, 2011 15 Why Does Gender Matter? Counteracting Stereotypes With Young Children The researchers hypothesized that Recommendations the reading of appropriate children’s these findings are due to the lower for Teachers literature and other book-related prestige of typically female occu- activities (Blumberg, 2008). pations (Care, Denas, & Brown, The behavior of early childhood Teachers are urged to critically 2007), and the significance of that educators is a crucial factor in the evaluate books for gender bias. would be profound: Girls as young quality of the learning process However, rather than eliminating as 4 have already internalized the (Timmerman & Schreuder, 2008). all books with stereotypes, teach- belief that women’s work is neither ers can guide children to recognize as valuable nor as desirable as men’s. Classroom materials stereotypes and increase indepen- Gender stereotypes and sexism dent critical thinking about gender Academic Outcomes limit children’s potential growth and and perceptions of gender. Making The hidden messages that girls development. Teachers are encour- a concerted effort to provide posi- receive about math, science, and aged to carefully examine classroom tive, empowered stories and images technology shape their self-concept, environments for the presence of of diverse characters will activate confidence, and interest in those toys that are marketed in ways that positive self-concepts for children subjects (Ebach, et al. 2009). These encourage single-gender use such as and promote anti-bias attitudes messages can come from bias in • Barbie® dolls among the entire class (Derman- the media, from family or teachers • Hot Wheels® Sparks, 2001). who may exhibit lower expectations • computers designed for boys for females in these subject areas, Curriculum or even from the medium itself, as Several Web sites promote furni- Males typically called out in class in the case of computer software ture specifically designed for males eight times more often than females, demonstrating a high level of gender or females (Freeman, 2007). Any and sometimes their comments bias favoring males (McNair, Kirova- materials that promote gender- had little to do with the discussion Petrova, & Bhargava, 2001). stereotyped play should either be (Walker, 2005). When a male called removed so that the classroom out, the teacher responded whether Calling attention to gender iden- conveys a gender-neutral invitation tity before an early elementary or not the comment was insight- for all students to enjoy, or discussed ful or relevant, but when a female standardized math test disrupted the with children to ensure that they academic achievement of females called out, she was reminded of the understand these toys are for males rule about not talking unless called and strengthened the performance and females. of males (Neuville & Croizet, 2007). upon. If this happened only once, When gender identity was not em- permanent damage would certainly phasized, females performed just as not be a consequence, but once a well or better as their male peers in Critically evaluate day, every day, for 12 years of school the control group. would certainly be enough to have a books for sizeable impact on female students The imbalance between male and (Sadker & Sadker, 1994). female characters in children’s litera- gender bias. ture and school reading texts creates When planning learning experi- a situation where males rarely may ences, teachers can challenge poten- Picture books provide role models tial stereotypes by presenting non- be required to cross gender boundar- for children in defining standards for ies when reading. In addition, the traditional images and role models. feminine and masculine behavior, They might group socialization of individual yet sexism manifests itself in diverse readers may reinforce reading prefer- ways in children’s literature (Tsao, • request speakers from chil- ences by gender. Males as young as 2008). Nonsexist books, on the dren’s families, 5 taunted other boys for reading a other hand, produce positive changes • feature unbiased books and book they designated as a girl’s book in self-concept, attitudes, and be- materials, and (Sandholtz & Sandholtz, 2010). havior. Children’s gender attitudes • give equal praise and en- may be positively changed through couragement to females in math and science and males

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in creative and language arts behavior and the educational materi- • the separation may suggest (Derman-Sparks, 2001). als they use may hinder equitable gender equity is a sidebar for learning in their classrooms. students to the real work of Skilled teachers encourage education. cross-gender activities and play in In addition, a common miscon- cross-gender centers. They can also ception of preservice teachers is The content of textbooks and positively reinforce children who are that only students, not teachers, are instructional materials throughout playing with non-stereotyped toys responsible for bias in classroom in- teacher education courses is critical by talking with them and supporting teractions. Novice teachers may enter because of its potential to reduce or, their learning. the profession without the skills to through omission and stereotyping, make changes in four key areas: reinforce biased attitudes and behav- Families • school curriculum, iors (Sadker, et al., 2007). Gender differentiation and iden- • interaction patterns, Roles of Administrators tity construction begins at home, • pedagogical strategies, and in that familial practices are often profoundly gendered in terms of • use of resources. Administrators are urged to relationships and roles (Morrow, establish an ongoing process of 2006). Teachers can help inform introspection and evaluation to help families of children by Prepare teachers to teachers consider how they relate to genders differently. Teachers can • demonstrating unbiased inter- promote equitable then monitor their language and actions and communication, actions in order to eliminate inad- and teaching. vertently biased messages. • providing coaching and Administrators are also advised encouragement, while It is imperative to prepare novice to consider the consequences of • respecting cultural differences teachers to recognize gender issues hiring an all-female staff. Program without judgment or and promote equitable teaching structure should also allow for the condescension. (Fulmer, 2010). Teacher educa- maintenance of group gender bal- Family workshops and information tors themselves must be committed ance to facilitate opportunities for about the long-term effects of gender to teaching students about gender male/female interaction (Robeson, bias can also increase the awareness issues. If only a few teacher educa- Marshall, & Keefe, 2003). Addition- and critical thinking about ways that tors in an institution address gender ally, administrators can coordinate families communicate gender stereo- issues, preservice teachers receive in-service opportunities for families types to children (Small, 2003). mixed messages about their im- and professional development in the portance. The curriculum in high- areas of anti-bias curriculum and quality teacher education programs neutralizing gender stereotypes in Implications for incorporates gender issues. young children. Teacher Education Although making gender issues a required course may seem like a Conclusions Teachers play a critical role in pro- viable approach, Geist and King moting equitable learning. Findings (2008) argue that it is problematic The power of self-concept is pro- from national surveys in the U.S. for three reasons: found, as is the ability of adults to suggest that prospective teachers influence the children around them. • few programs have available receive little or no teacher prepara- Families and teachers are encouraged space; tion about equity, perhaps due to to conscientiously and actively cre- competing requirements in limited • a separate course may leave ate a positive learning environment time (Langford, 2006; Sadker, et important gender dimensions for young children—not just in al., 2007; Sandholtz & Sandholtz, out of educational founda- promoting developmentally appro- 2010). Consequently, new teach- tions, methods courses, and priate practices to stimulate cogni- ers are often unaware of how their field experience; and tive, social, emotional, and physical

