The concept of gender education for preschool children. Gender upbringing of children - an urgent need or a relic of the past

MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

federal state budgetary educational institution of higher professional education

"KEMEROVSK STATE UNIVERSITY"

Course work

Topic: Gender education of children of primary preschool age in preschool educational institutions

Mezhdurechensk

INTRODUCTION

In the light of the requirements of the Federal State Educational Standard, the gender approach is considered as "Creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with oneself, other children, adults and the world." The problem of gender education has begun to acquire relevance at the present time.

Social changes taking place in modern society have led to the destruction of traditional stereotypes of male and female behavior. The democratization of gender relations has led to the mixing of sex roles, the feminization of men and the malevolence of women.

Smoking and foul language of the fair sex is no longer considered out of the ordinary, many of them began to occupy leading positions among men, the boundaries between “female” and “male” professions are blurring. Some men, in turn, lose the ability to play the correct role in marriage, from "earners" they gradually turn into "consumers", and they shift all the responsibilities of raising children to women's shoulders. Against the background of these changes, the internal psychological positions of children, their consciousness also change: girls become aggressive and rude, and boys adopt a female type of behavior, hiding behind this fear of the surrounding reality.

Modern Russian society is today at the stage of democratic development. One of the basic principles of a democratic society is the recognition of the equal rights of women and men in all areas, which should be formed from an early age. This can be facilitated by the principles of a gender approach to education.

Sex-role or gender education? Is there a difference? Sex-role education of children in Russia was carried out naturally. The girls spent most of their time with their mother, and the boys were raised by their father from the age of three. Children constantly communicated with their parents, as a result of which they formed stereotypes of behavior characteristic of men and women. With numerous studies, scientists have come to the conclusion that at present it is impossible to focus only on biological sex, and introduced the use of the interdisciplinary term "gender" (gender), which denotes social sex, gender as a product of culture.

Gender identity development is a serious problem. Boys spend more time with their mother than with their father. Many boys are brought up only by their mother or grandmother; in kindergarten they are also surrounded by women. As a result, the content of upbringing and education is focused on the age and psychological characteristics of children, and not on the characteristics of boys and girls. Teaching strategies, forms and methods of working with children are most often designed for girls. But a woman, by definition, cannot properly raise a boy, since she has a different type of thinking.

The relevance of gender education in modern society is enormous, modern society is categorically opposed to men and women having only a set of advantages based on their gender. Society wants men to show not only unbending will and muscles, but also to show concern for people, respect for their families, and women were able to prove themselves, build a career, but at the same time not lose their femininity.

Observing the pupils in the kindergarten, it can be noted that many girls are deprived of modesty, tenderness, patience, and do not know how to peacefully resolve conflict situations. Boys, on the other hand, do not know how to stand up for themselves, are physically weak, lack endurance and emotional stability, and they lack a culture of behavior towards girls. In addition, in the process of working, children did not know how to independently distribute responsibilities, taking into account the gender of the partner. Boys did not show a desire to help girls when physical strength was needed, and girls were in no hurry to help boys where thoroughness and accuracy were needed. The family and the subject-developing environment of the preschool educational institution have a huge impact on the formation of gender education.

At preschool age, play is the main type of child's activity, which affects the qualitative changes in the child's psyche. It is difficult to overestimate the play in the lives of children. It is in play that the child trains the social manifestations of future adult life. He learns to interact with peers, to feel them, to measure and show their capabilities. And the formation of his successful life style will largely depend on how he does it. It is important to note the developmental, preventive and corrective functions of games. The Russian people are wise, in the games they created they train ingenuity, the desire to be the first, dexterity, the ability to correlate their desires with the desires of the participants in the games, etc. Unfortunately, these games are being replaced by computer games that are static and most often exercise negative personality manifestations. In the story game, children learn gender behavior, but at the same time, both general and differentiated content of the role play is observed in boys and girls of this age. In order for play to become an effective means of gender education, it is necessary to skillfully manage the content of role play, taking into account the characteristics of boys and girls, both in kindergarten and in the family. To organize the inclusion of the child in the position of the subject of play activity, which most fully corresponds to his gender inclinations and interests in order to educate the child as a future man or a future woman. The content of the children's games also caused anxiety: the children demonstrated behavioral patterns that did not correspond to the child's sex, did not know how to negotiate in the game, and to distribute roles.

