Gender Development Scenario

 (1) Gender Development Scenario [WLO: 1] [CLO: 2]

Prior to beginning work on this discussion, read Chapter 13 in the textbook and the guide Healthy Gender Development and Young Children: A Guide for Early Childhood Programs and Professionals (Links to an external site.).

Gender roles often determine the traditional responsibilities and tasks assigned to women, men, girls, and boys. Gender-specific roles are often conditioned by household structure, access to resources, specific impacts of the global economy, occurrence of conflict or disaster, and other locally relevant factors such as ecological conditions. Gender roles can evolve over time, in particular through the empowerment of women and transformation of masculinities (European Institute for Gender Equality, 2018, para 1).

For this discussion, you will choose and analyze two videos from the list below. Think about how each scenario relates to theories of gender typing.

Choose two of the following videos:

• Girl Toys Vs Boy Toys: The Experiment – BBC Stories (Links to an external site.) (BBC Stories, 2017)
• Stereo – A Film About Reversed Gender Stereotypes (Links to an external site.) (Ella Fields, 2017)
• Boys and Girls on Stereotypes (Links to an external site.) (New York Magazine, 2018)
• Mom Argues With Child Over Gender Appropriate Toys (Links to an external site.) (What Would You Do? 2017)

Part 1: Based on what you observed in the two chosen videos, what or who do you think influences gender identity? How is it influenced, and what specifically is influenced?

Part 2: Finally, what are some strategies that stuck out to you from the Healthy gender development and young children: A guide for early childhood programs and professionals (Links to an external site.) and your textbook that would be appropriate to use in your early childhood education (ECE) classroom to minimize gender stereotypes. Please cite and reference the strategies discussed.

 (2) Social and Emotional Milestones Newsletter [WLOs: 2, 3] [CLO: 1]

Prior to beginning work on this discussion, read Chapters 10 and 11 in your textbook.

As you may have read in Week 2, skills such as taking a first step, smiling for the first time, and waving “bye bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move (crawling, walking, etc.) (CDC, 2018, para 1). For this discussion, you will complete the following steps:

• Complete the learning activity for this week, the Milestones Newsletter Pre-Activity.
• Once assigned an age, access the Center for Disease Control and Prevention (CDC) website. Choose the specific web page below based on your assigned age:
  • Infancy: Birth to 12 months: CDC’s Developmental Milestones (Links to an external site.)Checklist
  • Toddler: 1 to 3 years: CDC’s Developmental Milestones (Links to an external site.) Checklist
  • Early childhood: 4 to 8 years
    • CDC’s Developmental Milestones (Links to an external site.) Checklist
    • Child Development: Middle Childhood (6-8 years of age) (Links to an external site.)

Read the checklist for your chosen age focusing on social and emotional milestones.

• Create a newsletter that could be given to a parent with a child who is the age that you’ve been assigned. In the newsletter, describe the social and emotional milestones that should occur among typically developing children. Next, discuss at least five strategies or tips for parents or caregivers to support the child’s social and emotional development at this age. Remember to describe each component in detail to provide parents with a clear understanding. Your newsletter needs to be visually appealing and capture parents’ attention. Include appropriate pictures relevant to the topic, bolded headings, and colorful fonts. To see examples of appropriate newsletters, please utilize the website Preschool Newsletter Templates (Links to an external site.)
• Attach your newsletter as your initial post for the discussion.

 

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