PLAY
Use the questions and example responses below as a guide to reflect on the way you approach play with children. Illustrations for this section are coming soon!
1. Do I track where children play and avoid play, and help them expand their range of play into different parts of the classroom?
Example
"Jay hasn't visited the art center once this year. He's very interested in superheroes... I wonder what would happen if I put some blank masks out with the art supplies?"
Infant example
Notice where students naturally gravitate and support their engagement, while also introducing other objects and activities. If a student designated male at birth were playing with trucks in sand area because that is the main object available, bring in other objects, dolls, kitchen tools, to that space.
2. Do I notice when children are segregating by gender or limiting themselves to certain types of play based on stereotypical gender norms?
Example
"Hmm, looks like Janine, Yemaya and Adeline are playing that princess game in the dress up corner again. Their script hasn't changed and they keep fighting over that one dress."
3. When I notice that children are segregating or limiting themself based on gender norms, do I help children expand their type of play, play narratives, and playmates?
Example
"I think I'll rotate what we have out on the dress up rack. And put out a few books about princesses who look like them, have adventures and rescue people and do more than just look pretty and marry princes. Ooh, this one story would be fun to act out together at circle time..."
4. Do I take children's play seriously and observe how children are exploring gender in their play?
5. Am I are aware of subtle messages I am giving about which fantasy roles and types of play are appropriate or inappropriate for children of different genders? Do I work to encourage all types of roles and play?
6. Do I intervene when children exclude others from play based on gender and other social identities, physical attributes, etc.?
Example
Chloe: "Miles, you have to be the dad because you're a boy."
Miles: "But I want to be the sister!"
Teacher: "How about Miles can be the sister this time? It seems really important to him. Let's see if anyone else wants to play the dad!" (asks other children, without regard to gender)
7. Do I intervene when certain play areas become known for gendered types of play?
Example
Because the blocks area is a high-action area, quieter kids are often pushed out.
Teacher: "I see so many of you playing with the blocks with great active energy! Moshe wants to play in this space with quieter energy. What other ways can we play with the blocks to include them?"
8. Do I intervene when children display gender bias? (Gender bias includes: limiting or enforcing each other's gender expression or identities in play, making negative comments about a person's appearance or capabilities, and using stereotypes to inform beliefs.) Do I follow up to address bias in other ways in the curriculum?
Example
Lucien: "Oh look! it's all girls at this table, and all boys at that table!"
Sadie: "You are not a girl, you're a boy."
Lucien: "No, I am a girl!"
Both children cry. Teacher takes the children aside to discuss, comforts both children while challenging Sadie to believe Lucien's assertion that she knows who she is. Later read a book at story time that helps all of the children understand identity, without calling out individual children.
9. If an adult makes a comment about children's play that reveals heteronormative assumptions, do I address it in a diffusing way and check in with the adult later?
Example
Grandfather who is visiting the classroom: "Jeremy always talks about wanting to marry Rachelle."
Teacher: "Yeah, he's thinking a lot about creating families. Yesterday, he and Steven were planning their wedding too."
Infant Example
Parent: "He started running around so fast! All that boy energy is a lot harder to keep up with than when Julia was little."
Teacher: "Yes, there is such a range of temperaments with infants and toddlers! Maya and Arlen have a similar high energy to your child. I sometimes have a hard time keeping up with them myself!"
10. I allot ample time for free play in the daily schedule.
Example
"I suppose I could shorten my morning circle time so they have a longer stretch of play before lunch. I could cut out the part where we go over days of the week, which they don't seem to respond to well anyway."