The resolution of the contradiction between the need to implement a differentiated approach in the games of girls and boys in kindergarten and the insufficient development of this problem in practice determines the relevance of this work.

Object of research: gender education of children of primary preschool age in a preschool institution.

Subject of research: play as a means of gender education for children of primary preschool age.

Purpose of the work: substantiation of the expediency of using the game as the leading activity of the child in the process of gender education of younger preschoolers.

This goal is aimed at accomplishing a number of tasks:

to study the concept of "gender education", to characterize the features of gender education in a preschool institution;

describe the peculiarities of the formation of ideas of gender identity in children of primary preschool age;

to analyze the influence of the subject-developing environment of preschool educational institutions and families on gender education of preschoolers

to study the role of the family and the teacher in gender development and education of preschool children

to analyze the importance of play in the development and education of children of primary preschool age;

consider role-playing games as a means of gender education for younger preschoolers.

Theoretical and methodological base:

the main aspects of sex education for children (A.S. Bogdanova, Yu.O. Burtseva, V.M. Gogolina, D.M. Isaev, V.Yu. Kagan, V.M. Kolbanovsky, D.V. Kolesov, E. G. Kostyashkin, A. S. Makarenko, I. Myagkov, V. I. Petrova, V. A. Sukhomlinsky, A. G. Khripkova);

analysis of the gender approach to education and upbringing, the formation of gender identity, the formation of a culture of inter-sex relations (S.T.Vikhr, T.V.Boltun, A.S.Demyanchuk, O. Kamenskaya, A.V. Kirilina, L.S. , T. S. Kovalev, A. A. Konstantinova, V. P. Portnoy, I. V. Mezerya, A. V. Mudrik, L. I. Stolyarchuk, M. O. Tolstoy, O. S. Tsokur);

consideration of the problem from the standpoint of sexology and physiology, psychohygiene, the formation of the sexual culture of children is covered in the works of Yu.V. Gavrilova, I.S. Cohn, A.V. Merenkov.

Logical structure: course work consists of an introduction, a main part, which includes two chapters, a conclusion, a list of used sources and an appendix.

The work consists of an introduction, two chapters, a conclusion, a list of used literature.

CHAPTER 1. THEORETICAL ANALYSIS OF THE PROBLEM OF GENDER DEVELOPMENT AND UPBRINGING OF PRESCHOOL CHILDREN IN THE CONDITIONS OF A PRESCHOOL

.1 The Phenomenon of Gender Socialization

The problem of sex-role socialization, which includes the formation of the child's psychological sex, mental sex differences and gender-role differentiation, lies at the junction of such disciplines as psychology, sociology, biology, medicine, etc. The basic concepts and frameworks of this topic are “gender”, “gender identity ”and“ gender role ”.

The word "gender" has now become firmly established in the Russian-language scientific terminology. It denotes the social aspects of the pod, in contrast to the biological ones; accordingly, gender is understood not as an unambiguous biological given, but as a complex multidimensional social construct. For the first time the concept of "gender" in Russian scientific literature appeared in 1992 in a collection of articles entitled "Women and Social Policy". According to the authors of the collection, the introduction of this term was to contribute to the solution of a number of strategic tasks: the formation of a new scientific paradigm for the analysis of social relations and social and cultural differences in the lives of men and women; drawing attention to changes in socio-sexual relations in the context of social transformation; stimulation of scientific research aimed at identifying gender asymmetry in public life; the propaganda of feminist hoarfrost equality outside the context of Marxist methodology.

Gender identity is an aspect of self-awareness that describes how a person experiences himself as a representative of a particular gender. Gender is the first category in which a child comprehends his own self. In any society, children of different sexes are expected to behave equally and are treated differently; accordingly, boys and girls behave differently in any society. From the moment of birth, on the basis of the characteristics of the genitals, the child is assigned an obstetric or passport gender. The indicated gender signals which gender role, male or female, the child should be brought up in. Gender socialization of a child begins literally from the moment of birth, when parents and other adults, having determined the passport gender of the baby, begin to teach him the gender role of a boy or girl.

