Gender education of preschoolers in a kindergarten

“Real man”, “real woman”... When we say this, we mean not so much biological sex, but rather certain socio-psychological characteristics. With the appearance of a son or daughter in the family, each parent strives to raise him or her in accordance with the image of masculinity or femininity that has developed in society. We want to see a boy as a strong, purposeful defender, and a girl as a sweet, thrifty, good mother in the future. Thus, gender education of children begins literally from birth.

Gender education: what is it?

Gender is the social sex of a person, formed in the process of upbringing. Gender represents the cultural, social and psychological differences between women and men. Gender is a certain social norm accepted in a particular society.

Gender education is the organization of conditions for the upbringing and development of a child, taking into account belonging to a particular gender.

Gender education is aimed at:

• mastering female and male roles that are accepted in society,
• mastering the culture of relationships with one’s own and the opposite sex,
• mastering the skills and abilities necessary to realize gender.

This is clearly visible in the games of preschool children: girls play daughter-mother, put dolls to bed, prepare dinner, and treat. Boys race with toy cars, build towers and garages, and shoot with pistols.

Gender education is inseparable from the general process of raising a child; it is an integral part of it.

Of course, first of all, parents and educators should focus on the inherent characteristics of the nervous system and character traits of the child. For example, a girl can be a restless ringleader and a daredevil, while a boy can be calm, quiet and timid.

These psychological characteristics must be taken into account. But at the same time, develop those qualities that will be necessary in the future to fulfill the gender role. It will be wonderful if a girl, growing up, can be soft, sweet, gentle in the family and ambitious, persistent in her career. Or the boy will be purposeful, active, but at the same time with a calm, kind and sympathetic disposition.

The emotional well-being of a child as a prerequisite for his mental health

In studies of the emotional state of preschoolers, a stable positive, comfortable emotional state of the child is considered as basic, which is the basis of the child’s attitude to the world and influences the characteristics of experiencing family situations, the cognitive sphere, the emotional-volitional sphere, the style of experiencing stressful situations, and relationships with peers.

In general, this basic emotional state is characterized as a feeling of emotional well-being. There are three main levels of emotional well-being: high, medium and low, correlating with the type of interaction between mother and child and its severity. A high level of emotional well-being is formed with an emotionally accepting and supportive type of interaction.

Various forms of emotionally dependent and emotionally rejecting types of interaction and the degree of their severity form an average or low level of emotional well-being of the child. Methods have been developed to diagnose the level of emotional well-being. In infancy, the state of emotional well-being is defined as a basic feeling of emotional comfort that provides a trusting and active relationship with the world. At an older age, emotional well-being provides high self-esteem, developed self-control, a focus on success and emotional comfort in the family and outside it. From the moment a child enters kindergarten, his emotional development, to a greater extent than before, depends on strangers and the experiences he receives outside the home.

A child’s fears reflect his perception of the world around him, the scope of which for him is significantly expanded. Most fears are related to events in school, family and peer groups. Inexplicable and imaginary fears of early years gradually give way to more conscious fears, of which there are many in everyday life. Among other things, the subject of fears may be relationships with peers.

It is important that a child who has developed fear returns to kindergarten as soon as possible. Sometimes, paying too much attention to complaints of physical ailments can cause these symptoms to worsen. Perhaps sometimes it is better to “not notice” a child’s bad mood and ignore his complaints. In any case, a benevolent and persistent interest in visiting kindergarten is preferable to pity and lamentation.

Consideration of emotional-evaluative relationships allows us to answer the questions: does the behavior of children in the group correspond to social norms? What emotions does it evoke? What do they like or dislike about their peers?

The main function of emotional-evaluative relationships in a child-adolescent group is to correct the behavior of a peer in accordance with accepted norms of joint activity. Emotional preferences - likes, dislikes, friendships, etc. - come to the fore here. They arise quite early in ontogenesis, and the formation of this type of relationship is determined by purely external perceptual factors (for example, a child likes curly girls), or mediated by an adult’s assessment or past experience of communicating with this child - negative or positive.

