From the toys we offer to the words we use, children pick up on the gender messages they see and hear from a very early point. These influences shape their ideas about themselves and others which is why gender balance is such a vital consideration in early years education.
What is gender balance?
Gender balance doesn’t mean pushing children into certain roles or steering them away from others. It isn’t even about making everything “gender neutral” as many might assume. Instead, gender balance means creating environments where ALL children feel free to explore, express themselves, and follow their own interests – without being boxed in by old-fashioned expectations or other people’s ideals.
The problem of gender stereotyping in early years
Even with the best will in the world, gender assumptions can slip into our daily practice unnoticed unless we are vigilant and not afraid to challenge the stereotyping we see. Common examples are when certain toys might be labelled – directly or indirectly – as being for girls or boys. Or they may be grouped together suggesting that someone interested in playing with one toy should enjoy playing with another. Dressing-up areas might be dominated by a particular set of clothing (e.g. princess dresses), while some resources may be offered more readily to one gender than another.
Stereotypes also show up in our expectations of behaviour. Are girls praised more often for being quiet and helpful, while boys are labelled as boisterous or adventurous? This begs the question: Do we respond differently to the same behaviour depending on who is doing it?
When children climb a tree, do you say, “Be careful” to the girls and “That’s brave” to the boys? These subtle differences in language play a big part in gender stereotyping. Phrases like “you’re such a good girl” or “boys will be boys” might seem harmless, but they reinforce limited ideas about what’s acceptable for different genders. The good news is that small shifts in awareness can make a big difference.
How to creating a gender balance and inclusive environment
The first thing to do is to work out where you are with your current practice. If you walked through your setting, what messages would children pick up about gender?
- Are the construction blocks and the home corner equally accessible to everyone?
- Are superhero capes kept next to princess dresses?
- Are children encouraged to mix and play in all areas, or are certain activities subtly “claimed” by one group more than another?
These things may be very subtle and easy to miss, but that doesn’t mean that children’s subconscious minds do not pick them up – they do!
Creating a balanced environment means offering variety to all children without restriction or judgement. Don’t label activities or zones by gender. Instead, offer a range of experiences that allow children to explore their own interests, roles and relationships in open-ended ways. For example, group resources by type (e.g. all the dressing-up clothes in one place) instead of theme (e.g. ‘girls’ corner’, ‘construction area’).
In recent years, the Scottish government launched a project called the Zero Tolerance which focused on promoting gender equality and challenging harmful stereotypes, particularly in early years education and childcare settings. You can read more and find examples of good practice and resources at: Feminist Parenting | Zero Tolerance
Supporting children’s individual interests and identity
All children need space to develop their own identity, free from the judgements and assumptions of others. A child’s interest in dolls, cars, dinosaurs or glitter isn’t a sign of their future identity – it’s just their current curiosity.
Use open-ended language and encouragement. If a boy reaches for a fairy costume, let him enjoy it without comment – or even better, compliment his choice. If a girl heads for the tool kit, ask her what she’s building. Remember that children are not born with the prejudices that we adults have developed, so try to avoid passing them on or reinforcing them through conscious or unconscious bias.
Reflect on your own practice
It’s not always easy to spot our own biases – especially our unconscious ones. But reflecting on our assumptions and actions is part of good professional practice and personal development. Encourage your staff (and yourself) to think of times where their own expectations about gender may have influenced what was said or done. Were certain behaviours excused, praised or redirected differently depending on whether it was a girl or a boy doing them? Remember, this isn’t about blame – it’s about awareness. Talking openly with your team, setting goals for improvement, and using staff meetings or CPD sessions to reflect on these issues will help you develop a more inclusive culture.
The importance of male role models for gender balance
One of the most frequently discussed issues when it comes to gender balance in early years is the imbalance between men in the early years workforce which does not reflect the percentage of men in the total workforce population. Fewer than 3% of early years practitioners in the UK are male. This matters, because for many children, especially those who don’t have a male parent or caregiver at home, early years settings may be one of the only places where they see men in a caring, nurturing role or as a positive role model. Male staff – just like female staff – bring their own unique perspectives, skills and experiences to a setting. But more importantly, their presence helps children of all genders see that care, kindness, patience and playfulness are human qualities – not just “women’s work”.
What can be done?
- Involve dads, uncles or grandads in storytime or nursery events – make a special effort to invite them in
- Use books and displays that show men in a variety of roles (e.g. nurses, teachers, stay-at-home dads)
- Celebrate the positive impact of the male team members in your setting
- Reflect on your recruitment practices – are they inclusive and welcoming to men?
Of course, gender balance is not just about having male staff – it’s about giving every child access to the full range of learning experiences, emotions, and identities – and showing them that they are free to be themselves, whoever that may be. With small, thoughtful changes to our environments, our language and our expectations, we can challenge outdated ideas and give children something even better – the freedom to explore, to question, and to grow into their own individual person.
References and more information
Improving Gender Balance and Equalities in Community Learning and Development | Resources | Education Scotland
Inclusive practice and equalities – Birth To 5 Matters
Nursery World – How to achieve gender equality through best practice