Gender role - differentiation of activities, statuses, rights and obligations of individuals depending on their gender. Gender roles are a kind of social roles, they are normative, express certain social expectations (expectations), manifest themselves; in behavior. At the cultural level, they exist in the context of a certain system of gender symbols and stereotypes of masculinity and femininity. Gender roles are always associated with a certain normative system, which a person assimilates and refracts in his consciousness and behavior (Kon I.S., 1975).

Primary gender identity, the awareness of one's gender, is formed in a child by the age of one and a half, constituting the most stable, pivotal element of his self-awareness. With age, the scope and content of this identity changes. A two-year-old child knows his gender, but does not yet know how to justify this attribution. At three or four years old, children already consciously distinguish the sex of the people around them, but they often associate it with random external signs, for example, with clothes, hairstyle, and admit fundamental reversibility, the possibility of gender reassignment. At the age of six or seven, the child finally realizes the irreversibility of gender, and this coincides with a rapid increase in sexual differentiation of behavior and attitudes. Boys and girls, on their own initiative, choose different games and partners in them, show different interests and different styles of behavior. This spontaneous sexual segregation promotes crystallization and awareness of gender differences. Awareness by the child. their gender identity also presupposes a certain attitude towards it. It includes gender-role orientation and gender-role preferences. Sex-role orientation is a child's idea of ​​how well his qualities correspond to the expectations and requirements of male and female roles. Sex-role preferences reflect the desired gender identity, this is usually clarified by a question like: "Who would you prefer to be - a boy or a girl?" ...

There are several theories that describe and explain the process of assimilating a gender role.

Psychoanalytic theory. The traditional psychoanalytic concept, starting with 3. Freud, attributes the main role in sexual differentiation to biological factors. The main psychological mechanism for assimilating the sexual role is the process of identifying the child with the parents. The entire process of personality development, in which the main attention was paid to the formation of behavior and representations determined by gender, was associated with the sexual sphere. To explain the identification process, the concepts of "Oedipus complex" (in boys) and "Electra complex" (in girls) were used. The Oedipus complex, like the Electra complex, is a complex of ideas and feelings (mainly unconscious), consisting in the child's sexual attraction to the parent of the opposite sex and the desire to physically eliminate the parent of the same sex with the child. The Oedipus complex causes the individual to feel guilty, leading to a conflict in the unconscious. The resolution of the conflict lies in identification with the parents of the same sex and thus leads the individual to a normal gender identity. It is more difficult for boys to resolve the Oedipus conflict, since this involves the destruction of the boy's primary identification with his mother.

Children whose behavior most closely matches the requirements of their gender role often have lower intelligence and less creativity. Criticizing Freudians for idealizing traditional sex roles, in particular, for the position on the tragedy of a developing personality in case of deviations in its formation from the standards of masculinity and femininity, J. Sshkknrd and M. Johnson argued that raising a girl based on the traditional understanding of femininity can make her a bad mother - helpless, passive and dependent (Stocknrd J., Johnson M., 1980).

From the point of view of representatives of the gender group, the main weakness of the psychoanalytic concept is the assertion of the biological determination of psychological differences between men and women.

Social learning theory. This theory claims that human behavior is largely shaped by positive or negative reinforcements from the external environment. Representatives of the theory believe that in the development of sex-role behavior, everything depends on the parental models, which the child tries to imitate, and on the reinforcements that the parents give the child's behavior (positive - for behavior corresponding to the sex, and negative - for the opposite behavior).

The main principle of teaching sex-role behavior is the differentiation of sex roles through observation, reward, punishment, through direct and indirect conditioning.

By choosing a name, differences in clothes and toys, parents try to clearly indicate the gender of the child, both to himself and to those around him. A number of experimental studies show that from the moment a child is born, parents behave differently with their children depending on their gender.