Emotional-evaluative relationships are regulators in situations of possible conflicts when distributing roles in the game. Each child who aspires to a significant role in the game is faced with similar aspirations of other children. In this situation, the first manifestations of demands for justice in relationships may spontaneously arise - an orientation towards the norm of priority in the distribution of prestigious roles, awards and distinctions, which, as children assume, must be strictly observed. However, sometimes the child’s aspirations remain unfulfilled, and he has to be content with an insignificant role and not receive what he expected.

Emotional and evaluative attitudes manifest themselves in the direct interaction of children, reflecting their system of preferences. Personally significant relationships are necessary relationships that have developed in joint activity and are realized in it. In this case, the motive of each participant in such a relationship becomes another person, the one for whose sake the joint activity is ultimately carried out. Emerging in the real interaction of children, these relationships have a certain independence from the child’s immediate preferences. Moreover, they have a significant impact on emotional-value relations, sometimes changing their sign to the opposite.

Gender differences in preschool children

Why is it so important to focus on belonging to a certain gender in the upbringing and education of a young child? There have been numerous studies on gender differences in psychology. Scientists have identified socio-psychological characteristics characteristic of representatives of the opposite sexes:

1. The left hemisphere of the brain, which is responsible for verbal and logical thinking, is formed earlier in girls. In boys, the right hemisphere predominates, so in preschool age the figurative-emotional sphere predominates.
2. Girls begin to speak in sentences earlier, and they have better communication and communication abilities.
3. Boys have more developed visual perception, girls have more auditory perception. Therefore, the girl must explain the task in words, and the boy will understand it more clearly if it is clearly shown to him. This probably explains why men love with their eyes, and women love with their ears.
4. Girls are more obedient than boys. This is inherent in nature itself: in order to reproduce, a female needs to be able to adapt to the environment. By adolescence, the obedience of girls and boys becomes approximately the same.
5. In boys, deviations from the norm are more common, both negatively and positively. This is also due to different biological tasks. A woman is designed to preserve and pass on the accumulated experience to descendants. In men, nature adapts to changing conditions, tries new functions, not always successfully. Therefore, among men there are more often brilliant and mentally ill people.
6. Girls biologically develop faster than boys. They begin to walk 2-3 months earlier than boys, and begin to speak 4-6 months earlier. By school age, girls are about a year ahead of boys, and by the age of puberty - by 2 years.
7. Boys have a more developed need to explore the world around them. That's why the boys run, climb trees and fences, go down into wells and basements. For girls, a small corner is enough where they can quietly work with dolls and set up a house. Therefore, the injury rate among boys is 2 times higher. In the future, men will have more developed spatial perception and better orientation.
8. Girls are more likely to get involved in work. Boys, on the other hand, need time to swing before starting the task. It seems that girls are more attentive and efficient. But when the boys reach their peak performance, the girls are already exhausted and slow down.
9. When assessing results, boys need specifics: what exactly he did good or bad. For girls, it is more important who evaluates them and how. Therefore, praise is very important for girls, and joint analysis of their actions is important for boys.
10. Boys are sensitive to criticism in the first minutes of a conversation. Then their brain “switches off” and does not perceive long-term notations. Therefore, the boy should be reprimanded clearly and briefly.

Gender differences must be taken into account when raising and teaching preschool children.

Taking into account gender characteristics of preschool children in the educational process

If we want to educate a person in all respects, then we must understand him in all respects.

K. D. Ushinsky

When we talk about boys or girls, we - whether we like it or not - constantly mean that there are differences in their psychology and behavior. The issues of upbringing and development of children of different sexes have recently attracted many researchers (T. P. Khrizman, V. D. Eremeeva, T. A. Repina, T. Doronova, etc.). This interest is due to the fact that modern requirements for an individual approach to personality formation cannot ignore the characteristics of the child’s gender, since these are biosociocultural characteristics. The period of preschool childhood is the time when a child discovers the unique opportunities given to him by his gender. In this regard, the goals of raising and educating boys and girls are seen in a new way. In this aspect, we are talking about gender education of children.

A gender approach in education is an individual approach to a child’s manifestation of his identity, which in the future gives a person greater freedom of choice and self-realization, helps to be flexible enough and be able to use different behavioral possibilities.

