ENVIRONMENTs + MATERIALS
Use the questions and example responses below as a guide to reflect on your program’s environments and materials. There are many ways to do this! Here are a few we recommend:
Make a date with a friend and take turns asking each other these questions. Give each other time to talk without interrupting. (Some people like to do this while taking a walk, or sitting at a beach or park; others like to meet over food or drinks. Make a date that works for you!)
Use the questions as drawing/art prompts. Try an artistic medium in which you're a beginner! Focus on expressing your feelings surrounding the memories rather than creating "finished" products.
Make up a song or a little jingle with your responses. If appropriate, share them with the kids you care for!
Make some time for yourself to just write in your journal.
Illustrations for this section are coming soon!
Classroom VISUALS
1. Are there posters, photos, and other visual material in the classroom that include depictions of human children and adults with a range of visible gender expressions, body sizes, skin tones, and visible disabilities, engaged in a range of pursuits?
2. Are the learning materials showing anatomical body parts not labeled "boy" and "girl"?
LIBRARY
3. Does the school library include multiple positive books with transgender and gender-expansive protagonists that reflect our qualities to look for in gender-expansive children's literature?
Examples
4. Do the majority of books in the school library resist harmful gender role stereotypes? Are books that perpetuate harmful gender stereotypes removed, modified, or read with time to question and discuss stereotypes?
Examples
Women and girl characters are active; mothers are not relegated to the home sphere and fathers are not relegated to the public sphere; men and boys are nurturing; all genders show a range of emotions.
organization of space
5. Are blocks, trains, and cars areas (traditionally coded male) integrated with or adjacent to dramatic play areas (traditional coded female) such that materials including dolls, stuffed animals, play food, dress up and figurines can be integrated into building and vehicle play and vice versa?
materials
6. Are dolls and figurines that perpetuate harmful gender stereotypes are removed, modified, or expanded in a way that counteracts the stereotype?
Example
Fairy figurines are all light-skin, thin figures coded female with eyelashes, full lips, breasts, etc. This collection could be removed or expanded with fairies of diverse skin tones, sizes, and gender expressions.
7. If the dress-up collection includes items traditionally coded female and male (i.e. dresses, ties, suit jackets, construction helmets, sparkly shoes, etc), are these items balanced with each other and with gender-neutral items (sparkly tunics, animal suits or accessories, jumpsuits, etc), and is an array of sizes available?
Example
Scarves and fabrics can be modified and worn in different and creative ways by children to encourage creativity.
8. Do classroom materials include a variety of enticing open-ended "loose parts," which allow children to recreate themselves dynamically?