Social learning theory emphasizes the influence of the microenvironment and social norms on the child's external sex-role behavior. Social behaviorists have accumulated a large amount of experimental material concerning the influence of various types of reinforcement on the behavior of children, which is significant for the practice of family education.

The main drawbacks of this theory are that the main conclusions are made on the basis of research in laboratory conditions, and not on real life situations. Proponents of this approach limit themselves to the study of behaviors that can be systematically reinforced. In this situation, the child is more an object than a subject of socialization.

Cognitive development theory. According to this theory, the child's idea of ​​sex roles is not a passive product of social exercise, but arises as a result of the child's active structuring of his own experience. Positive and negative reinforcements coming from the adult, and identification with him really play a certain role in the sexual socialization of the child, but the main thing in it is the cognitive information that the child receives from the adult, as well as his understanding of his gender and the fact that this property irreversible.

At the initial stages of sex-role development, proponents of this conceptualization distinguish three processes:

the child learns that there are two fields;

the child falls into one of two categories;

on the basis of self-determination, the child guides his behavior, choosing and preferring one form or another.

The main organizing factors for the acquisition of a sexual role in the framework of the theory of cognitive development are the cognitive structures of the child's consciousness. The need to maintain a stable and positive self-image and adapt to the surrounding reality is highlighted as a motivational component of the child's sexual self-determination process. This theory made a significant contribution to the development of the problem of gender identity and gender consciousness.

New psychology of sex. This theory was formed in the West in the 70s. Its representatives believe that social expectations of society are of primary importance in the formation of mental sex and sexual role.

J. Stockard and M. Johnson, relying on the main provisions of the theory of the new psychology of sex, put forward the statement that the sex is biological (chromosomal and hormonal), i.e. congenital sex can only help to determine the potential behavior of a person, and most importantly, it is the psychological, social sex, which is acquired during life and the formation of which is greatly influenced by class, ethnic, racial variations in sex roles and the corresponding social expectations.

The main determinants of gender parameters, as the professor of psychology Rhoda Unger emphasizes, are social expectations, roles and conventional requirements for sexual adequacy of behavior. Social requirements set the pattern of gender reactions so rigidly that they remain significant even in cases when the individual is alone with himself or finds himself in a situation where the gender of the individual is not essential. In other words, “the key to the social process of sex construction is ongoing social interactions; as for the psychological traits of the personality acquired by her in the course of long-term sexual socialization, their role is secondary ”(Unger R.K., 1990.).

After analyzing the phenomenon of gender socialization (education), it can be concluded that the mechanisms of gender (sexual) socialization: the identification process (psychoanalytic theory), social reinforcement (social learning theory), awareness of the sexual social role (theory of cognitive development) and social expectations (new psychology of gender) ) - separately they will not be able to explain gender-role socialization.

1.2 The problem of gender development and education of preschool children

The problem of gender education and upbringing, gender equality and other issues related to the gender policy of the state are quite new and very acute for our country. This acuteness is caused, in our opinion, by two circumstances. First, some people, including those in power, are simply not sufficiently aware of the essence of the problem, due to which they either deny its existence or reduce it to equality of women and men. Meanwhile, gender is the social construction of sex, and we are not talking about equality between men and women, which is physiologically impossible, but about equality. Secondly, gender inequality, infringement of the rights of women is an integral characteristic of the Slavic peoples raised at Domostroy, it has eaten into our flesh and blood, both at the household and at the state level.

In any period of a person's life, parents and teachers are an example for him as a person. Due to this, from childhood, most people imitate adults in their behavior. This relationship influences the formation of the child's character, life positions, behavior, attitude towards people, in general, the formation of his personality.

Preschool age is the most important stage in personality development. This is the period of the child's initial socialization, his introduction to the world of culture, to the world of universal human values; this is the time of establishing initial relations with the leading spheres of being - the world of people, the world of objects, the world of nature and one's own inner world.

Preschool age is the period when the most significant and important traits, traits and qualities of a person are formed. And already in preschool age, children form an idea of ​​sex characteristics. Sex is the first category in which a person is aware of himself as an individual.