Designing a pedagogical process based on an individually differentiated approach in conditions of joint education of girls and boys in kindergarten is a modern and very urgent task.

Its relevance lies in the fact that the content of work with preschoolers, taking into account their gender characteristics, has not been sufficiently developed, which, according to researchers (T.V. Bendas, S.A. Marutyan, T.A. Repina) leads to the absence of specific traits in children , characteristic of gender. Boys lack emotional stability and endurance, while girls lack tolerance, modesty, and the desire for peaceful resolution of conflicts.[2, p.4]

The importance of this issue is also due to the fact that the preschool institution, as a social institution, continues to reproduce the strict standards of traditional culture regarding femininity and masculinity, which in turn does not contribute to the manifestation of the individuality of students.

In addition, one of the problems of raising children in preschool educational institutions is the predominantly female influence on the formation of the gender identity of children of different sexes. The strategy, forms and methods of working with children used in kindergarten are most often designed for girls.[2, p.11]

Thus, at present there are contradictions between:

- the objective need of society for raising children based on a gender approach and the practice of training and education in preschool educational institutions.

— the need for gender education, starting from preschool age, and the insufficient theoretical, practical, didactic, and methodological development of the conditions for gender education of preschoolers.

The relevance of the identified problem and the identified contradictions determined the choice of the theme of the concept “Taking into account the gender characteristics of preschool children in the educational process.”

When developing this topic, I proceeded from the assumption that the effectiveness of the process of gender education may be ensured by a set of the following pedagogical conditions:

1. Educating parents on issues of gender education for girls and boys.

2. Creating situations for preschoolers to fulfill gender roles.

3. Organization of a subject-development environment focused on the gender self-development of children.

4. Educating adults take into account the gender characteristics of children in the pedagogical process.

On this issue, I studied the scientific and methodological manuals by V. D. Eremeeva and T. P. Khrizman “Boys and Girls: Two Different Worlds”, A. M. Shchetinina and O. I. Ivanova “Sex-role development of children 5–7 years old ”, T. Doronova “Girls and boys 3-4 years old in the family and kindergarten”, N. A. Barannikova “About boys and girls, as well as their parents”, articles in the magazine “Preschool Education” No. 6, 2009. N. Tatarintseva “On gender role education of boys and girls: technological component”, No. 4, 2008. O. Nagel “On gender education of preschool children”, articles in the magazine “Kindergarten from A to Z” No. 1 2006. and others.

In the literature studied, the concept of “gender” is interpreted as the social sex of a person, formed in the process of personal upbringing and including psychological, social and cultural differences between men (boys) and women (girls), and existing properties and relationships are called gender.

The above authors consider the ideas of gender education from different positions, namely:

a) from the perspective of the characteristics of the functional organization of the brain (V. D. Eremeeva, T. P. Khrizman);

b) from the position of intergroup interaction of children (A. M. Shchetinina, O. I. Ivanova);

c) from the position of gender-role education and socialization of children (A. M. Shchetinina, O. I. Ivanova).

All of them do not contradict each other, since the same phenomenon is considered from the perspective of psychology, neurophysiology, pedagogy and sociology. But still, scientists distinguish between the concepts of gender and sex role education. What is their difference? The gender approach, unlike the sex-role approach, does not strictly regulate the pattern of behavior and interaction with people; the main thing in it is to take into account the interests of the individual and mitigate differences between the sexes.

The main influence on the development of my author’s idea was played by the research of T. P. Khrizman and V. D. Eremeeva. The authors hypothesized that the leading role in the development of mechanisms of socialization of sex roles is played by higher brain systems, which have different morphofunctional organizations and ensure a child’s tendency to develop under the influence of the upbringing of his behavioral patterns.

Gender differences are an interesting area to study. The psychological literature has accumulated information about age characteristics, learning ability, preferential methods of mental activity, behavioral characteristics, communication, choice of social roles, and developmental potential of children of different sexes.

Thus, boys and girls play and communicate differently, assert their individuality and show their aggressiveness, sympathize and care, solve new problems, and have different starting capabilities of physiological maturity and readiness for schooling. Interesting results were obtained by scientists during a study of the socio-psychological characteristics of the sexes.