Dimensions of Early Childhood Vol 39, No 3, 2011 17 Why Does Gender Matter? Counteracting Stereotypes With Young Children domains, but also in creating a moral Fiese, B., & Skillman, G. (2000). Gender differ- McNair, S., Kirova-Petrova, A., & Bhargava, A. ences in family stories: Moderating influence of (2001). Computers and young children in the context for what they learn, as well parent gender role and child gender. Sex Roles: A classroom: Strategies for minimizing gender bias. as to help shape a global, multicul- Journal of Research, 43, 267-83. ERIC Document Early Childhood Education Journal, 29(1), 51-55. Reproduction Service No. EJ620839 Mitchener, B. (2001, May 29). Sweden pushes its tural, anti-bias world view. Freeman, N. (2007). Preschoolers’ perceptions of ban on children’s ads. Wall Street Journal. 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The child’s conception of number. regardless of gender, in addition to Grafwallner, R., Fontaine, N.S., Torre, L.D., & Un- New York: Norton. the critical thinking skills to identify derhill, B. (2006). Increasing quality in early care Robeson, W.W., Marshall, N.L., & Keefe, N. and learning environments. Early Child Develop- (1999). Gender equity in early childhood educa- stereotypes, teachers and families ment and Care, 176(2), 157-169. tion. Young Children, 54(4), 9-13. can impart in children self-concept Hendrix, K.G., & Wei, F.F. (2009 ). Gender differ- Sadker, M., & Sadker, D. (1994). Failing at fair- resiliency, even when faced with ences in preschool children’s recall of competitive ness: How America’s schools cheat girls. New York: and noncompetitive computer mathematics games. Scribner’s. negative stereotypes (Small, 2003). Learning, Media and Technology, 34(1), 27-43. Sadker, D., Zittleman, K., Earley, P., McCormick, Those children will then be less likely Hughes, F. (2003). 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The invisible obstacle to Document Reproduction Service No. ED458944 Saltmarsh, S. (2009). Becoming economic subjects: educational equality: Gender bias in textbooks. Jackson, S. (2007). She might not have the right Agency, consumption and popular culture in early Prospects, 38(3): 345–361. tools... and he does: Children’s sense-making of childhood. Discourse: Studies in the Cultural Politics Care, E., Denas, J., & Brown, R. (2007). The real- gender, work and abilities in early school readers. of Education, 30(1), 47-59. ism and sex type of four- to five-year-old children’s Gender and Education, 19(1), 61-77. Sandholtz, S.H., & Sandholtz, J.H. (2010). occupational aspirations. Journal of Early Child- Keefe, N., Marshall, N.L., & Robeson, W.W. Confronting gender issues in a novice teacher’s hood Research, 5(2), 155-168. (2003). Gender equity in early childhood educa- classroom: Student and parent/teacher educator Carlson, E.A., Egeland, B., & Sroufe, A. (2004). tion. In C. 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(2001). Anti-bias curriculum: change. International Journal of Educational Policy, Timmerman, G., & Schreuder, P. (2008). Pedagogi- Tools for empowering young children. Washington Research, & Practice, 7, 115-125. cal professionalism and gender in daycare. Gender DC: National Association for the Education of Leaper, C. (2000). Gender, affiliation, assertion, and Education, 20(1), 1–14. Young Children. and the interactive context of parent-child play. Tsao, Y.L. (2008). Gender issues in young children’s Ebach, J., Endepohls-Ulpe, M., Ikone, P., Rasinen, Developmental Psychology, 36(3), 381-393. literature. Reading Improvement, 45(3), 1-20. A., Virtanen, S., & Zabern, J.S. (2009). Technol- Lee, L. (2008). Understanding gender through Unger, R.K. (1981). Sex as a social reality: Field ogy education for children in primary schools in Disney’s marriages: A study of young Korean im- laboratory research. Psychology of Women Quarterly, Finland and Germany: Different school systems, migrant girls. Early Childhood Education Journal, 5(4), 645-653. similar problems and how to overcome them. 36(1), 11-18. Vygotsky, L. (1961). The development of scientific Technology Des Education, 19: 367-379. Martin, C., & Ruble, D. (2004). Children’s search concepts in childhood. In K. Paciorek, & J. Munro Erden, F., & Wolfang, C.H. (2004). An exploration for gender cues: Cognitive perspectives on gender (Eds.), Sources: Notable selections in early childhood of the differences in prekindergarten, kindergarten, development. Current Directions in Psychological education (pp. 11-18). Guilford, CT: Dushkin/ and first grade teachers’ beliefs related to discipline Science, 13(2), 67-70. McGraw-Hill. when dealing with male and female students. Early Child Development and Care, 174(1), 3-11.