As noted by T.A. Kulikova, the problem of gender development and upbringing in modern society is quite acute. The flow of information, its "openness" for children thanks to television, cause legitimate concern for both teachers and psychologists. This information does not lead to an increase in the level of culture of adults, which they need for gender education of children.

Gender development and upbringing is considered as the moral formation of the individual. It is aimed at the formation of an integral personality of a boy and a girl who are able to understand the anatomical and physiological characteristics of the sexes, their social roles in life.

Lack of knowledge and inability to deal with children, as well as a lack of understanding of the specifics of childhood experiences, often leads to the fact that adults, unwittingly, inflict mental trauma on children, deforming or inhibiting, thereby, the development of basic drives and distorting their entire subsequent life line.

Children understand gender stereotypes at preschool age and their understanding grows throughout a person's life.

Thus, the most important and significant period for gender development and upbringing, socialization is preschool age. Therefore, it is necessary to properly organize the process of upbringing and education in a preschool institution and a family, contributing to the creation of favorable conditions for the awareness of interpersonal relations in the future.

When raising children of early preschool age, it should be borne in mind that there are many gender differences between girls and boys. The presence of such differences was identified and substantiated in the empirical studies of V.V. Abramenkova, V.E. Kagan, A.V. Libina, I.I. Lunin and others:

Physiological differences, which consist in the fact that boys show more interest in movements, striving for a better result, greater imitation of adults. They overcome fear faster, show great dexterity and courage, strive to complicate the material, love exercises that require muscle effort. They are attracted by fast, jerky movements and elements of competition. Girls master motor skills more slowly, but at the same time their movements are distinguished by greater rhythm, purity and expressiveness.

Differences in the development of the intellectual sphere:

girls better than boys memorize material presented both visually and by ear (words, sentences, stories). They have superiority in the richness of word associations;

in boys, attention is more unstable, they have a longer period of inclusion. Girls have higher indicators of selective stability, volume and volatility of attention. In addition, for girls, the emotional coloring of information is important, which influences the strengthening of attention;

In the intellectual sphere, boys show a greater severity of visual-spatial abilities, and girls - verbal (speech);

girls are ahead of boys in the rate of increase in vocabulary, speech activity and clarity of speech, they begin to use sentences earlier than boys, while words that convey actions (verbs, interjections) prevail in boys' speech;

the productive intellectual activity of boys is provided mainly through the expenditure of energy reserves, the use of a "conditionally force" method of solving intellectual tasks, while girls perform similar tasks on the basis of fundamentally different mechanisms, the so-called self-organization, which consist in a kind of adjustment of regulation processes to the specific features of the proposed tasks.

Differences in communication. Boys are more active in conversations with peers of the same gender (3-5 years old), while their communication is often competitive. Girls are more active in communication with their mother. Such formation of children's speech, according to A.L. Sirotyuk, influences the attitude of adults, who, when addressing boys, most often use direct instructions, and in a conversation with girls, sensual words are used.

Differences in the development of the emotional sphere:

in boys and girls, the severity of emotional reactions is different in time: boys react to an emotional factor for a short time, but brightly and selectively, and then their brain stops responding to the influences, and they switch to productive activity, and girls, on the contrary, give a powerful emotional response, which increases with repeated exposure;

one of the most significant gender differences is the greater aggressiveness of boys compared to girls (the fact that aggressiveness prevails in boys is explained not only by congenital features, but by different socially approved behavior models for boys and girls: while aggressive reactions in girls are considered inappropriate to their gender, they are condemned and prohibited, adults are more lenient towards aggressive reactions of boys, considering in them a manifestation of strength, activity, ability to stand up for themselves);

girls, more clearly than boys, have a pronounced tendency to fear (the number of fears is greater);

dependence, shyness, fearfulness and anxiety are more characteristic of girls, however, along with this, boys are more likely than girls to experience separation from loved ones, they more often experience emotional stress from the feeling of abandonment.