Since there are objective gender differences, approaches to raising children of different sexes should be different.

I am currently working with children in their fourth year of life. The issue of gender education of children became very acute for me due to the fact that my group was dominated by boys. I had many difficulties in organizing children in different types of activities and in communicating with them.

In popular scientific literature, when characterizing early preschool age, there are several figurative definitions that reflect the specific characteristics of children three to four years old. For example, some scientists call this age “tender.”

At the same time, it is at this age that problems begin to appear when communicating with children: children do not listen to adults, cannot occupy themselves independently, and do not know how to express negative emotions in a form acceptable to others. At this time, children still exhibit a crisis of three years, which is characterized by negativism, stubbornness, obstinacy, self-will, devaluation of adults, etc.

But the most important thing is that by the age of three, children begin to clearly distinguish and recognize their gender characteristics: I am a boy, I am a girl. According to scientists, the gender identity of a child of this age includes:

- Appearance.

- Name.

— The image of “I” (in the present and future).

— Attitudes (of society and one’s own).

- Roles (of society and your own).

At this age, children's gender identity is consolidated; children distinguish people by gender based on external signs. [2, p.18]

Many experts believe that younger preschoolers are internally motivated to acquire values, interests and behavior patterns that correspond to their gender, for example, boys play with cars and don’t cry, girls play with dolls and like to dress up.[2, p.19]

But 3-4 year old children’s ideas about their own gender identity are not yet stable. For example, if the music director invites girls to dance, then several boys will definitely come out too.

Obviously, the content of gender consciousness of children aged 3–4 years is very limited, but it is sufficient to include tasks related to the formation of gender identity in the process of raising children.

These tasks are partially reflected in the “Childhood” program in the block of social and moral education, namely:

— Children’s mastery of different ways of interacting with adults and peers in play, in everyday communication and everyday activities; showing politeness and empathy in relationships.

— Encouraging children to be independent, active, and kind.

— Fostering independence in self-care.

— Facilitating children’s development of role-playing dialogue and behavior in games.

— Formation of ideas about people, about the features of their appearance, gender differences.

As can be seen from this list, the tasks relate mainly to awareness of the external differences between boys and girls and the formation of moral standards of behavior in communication, play, and everyday activities.

As a result of special research, scientists have found that at this age, gender identity is especially intensively formed in play and visual activities. [2, p.18]

It is in role-playing games that children learn gender behavior. Therefore, the creation of a play environment and the selection of play equipment taking into account the gender characteristics of children is an important condition for the implementation of a gender approach in raising children.

When organizing the play space, I pay attention to:

a) on the attractiveness of game material and role-playing paraphernalia in order to attract children to reflect socially approved images of female and male behavior in the game;

b) on the sufficiency and completeness of the material for games, during which girls reproduce the model of social behavior of a woman - a mother;

c) for the presence of attributes and markers of the play space for games - travel, in which boys are given the opportunity to play out the male model of behavior;

d) for the presence of attributes indicating role positions in the game.

It is known that boys love to run during games, scream, and play war. But if we consider that boys physiologically need more space for play, that in play they develop physically, learn to regulate their strength, and play helps them discharge accumulated energy, then there will be fewer reasons for reproach. I just try to create appropriate conditions for the game, free up as much space as possible in the group, while making sure that there is no manifestation of aggression in the game, teach game techniques and peaceful conflict resolution.

Girls' games require a small space. When organizing the environment, I take this feature into account. The group has selected many small toys, a sufficient number of strollers, dolls and other paraphernalia, and a kitchen corner has been created.

Teaching strategies, forms and methods of working with children used in kindergarten, as I said above, are most often designed for girls. A female teacher, naturally, does not have childhood experience of the experiences that preschool boys encounter when communicating with adults and children. Therefore, when communicating with boys, I was guided only by the idea that if they are boys, then, therefore, they are the embodiment of will, strength, and endurance. As a result of this, boys who are not at all courageous, but rather fearful, physically weak and very vulnerable, are systematically exposed to traumatic influences.

Knowing gender differences, it is possible to design an interaction process that helps to reveal the potential capabilities of children and their individual characteristics.