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Walker, S. (2005). Gender differences in the Angeles. Aina is a former teacher and Aina at California State University, Los relationship between young children’s peer-related an administrator from K-12 both in Angeles. In addition to teaching pre- social competence and individual differences in theory of mind. The Journal of Genetic Psychology, Nigeria and Canada. He teaches gradu- school through grade 2 for several years, 166(3), 297-312. ate and undergraduate courses in early she participated in an early childhood Zaman, A. (2007). Gender-sensitive teaching: A childhood education and coordinates teaching internship program at La Verne refective approach for early childhood education teacher training programs. American Association of the Master’s Program. Aina is author of University in California. Colleges for Teacher Education, 129(1), 110-118. several children’s storybooks and articles. He is also a storyteller. If you’re a SECA member, you’ll find more About the Authors Petronella A. Cameron, Ph.D., is an resources and information about this topic Early Childhood Consultant and Assis- in Dimensions Extra. Go to the “members- Olaiya E. Aina, Ph.D., is a Professor tant Professor and Program Director in only” page of the SECA website to get the of Early Childhood Education in the Early Childhood Education at Central latest issue. Division of Curriculum and Instruc- State University, Wilberforce, Ohio. She tion at California State University, Los was a graduate teaching assistant for

Dimensions of Early Childhood Vol 39, No 3, 2011 19 These Ideas With Books Connect Anti-Bias Education With a Children’s Book Anita McLeod Amazing Grace written by Mary Hoffman and illustrated by Caroline Binch. (1991). New York: Dial Books for Young Children. Grace loves to read and act out stories she has heard. When Grace’s class decides to perform the play Peter Pan, she knows exactly the role she wants to play—Peter. Her friends tell her she can’t be Peter because she’s not a boy and she is Black. Her grandmother reminds her she can be anything she wants if she puts her mind to it. After Grace’s grandmother takes her to a ballet starring a young woman from Trinidad, Grace practices dancing in her imaginary tutu just like Juliet. When her classmates see her audition for the play, they know she is the perfect Peter. The play is a fantastic success! Ages: Preschool through second grade Teaching concepts: self concept, families, storytelling, occupations

PRETEND PLAY: Add a variety of cos- SOCIAL/EMOTIONAL: Children write tumes, professional clothing, and props to and decorate invitations to family or the dramatic play area. Familiar books can community members to share informa- stimulate children’s ideas for role-playing. tion about what they do. Seek diversity in Encourage children to try a variety of roles and offer guid- gender and ethnicity so children hear and see men and ance if needed to prevent stereotyping of roles. women from a variety of ethnic backgrounds in many different situations. Look for maintenance workers, PRETEND PLAY: Using a puppet stage or electricians, hair stylists, construction workers, orchestra table on its side, children use craft-stick pup- members, dancers, artists, and other occupations. pets to dramatize familiar stories. Children glue their drawings (or cut-outs) of favorite LITERACY: Using patterned sentence story characters to the stick. Children refer to books, such bc stems, children complete a sentence such as as Three Billy Goats Gruff, Anansi the Spider, Amazing A “I can…” or “I want to…” using invented Grace, Brown Bear Brown Bear, and We’re Going on a Bear spelling or dictations for an adult to write. Hunt for story sequence or character roles. After children illustrate their sentences, they assemble and bind them into a book to place in the book center. MUSIC & MOVEMENT: Using patterned sentence stems, children complete a sentence LITERACY: Select books representing in- such as “I can…” or “I want to…” using bc dividuals in a variety of work situations and invented spelling or dictations for an adult A from a variety of ethnic and gender groups to write. After children illustrate their sentences, they that illustrate how individuals live into assemble and bind them into a book to place in the book their dreams by working hard and never giving up, such center. as Mirette on the High Wire, Miss Rumphius, Sam Johnson and the Blue Ribbon Quilt, Lady Bug Girl, More Than Anything Else, Amelia & Eleanor Go for a Ride, Snowflake Bentley, Martin’s Big Words, and Art From Her Heart. Tracy Anne Jones, Ed.D., is the Manager of Provider Engagement at Collaborative for Children, a non-profit agency dedicated to building a strong educational foundation for young children.

20 Vol 39, No 3, 2011 Dimensions of Early Childhood