Z Z E R O T O L E R A N C E Gender equal play in early learning and childcare Contents Introduction 1 The purpose of this guide 3 What are gender stereotypes and why does it matter? 4 How to challenge gender stereotyping 7 Policy context 15 Practice examples 19 Observation, reflection and change 19 Play 25 Working with parents 32 Whole service approach 35 What else is there to support me? 46 Appendix 1 - Further practitioner learning and development 47 Appendix 2 - Resources for children 49 Appendix 3 – Gender equality policy examples 54 Acknowledgements 57 www.hub.careinspectorate.com Page 1 Introduction Children’s experience of childhood and play is becoming more gendered and polarised between girls and boys, with products such as toys, books, online resources and clothes increasingly being produced and marketed along gender lines1. Academic research, including the work of Dr Nancy Lombard from Glasgow Caledonian University2, highlights the negative impact on all children of gender stereotyping and the important role that early learning and childcare (ELC) can have in positively promoting gender equality. This resource has been co-produced by the Care Inspectorate and Zero Tolerance in order to help practitioners enhance gender equality for children across all ELC settings. As part of this collaborative project, we worked in partnership with other organisations including Play Scotland, Education Scotland, NHS Greater Glasgow & Clyde Health Improvement and the Scottish Childminding Association. The benefits for children and society from the ELC workforce becoming more gender balanced is part of promoting gender equality. The current expansion of funded ELC means that many more staff are needed, which provides an unprecedented opportunity. This resource is therefore intended to complement the Scottish Government’s ongoing activity to attract more males to join the workforce, supported by key partners such as Skills Development Scotland and the Scottish Funding Council. The Scottish Government’s Equally Safe strategy, for the prevention and eradication of violence against women and girls, is supported by this publication. It also meets the Public Sector Equality Duty, which applies to all public services in Scotland. While most people agree that gender equality is a good idea, within ELC services there is a need for advice and guidance for practitioners on how to support gender equality and avoid harmful stereotyping in their practice. The resource therefore offers practical and helpful tips on how to promote gender equality in an accessible way. As well as sharing practice examples from a range of different settings, we also advise on other practice resources available to services, such as children’s books, toys and activities, training and further reading. In 2013 Zero Tolerance published Just like a Child – A guide for childcare professionals, a guide for childcare professionals on respecting gender equality in the early years and in 2016 The Default Setting: What parents say about gender stereotyping in their children’s early years. In co-producing this resource, we wanted to not only provide an update to ‘Just like a Child’, but also to highlight a range of practice examples narrated by practitioners. This online resource adopts a similar format to other Care Inspectorate publications intended to encourage improvement and innovation across all ELC provision, such as My World Outdoors and Our Creative Journey. In common with these 1 Peer Toy Play as a Gateway to Children’s Gender Flexibility: The Effect of (Counter) Stereotypic Portrayals of Peers in Children’s Magazines, in Sex Roles Journal of Research, Spinner L, Cameron L, Calogero R, 2018. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6096659/ 2 Young people’s views on violence against women, Dr Nancy Lombard, Lecturer, Napier University, Edinburgh, 2012: https://www.iriss.org.uk/resources/videos/young-peoples-views-violence-against-women-nancy-lombard Page 2 Gender equal play in early learning and childcare other publications, for each practice example the relevant ‘Getting It Right For Every Child’ (GIRFEC) wellbeing indicators are referenced. By featuring the direct experience of children and highlighting the positive impact practitioners can have on their outcomes, we are also modelling Scotland’s new Health and Social Care Standards. The purpose of this guide In the early years, children begin to learn about gender roles and expectations, and will pick up messages from their surrounding environment about what is perceived as ‘normal’ for boys and girls. They are influenced by their environment and the adults around them. They learn from everything they see, hear and do. This shapes how they see themselves and others as they grow up and supports them to follow their own wishes and expressions of identity. It is never too early to question what is seen as ‘normal’ or what is traditionally expected of boys and girls in our society. In fact, doing so from a very young age helps to protect children from the negative consequences of inequality and discrimination as they grow into adults. Research conducted in Scotland by Zero Tolerance found that nine out of ten parents agreed that it was important to treat boys and girls the same in early childhood3. Yet outdated gender stereotypes remain common in our society and the lack of awareness about how to challenge these harmful patterns is a fundamental obstacle to providing Scottish children with an equal start in life. ELC practitioners are in a unique and important position to influence children’s development. They also have the capacity to create environments that encourage equal and respectful relationships, break down harmful gender norms and promote gender equality to ensure that children are free from limiting gender stereotypes. This resource has been developed for early years educators and it will also be helpful for parents, and anyone working with young children. It explains the importance of challenging gender stereotyping in the early years and provides ideas and examples of existing practice from across Scotland. 3 The Default Setting: what parents say about gender stereotyping in their children’s early years, Zero Tolerance, Edinburgh, 2016. www.hub.careinspectorate.com Page 3 What are gender stereotypes and why does it matter? What is a stereotype? Gender stereotyping is a deep-rooted and common issue. Stereotypes perpetuate inequality and reinforce preconceptions about what a person will like or how they will behave, simply because they belong to a particular group. When it comes to gender, stereotypes are based on an assumption that all boys will be the same and like the same things, and all girls will be the same and like the same things. This puts pressure on boys and girls to conform to certain notions of ‘masculinity’ and ‘femininity’ which can really limit and restrict young children. Stereotypes influence the activities children engage in, their interests and skills – and, ultimately, the roles they take in society as adults.4 Examples of common stereotypes and perceived gender roles BOYS GIRLS EXPECTATION Strong, adventurous, practical, rough, Sensitive, caring, vain, gentle and leader, non-emotional ‘boys don’t cry’, ‘proper’, weak, dependant, passive, like to get dirty, aggressive, kind, intuitive, submissive, emotional, independent, dominant, decisive, illogical, talkative, indecisive, giving, logical, unemotional, assertive, tough, quiet. stoic, active, worldly, boisterous, brave, challenging, loud. SOCIALISATION Toys focused on: action, construction, Toys focused on: baby dolls, cooking, technology, fighting and conquering. princesses, art and craft. Social reinforcement through: social Social reinforcement through: social media, TV, authority figures (parents media, TV, authority figures (parents and carers). and carers). GENDER ROLES Men must be physically strong, Women are expected to highly value aggression is an acceptable part of appearance (being pretty), being male behaviour, a willingness to take compliant (nice, sweet, gentle), risks (superheroes / action figures). submissive roles (princesses). 4 Change the Story: A shared framework for the primary prevention of violence against women and their children in Australia, Our Watch, ANROWS and VicHealth, Melbourne, 2015. Page 4 Gender equal play in early learning and childcare Why does avoiding gender stereotyping matter in the early years? A gender equality approach means helping children to achieve and aspire. We want children to be whoever they want to be and make them feel equally comfortable playing football or taking dance classes and aspiring to a wide variety of careers and pathways. Breaking down gender stereotypes from a young age helps to stop the negative consequences of inequality and discrimination as it can support children grow into adults who aren’t limited by expectations based on their sex. By providing children with environments that encourage non- gendered norms and expectations, children can feel more accepted and celebrated for their individuality. They can broaden their aspirations and be more open to a wide range of opportunities. Preventing violence against women Gender inequality is a root cause of violence against women and girls, and despite the many advances being made there remain persistent inequalities between men and women.5 Evidence shows that levels of violence against women are significantly and consistently higher in societies, communities and relationships where there are more rigid distinctions