Table 1

Gender differences between boys and girls

After analyzing these differences, I developed an algorithm for interacting with girls and boys, which will help avoid many mistakes in raising children.

table 2

Algorithm for interaction between teacher and children, taking into account gender characteristics

Taking into account the gender characteristics of children allows me to create a positive psychological climate in interaction in the child-child, child-adult system. Boys become more harmonious, their emotional sphere develops. In children, the manifestations of the three-year-old crisis are smoothed out, mental abilities and social skills develop.

The work carried out does not pretend to be an exhaustive analysis of all aspects of the problem under study due to its diversity. Further study of the problem can be continued in the following areas:

— Features of gender education at different stages of preschool childhood.

— Features of gender education of children in different types of activities.

Boys and girls are two different worlds. Very often we misunderstand what is behind their actions, which means we react to them incorrectly. A boy and a girl should never be raised the same way. They look and see differently, listen and hear, speak and remain silent, feel and experience. Let's try to understand and accept our boys and girls as they are, as different and beautiful in their own way as nature created them.

Literature:

1. Barannikova, N. A. About boys and girls, as well as their parents. Methodological manual for teachers of preschool institutions. M.: TC Sfera, 2012. - 128 p.

2. Doronova, T. N. Girls and boys 3–4 years old in the family and kindergarten: A manual for preschool educational institutions. - M.: Linka-Press, 2009. - 224 p.

3. Eremeeva, V.D., Khrizman, T.P. Boys and girls - two different worlds. Neuropsychologists - teachers, educators, parents, school psychologists. - M.: LINKA-PRESS, 1998. - 184 p.

4. Kolomiychenko, L. V. Dynamics and features of gender-role socialization of boys and girls of preschool age // Kindergarten from A to Z No. 1 2006.

5. Nagel O. On gender education of preschoolers //Preschool education. — No. 6 2009.

6. Repina, T. A. The problem of gender-role socialization of preschoolers // Kindergarten from A to Z. - No. 1 2006.

7. Tatarintseva, N. About gender role education of boys and girls: technological component // Preschool education. - No. 4 2008.

8. Chekalina, A. A. What is gender? //Kindergarten from A to Z. - No. 1 2006.

9. Shchetinina A. M., Ivanova O. I. Gender-role development of children 5–7 years old: Methodological manual. - M.: TC Sfera, 2010. - 128 p.

Family is the basis of gender education

Acceptance of a gender role occurs in preschool age:

• A two or three year old child begins to realize whether he is a boy or a girl, and tries to behave in accordance with his gender. In addition, children can accurately determine the gender of people around them, first of all, by looking at clothing and hairstyle.
• Between the ages of 4 and 7 years, gender stability is established. the child realizes that this is a stable value and does not change under the influence of the situation or at will. The girl grows into a woman, and the boy grows into a man.

Psychologists and educators emphasize that the development of gender stability occurs under the influence of sociocultural norms. Gender roles are learned by the child based on parental example. The mother in the family acts as an example of femininity, gentleness, and beauty. The father is an example of strength, care, and masculinity.

Preschool children largely copy the traits characteristic of their parents of the same sex and want to be like them. Attitudes towards the opposite sex also develop under the influence of the family. Boys, growing up, strive to find a wife who is similar to their mother, and girls look for resemblance to their father in their husband.

The relationship between mother and father is very significant for the formation of children’s gender attitudes. The task of parents is to be a personal example, to show care, love, respect and trust in each other. Then the children will absorb this as the norm of marital relations and will strive to create a strong and happy family.

Introduction

The formation of a person’s personality cannot be considered in isolation from the society in which he lives, from the system of relations in which he is included. The nature of interpersonal relationships in any community is still complex. They reveal both the purely individual qualities of a person - his emotional and volitional properties, intellectual abilities, as well as the norms and values ​​of society acquired by a person. In the system of interpersonal relations, a person realizes himself by giving what he perceives to society.