Differences in interests and preferences, which is especially pronounced in the play activity of children. As the works of foreign and domestic researchers (S. Brody, V. Hartup, etc.) show, in preschool age the most significant differences are in role-playing games: in the subject matter, the content of the games, the preferred game plots, roles, toys. Boys are most interested in heroic, military adventure games, as well as building and constructive games. Girls, on the other hand, are attracted by games of family and household themes ("House", "Daughters-Mothers"). T.A. Repina notes that differences in play activity are also manifested in the preference of peers of the same sex as play partners, and T.V. Antonova revealed that in games, girls are more focused on their partners in the game, and boys - on the course of the game itself.

O.V. Dybina notes the differences in the orientation of boys and girls in the objective world, showing interest in different aspects of the surrounding reality. Boys are attracted by the world of technology, things, objects, and girls - by the relationship of people, household items.

At this age, children clearly distinguish and recognize their gender characteristics: I am a boy, I am a girl.

The gender identity of a preschool child includes:

appearance;

"I image" (in time - in the present and in the future);

attitudes (society, own);

roles (society, own).

The content of the gender consciousness of children of the fourth year of life is still very limited, but it is already sufficient to include technologies in the process of raising children, taking into account their gender characteristics, since they are intrinsically motivated to acquire values, interests and behaviors that correspond to their gender. Therefore, when raising boys and girls together, a very important pedagogical task is to overcome the disunity between them and organize joint games, during which children could act together, but in accordance with gender characteristics: i.e. boys should take on male roles and girls should take on female roles.

1.4 The role of the family and the teacher in gender education of preschool children

Psychological and pedagogical research shows that the family is a single organism, the child's first social world. The influence of parents on a child is one of the main socializing factors. Existing gender stereotypes permeate the entire process of socialization, development and upbringing, their influence begins to manifest itself from the moment of birth, setting different directions for the development of boys and girls.

It was revealed that the father and mother perform different functions in the sex-role socialization of children. In the work of Ya.D. Kolominsky and M.Kh. Meltsas (1985) cites the following data.

Fathers are more differentiated towards the child, depending on his gender, than the mother. They, as a rule, hardly interact with either sons or daughters during the first year of their life. Most likely, this is facilitated by the persistent opinion that in the first years of life, children, regardless of gender, identify with their mother and demonstrate affection for her. Although there is also opposite evidence that already during the first two years of life, boys develop a stable attachment to their father, if the father takes care of his son. Fathers are twice as active in their interactions with sons as they are with daughters, while at the same time they console girls more when they are upset and approve of them more often than boys.

Mothers are less differentiated towards children of different sex than fathers. Nevertheless, mothers are more forgiving and tolerant of sons and allow them to be more aggressive towards parents and other children than girls. Mothers prefer indirect or more psychological influences on both sons and daughters, while fathers are more focused on physical punishment.

A number of studies are devoted to the impact of the absence of a father on a child's gender socialization:

The absence of a father has a stronger effect on the gender role socialization of a boy than of a girl.

In families without a father, male traits develop more slowly in boys.

Boys without a father are more dependent and aggressive than boys from complete families. It is more difficult for them to master male sex roles, so they often exaggerate their masculinity, showing rudeness and pugnaciousness,

The absence of a father affects the sex-role orientation of a child under the age of 4 more than the absence of a father at an older age.

However, the absence of a father cannot be considered independently of other factors. Much depends on the attitude of the mother to the father, on the age of the child, on the presence of other adults who can compensate for the absence of the father (Kolominskiy Ya.P. Meltsas M.Kh., 1985).

It is known that boys are more desirable children for parents, especially when it comes to the first child. This is facilitated by the well-established idea of ​​the greater social value of men in comparison with women. Therefore, parents first of all strive to give a quality education to their sons.

Parents are more concerned if their sons are acting like "mama's boys" than when their daughters are being tomboy. While parents tend to condemn the lack of independence of boys, they allow girls to be dependent on others and even approve of it.As a result, boys learn the principle that one should rely on their own achievements in order to gain self-respect, while the self-respect of girls depends on how these include others (Smelzer N., 1994). In the behavior of parents, a constant desire to keep their daughter as close to themselves is manifested: at the verbal and non-verbal levels, the girl is instilled with uncertainty in her abilities, the need for support and support from another person.

