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Abstract

This dissertation explored inequalities in gendered play in 3–4-year-olds. More individuals are shown to have questioned their gender identity. For example, the 2021 census found that around 262,000 respondents said that their gender identity and registered sex at birth were different. Additionally, it found that 1,276,000 respondents identified as gay, lesbian or bisexual, and a further 30,000 identified as non-binary (Office for National Statistics, 2021). With this in mind, having an understanding and awareness of gender within society as well as the implications of negative gender development is crucial (Perry et al., 2019). The importance of this is also shown in the statutory framework, the EYFS which upholds the idea of “equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported” (DfE, 2021a, p.5). The purpose of this dissertation was to review theories on play and gender which would then help to understand the implications of gendered play as well as reflect upon possible interventions that can be introduced to an EYE setting. A literature review was used to achieve this, encompassing evidence from journal articles, statutory and non-statutory frameworks and government reports. This provided the dissertation with academic, practitioner and government perspectives. It was concluded that gendered play experiences can restrict children in terms of their future career aspirations, hobbies and interests and holistic development (Dinella & Weisgram, 2018; Josephidou & Bolshaw, 2020; Mulvey & Killen, 2014). It suggested a range of interventions that could be used to resolve this issue such as storybooks and reflective practice. Although these may present challenges, it was concluded that practitioners should determine the most effective approach for their individual context and circumstances.

Course: Early Childhood Studies - BA (Hons)

Date Deposited: 2024-05-15

URI/permalink: https://library.port.ac.uk/dissert/dis14390.html