It is human activity and his actions that are the most important link in the system of interpersonal relationships. By entering into interpersonal relationships of the most diverse in form, content, values, and structure of human communities - in kindergarten, in the classroom - a person manifests himself as an individual and has the opportunity to evaluate himself in a system of relationships with others. A child lives, grows and develops in an interweaving of various types of connections and relationships. In children's and adolescent groups, interpersonal relationships are formed that reflect the relationships of the participants in these groups in the specific historical situation of the development of society. Despite the fact that the manifestations of interpersonal relationships in each specific group have their own unique history, at different age stages there are general patterns of their formation and development.

Any group at any age stage is characterized by its own special social development situation. The concept of a social situation of development was introduced by L.S. Vygotsky to characterize the development of a child’s personality at a certain age stage on the basis of a specific historical system of his relations to social reality.

The concept of a social situation of development can also be applied to the characteristics of a children's group. These are, first of all, the objective conditions of existence of a given group, determined by the historical era, culture, etc.

Another component of the social situation of the development of a children's group is its objective social status, determined, first of all, by the position of childhood as a socio-age group in the structure of society.

In addition to the objective conditions of the social situation of development of a children's group, there is a subjective aspect of the social situation of development. It is represented by a social position, that is, the attitude of the members of the children's group to given objective conditions, status, their willingness to accept this position and act in accordance with it.

Analysis of the social situation of development allows us to identify the content of interpersonal relationships in children's groups. In children's and adolescent groups, functional-role, emotional-evaluative, and personal-semantic relationships between peers can be distinguished.

Emotional-evaluative relationships manifest themselves in the direct interaction of children, reflecting their system of preferences. Knowledge of these relationships allows us to answer many questions related to the child’s behavior. Emotional preferences come to the fore here - likes, dislikes, friendship preferences, etc.

Raising a real woman: recommendations for parents

• Girls need more care, unlike boys. Care, understanding, respect - this is what a girl needs to feel that she is loved.
• It is important for a girl that a trusting, sincere relationship develops between her and her mother.
• The girl also needs her father's attention. The girl should be shown that she is a being of a different sex, worthy of attention, respect, and love.
• A girl needs regular, heart-to-heart conversations with her mother. This will make her feel that she belongs to the feminine world, that it is different from the masculine one.
• The mother should involve her daughter in women's household chores, passing on to her the secrets of housekeeping.
• Girls are very sensitive to both criticism and praise. Praise the girl more often, admire her.
• Girls already in early childhood show the “instinct of motherhood”, which manifests itself in interest in children and games. It is important for them to provide a play environment in which they could master purely feminine activities: dolls, sets of dishes, and toy furniture.
• It is important for girls to develop gross motor skills. Outdoor games, ball games, and dancing are good for this. As well as sports clubs for girls: ballet, sports acrobatics.
• The main focus of girls is on people, relationships between people. With age, this interest becomes deeper; they are interested in the inner world of a person, his emotions and feelings.

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Raising a real man: advice to parents

• Trust is very important for boys. By showing trust in their son, parents thus demonstrate their confidence in him and respect for his merits. For boys this is very important and is regarded as a sign of love.
• In raising boys, the personal example and personality of the father is very important. He must involve his son in purely male activities: sports (football, hockey, karate), male housework. Even if a child is being raised without a father, it is necessary to find a man who would pay attention to raising the boy: a grandfather, an uncle, a sports coach.
• Boys need additional motivation: fewer restrictions, more encouragement.
• It is necessary to pay great attention to the regime and discipline of boys, this helps them develop a sense of responsibility.
• Boys’ freedom to express their natural emotionality should not be limited. For example, you should not scold for tears, saying that “men don’t cry.” There is an opinion that the psyche of boys is more vulnerable and unstable.
• To increase a boy’s self-esteem and emotional stability, physical and tactile contact with his parents is important.
• It is important to instill self-care skills in a boy.
• Boys need to develop fine motor skills; various puzzles, construction sets, drawing, easy magic tricks, and scientific experiments are good for this. They should have sets for role-playing games: soldiers, cars, a railroad. It is also normal if a boy uses dolls in games.

When raising a child, it is important for parents to know and take into account the distinctive characteristics of boys and girls. But above all, any child needs parental love, unconditional acceptance and respect. This will help him to fully reveal the potential inherent in nature and grow into a real Man.

Teacher-psychologist Danilova Tatyana Aleksandrovna