After the child is born, he is expected to have certain behavior patterns: boys are noisy, unruly and naughty, and they should wear plain clothes and dress like men; Girls are gentle and lovely, obedient and obedient. They can wear colorful clothes and dress like little princesses. Their social roles and identities have long been determined by their own eternal characteristic gender. Boys are cool-headed, have strong logical thinking ability, are good at thinking, often use their brains, be brave in innovation, be good at reasoning, have leadership ability, and are suitable for scientific research, scientists and managers; Girls, on the other hand, are more emotional, sentimental, have poor logical thinking ability, and do not like to use their brains, but they are careful and suitable for service industry and staying at home to do housework.

For a long time, we have accepted the deep-rooted concepts of gender suitability and gender role stereotypes, and infiltrated them into our early childhood education. Under this kind of education, children formed their initial gender consciousness in early childhood, which left a deep imprint on their future gender role orientation and understanding of social roles.

What is worrying is that the current kindergartens are permeated with rigid and fixed traditional gender culture from textbooks, fairy tales, children's books and game materials. At the same time, our teachers are also implicitly passing on their conservative traditional gender concepts to children through various activities in kindergartens. This is very unfavorable to the cultivation and development of children in modern society. So in the current reality, how can kindergartens carry out reasonable and appropriate gender education?

First, change the traditional gender concept and provide children with tolerant development space.

Men and women are no longer defined in their own narrow development space. Our kindergarten staff, especially the front-line teachers, should start from the psychological differences of children and encourage boys to be careful and combine static and dynamic; Encourage girls to be brave and strong, and do more exploration. Encourage children to try different things as much as possible, gain a variety of social role experiences, and enhance their understanding of people, life and society. In this way, both men and women can live in a vast world and let the flowers of individual thoughts bloom freely.

Second, carefully choose children's textbooks and children's books.

Textbooks have always been regarded as authoritative and positive cultural resources by the society, which has a subtle influence on children's growth. Of course, not only textbooks, but also other sources of gender culture, such as parents' teaching, school education, mass media and peer groups, all affect children's cognition of gender. However, in kindergartens, the textbooks used by teachers and the reading materials read by children should be the main sources of gender cognition for kindergarten children. According to the results of the second stage research on gender analysis of kindergarten, primary school, junior high school and adult literacy textbooks hosted by Professor Shi Jinghuan of Beijing Normal University, the advantages and disadvantages of men and women in existing kindergarten textbooks have penetrated into the traditional gender concept. For example, the advantages of men are smart, capable, honest and brave, responsible and independent; Most women are hardworking, docile, kind and obedient. Men's shortcomings are mostly manifested as undisciplined, naughty, overbearing, playful, sloppy, noisy, playing dangerous games and so on. Women's shortcomings are mostly greedy, fierce, crying, weak and in need of protection. The gender gap began to appear. In children's books, he or she reads about traditional gender role expectations. Both boys and girls need to face some tests and overcome some difficulties. But for girls, it is often a test of housework, while for boys, it is to break into the world and save others. In fairy tales, mothers are always with their children (such as tadpoles looking for their mothers, little red riding hood, little rabbits, etc.). ), and weak girls always need brave and persistent men to save them (such as Cinderella, Snow White, Sleeping Beauty, etc. ) .② Boys and girls have obviously different role expectations in personality, ability and responsibility. Therefore, we should be more cautious when choosing teaching materials and children's books. Through the educational process of teachers' interpretation of culture, we should challenge the spiritual bondage of traditional gender roles to boys and girls, so as to establish a balanced and pluralistic gender image. Try to diversify the gender reflected in textbooks and children's books, especially the occupations of women, rather than a single and fixed gender occupation, such as being a mother of a policeman or a scientist; The spiritual quality of the characters reflected is rich, for example, the father often does housework and takes care of the children carefully, and the mother often reads newspapers, cares about state affairs and is calm when things happen.

Third, carefully design children's games and pay attention to the transmission of game materials.

The design of children's games inadvertently implies the gender awareness of our children's workers, and plays a strengthening role in children's gender awareness. For example, in the doll house that every kindergarten is playing, children begin to imitate traditional gender roles. Usually girls are mothers and boys are fathers. Mom should cook at home and watch the house with her children. If mom doesn't do housework and goes out to play, it will be considered dereliction of duty. And dad goes out to work and goes home to eat and rest. This invisibly permeates the concept that a woman's duty is to stay at home. The author is thinking, can our teacher keep a certain gender sensitivity when designing this game and make some changes according to the actual situation? For example, both parents can go out to work, and children can be taken care of by nannies or grandparents. Dad should also help with the children and do housework when he is free, and mom can also go out to do things. Or, when children are familiar with the doll's house, can the teacher suggest that boys and girls exchange roles, girls try the role of father and boys try the role of mother according to their observations? This may be more conducive to children's rich angular experience and expand their narrow gender understanding.

In addition, special attention should be paid to the transportation of game materials in the game. Just like the restaurant corner game mentioned at the beginning of the article, if the waiter's logo is not so gender-oriented, not made into a bright flower scarf to wear on his head, but made into a neutral signboard to hang on his chest or something else, then the scenes that occur in this game will be reduced. At least, it will not bring the subconscious influence and reinforcement of gender awareness to children's games.