(1) Game activities

Games are children's favorite activities, but also a better means of education. "Role game" refers to a game that reflects life experience by playing a role. This kind of game is a social need of children's psychological development and a symbol of children's physical and mental development level, because it is the most typical game in early childhood and the main form of children's game. It plays a central role in children's games, and teachers should act as guides and supporters to help children become the main body of the games. We should make a reasonable choice and collocation from the environment, atmosphere, materials, time and the choice of role objects of role games.

1. Children's imitation of the characters in the game

There are various forms of education in kindergartens, and children's game activities show gender differences very early. In social games, children mostly choose same-sex children as their game partners, and children's social behavior towards same-sex partners in games is obviously more than that towards opposite-sex partners. But on the issue of gender education, teachers usually use role games.

The teacher asked the children to play "play house" and most of them were playing. The teacher asked the children to discuss the role assignment, to be mothers, fathers, grandfathers and grandmothers. Each role should perform its own duties, like a family. During the activity, you will meet girls who are striving to be mothers. We can make both children mothers, one cleaning and the other feeding the baby. Children's enthusiasm has been correctly guided, and their gender awareness has also been reflected in this process. But it can also let girls experience the feeling of being fathers and remind children that you are exchanging roles.

2. Group games according to gender

Kindergarten should have certain rules when playing indoor games and outdoor games. Kindergarten teachers should group children when playing games, with boys standing together and girls standing together, so as to remind children of their gender. In kindergarten, we can see that the teacher said that boys are here and girls are here, but some children are still in the wrong position. At this time, the teacher should remind the children in time.

3. Teachers provide prepared and optional materials for children's games.

Game material is a necessity for children to play games, and it is also an important factor affecting games. Teachers often unconsciously incorporate their gender awareness into their actions when choosing game materials, and choose game materials according to traditional roles to further strengthen children's gender awareness.

The design of children's games inadvertently implies the gender awareness of children's workers, which plays a strengthening role in children's gender awareness. For example, in the "Dollhouse" where every kindergarten is playing, children begin to imitate traditional gender roles. Generally, girls are "mothers" and boys are "fathers". "Mom" is a house that cooks at home and takes care of the 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 actually means that "women's duty is at home".

Can our teacher keep a certain sense of gender sensitivity when designing this game and make some changes according to the actual situation? For example, "father" and "mother" can go out to work, and children can be taken care of by "nanny" or "grandfather" and "grandmother". "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 according to their observations, so that girls can try the role of "father" and boys can try the role of "mother"? This may be more conducive to children's rich angular experience and expand their narrow gender understanding.

(2) Daily life

Children spend a long time in the park, so we should use all aspects of the day to educate children about gender roles.

1. Toilet access

In kindergarten, no matter what age class, there are toilets. Although many kindergartens now share toilets with men and women, it is possible to organize boys and girls to go to the toilet in stages, strengthen the awareness of gender differences among children, and teach boys and girls how to go to the toilet. Boys urinate standing, girls urinate squatting. If possible, men and women should be separated.

Step 2: Go to bed.

At present, although most kindergartens can have one bed for life according to the regulations, the beds are adjacent and boys and girls share the same room. Teachers or nurses on duty can use this link to strengthen children's gender roles. If conditions permit, boys and girls can sleep in separate rooms or draw curtains in the middle.

wash one's hands

In full-time kindergartens, if children are particularly interested in the relevant parts of the body when taking a bath, such as asking the names of various parts of the body, teachers should not perfunctory and shirk, but should consciously teach children the names of various parts of the body to satisfy their curiosity.

organize activities

Every day after the children's lunch break, when the teacher asks the children to tidy up the quilt, this time can remind the children that boys and girls will compete to see who folds the quilt well and quickly, so that there can be a competition between men and women. At the same time, let children know their gender and promote their collective consciousness.

(3) Teaching activities

The content of gender role education is boring and children are not interested. Therefore, teachers should adopt various educational methods such as opportunity education, conversation education and intuition education to impart relevant knowledge.

Teachers can start the topic by "Where am I from?". According to this topic, they can ask deep-seated questions to their children, so that they can know their body structure and every part of the body, and through this, they can know whether they are boys or girls.

Activity 1: "Did I pick it up from the garbage?" Let the children have a heated discussion and fully express themselves.

Activity 2: "Why do Mom and Dad wear different clothes?" Let children know the difference and understand the relationship.

Activity 3: "Why are our hairs different and why are they long?" By comparing with the surrounding environment, let the children know why they don't have long hair.

The traditional gender perspective has penetrated into the current kindergarten teaching materials and story-telling activities. In children's books, he or she reads about traditional gender role expectations. Boys and girls have obviously different role expectations in personality, ability and responsibility. Therefore, teachers should be more cautious when choosing textbooks and children's books, and challenge the spiritual bondage of traditional gender roles to boys and girls through the teacher's education process, so as to establish a balanced and pluralistic gender image of men and women. Try to diversify the gender reflected in textbooks and children's books, especially the occupations of women. For example, mothers also work as policemen and scientists. The spiritual quality of the characters reflected is rich, such as 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.

(D) Teachers lead parents to the wrong idea.

1. Encourage children to learn from the opposite sex.

Both boys and girls should give full play to their "gender" advantages, at the same time, pay attention to learning from the opposite sex, overcome their weaknesses in personality, and promote the all-round development of body and mind and the perfection of personality. For example, boys learn more from girls' carefulness, expressiveness and understanding, while girls learn more from boys' fortitude, firmness and cheerfulness.

2. Increase the chances of contact between boys and girls.

Children should learn from the opposite sex through natural contact, so they should be provided with opportunities to communicate and play together.

let nature take its course

When encouraging children to learn from the opposite sex, we must let nature take its course and avoid coercion, otherwise the effect will be counterproductive.

4. Gender education in kindergartens

Kindergartens regularly hold special topics on children's gender education to let parents know the importance of gender education to their children. Teachers can also organize parents and children to play parent-child games together. Parents should play with children of the same sex, and integrate communication and demonstration in the game, such as "fighting on horseback" between father and son, and dressing up dolls for mother and daughter.

(5) Change teachers' traditional ideas.

Change teachers' traditional ideas about gender roles and let children try different gender roles in role games. Role-playing emphasizes children's needs and interests, but in the course of the game, teachers often occupy a dominant position, and are subtly influenced by teachers from the choice of content, the distribution of roles to the behavior in the game. Therefore, teachers should change the traditional concept of gender and actively apply the modern concept of gender education, so that children have equal opportunities to experience different roles and make up for the personality defects caused by gender differences.