The given data show how from early childhood in children, depending on gender, personality traits are formed and consolidated, corresponding to the normative ideas about masculinity-femininity. For boys, this is activity, perseverance, ingenuity, self-confidence, for girls - compliance, passivity, dependence. The same applies to the sex-role behavior of children. Girls are usually not allowed to play with companions, pistols, boys - dolls, children's dishes. Toys for girls are more often associated with the world at home, with the performance of stereotyped actions; boys are more likely to buy games that stimulate imagination, ingenuity, and search activity.

There are four main ways of constructing a child's gender role by adults: “socialization through manipulation”, “verbal appeal”, “sewage”, “demonstration of activity”.

An example of the first process: the mother's preoccupation with the appearance of a child-girl, the second - frequent appeals in the style of "you are my beauty", emphasizing her attractiveness. The child learns to look at himself through the eyes of the mother, and verbal appeal enhances the effect of the manipulative process. The girl gets the idea that external Vedas, beautiful clothes are important. "Sewerage" means directing a child's attention to certain objects, such as toys that correspond to a game of mother and daughter or simply imitate household items. Children receive pure social recognition for playing with toys that are appropriate for their gender. “Demonstration of activity” is expressed, for example, in the fact that growing girls are much more likely than boys to be asked to help around the house, that is, girls learn to behave, act “like a mother”, boys “like a dad” (I. N., 1997).

Thus, adherence to gender stereotypes is manifested in the fact that parents, in the process of socialization, orient boys, in contrast to girls, to a lifestyle and activity that promotes greater personal self-realization.

Psychological and pedagogical studies have shown that outsiders, to a greater extent than parents, perceive children on the basis of generally accepted stereotypes of sex-role behavior. Parents know the individual characteristics of their child and take them into account. Strangers, however, who do not know the child, expect that he should behave "like a boy" or "like a girl" (Maccoby E.E., Jacklin C.N., 1974).

The leading role of the teacher (adult), organizing the process of upbringing and teaching a child, is quite fully defined in the studies of A.V. Zaporozhets, P. Ya. forms the personality of the child to the extent that the teacher guides his activity, and does not replace it. Similar conclusions are contained in the works of V.S.Merlin, J. Strelyau, A. B. Nikolaeva, A. V. Petrovsky, R. Burns, and others.

The most general task of pedagogical activity in the educational process is to create conditions for the harmonious development of the individual, in preparing the younger generation for work and other forms of participation in the life of society. It is solved by organizing a personally developing environment, managing various types of pupils' activities and building the right interaction with the child.

Thus, having considered the role of the family and the teacher in gender development and upbringing of preschool children, it can be concluded that the family and the preschool institution are the main spheres influencing the gender formation of the personality of children.

.5 Influence of the developing environment on gender socialization of younger preschoolers

Any pedagogical process is always a two-way process. His success is equally dependent on both the educator and the pupil. The attitude towards boys and girls already in kindergarten, and in the family, is different. At the same time, practically only women work in the kindergarten. Girls are more often praised. When adults talk to girls, they more often use words related to the sphere of feelings, more often explain and reason. And when they talk with boys, they often limit themselves to direct instructions (give, take, go, stop ...). Boys differ sharply from girls in their behavior, often this can be noticed even before the baby is one year old, and by the age of two, these differences are quite pronounced. In general, boys are more likely than girls to be guided by their bodily sensations, and girls are more likely than boys to be guided by their visual sensations. Compared to boys, girls are less aggressive, they have higher self-esteem, i.e. they usually consider their capabilities to be quite high.

In kindergarten, they mainly polish those skills that the child has already begun to acquire at home: dress independently, eat, listen to what the adult says, speak correctly. At the same time, the ability to think, generalize, etc. develops as if gradually.

In the process of formation and development, a child can master both positive social roles and negative ones. The positive ones include the roles of a family member, collective member, consumer, citizen, etc. The negative ones include the roles of a vagabond, a beggar child, a thief, etc.

The child's mastery of the mechanism of role behavior provides him with a successful involvement in social relations, since it makes it possible to adapt, adapt to each new situation or position for him throughout his subsequent life. This process of adaptation of the individual to the conditions of the social environment is called social adaptation.

In the child's sphere of activity, there is an expansion of types of activity, orientation in each type, its comprehension and development, mastery of the corresponding forms and means of activity.

In the sphere of communication, there is an expansion of the circle of interaction, filling and deepening of its content, assimilation of the norms and rules of behavior adopted in society, mastering its various forms that are acceptable in the social environment of the child and in society as a whole.

In the sphere of consciousness - the formation of the image of "one's own I" as an active subject of activity, comprehension of one's social belonging and social role, the formation of self-esteem.

In order for preschoolers to develop harmoniously, it is necessary to create special conditions - a developing educational environment.

In domestic pedagogy and psychology, the term "environment" appeared in the 1920s, when the concepts of "pedagogy of the environment" (S. T. Shatsky), "social environment of a child" (P. P. Blonsky), "environment" (A. S. Makarenko). In a number of studies, it has been consistently and thoroughly proved that the object of the teacher's influence should not be the child, not his traits (qualities) and not even his behavior, but the conditions in which he exists: external conditions - the environment, environment, interpersonal relations, activity. As well as internal conditions - the emotional state of the child, his attitude to himself, life experience, attitudes.

In the broadest context, a developing educational environment is any sociocultural space within which the process of personality development is carried out spontaneously or with varying degrees of organization. From the standpoint of the psychological context, according to L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, L. V. Zankov, A. N. Leontiev, D. B. Elkonin, etc. in a certain way ordered educational space in which developmental learning is carried out.

At the center of the developing environment is an educational institution that operates in a developmental mode and has as its goal the process of the formation of the child's personality, the disclosure of his individual capabilities, the formation of cognitive activity. This is ensured by solving the following tasks: to create the necessary prerequisites for the development of the child's internal activity; to provide each child with the opportunity to assert himself in the most significant spheres of life for him, to the maximum extent revealing his individual qualities and abilities; introduce a style of relationship that ensures love and respect for the personality of each child; actively seek ways, means and means of the fullest possible disclosure of the personality of each child, the manifestation and development of his individuality; focus on active methods of influencing the personality.

In the studies of V.V. Davydova, V.P. Lebedeva, V.A. Orlova, V.I. Panov considers the concept of the educational environment, the essential indicators of which are the following characteristics: each age corresponds to certain psychological neoplasms; training is organized on the basis of leading activities; thought out, structured and implemented relationships with other activities.

Thus, the developmental environment is one of the components of the socialization of boys and girls of primary preschool age in a preschool institution and has several features: it develops the personality of the child, includes all types of activities of younger preschoolers, and is built according to certain principles that take into account the gender characteristics of children.

1.6 Role-playing games as a means of gender education of younger preschoolers

The importance of play in the development and education of children of early preschool age

The child's personal qualities are formed in vigorous activity, and above all in the one that is leading at each age stage, determines his interests, attitude to reality, and the characteristics of relationships with people around him. As the leading activity for the younger preschooler, play is recognized as associated with the formation of new motives, which ensures the modeling of human relations. Play acts as an activity in which the child is oriented in the most general, in the most fundamental senses of human activity. "

Play is one of those types of children's activity that adults use to educate preschoolers, teaching them various actions with objects, methods and means of communication. With the help of the game, mental, moral and physical development takes place. Moreover, all components of development are interconnected and, if one of them is not formed, then the rest simply do not develop further.

Creative games - games invented by children, the games reflect knowledge, impressions, ideas about the world around them. Each game is characterized by: theme, concept, plot, content and role.

Games with rules - a group of games with ready-made content specially developed by adults, in which a predetermined sequence of actions is established. In each game, a problem is posed, the solution of which is associated with the implementation of the rules. Some rule games have a storyline. There are many folk games among games with rules, they contribute to the development of motor skills, ingenuity, courage.

Game activity affects the formation of arbitrary behavior and all mental processes - from elementary to the most complex. The enormous importance of play for the development of the child's personality gives reason to believe that it is this activity that is the leading one in preschool age.

Play gives the child the opportunity to emotionally enter the life of adults based on the reproduction of their social relationships. Play creates favorable opportunities for the development of self-affirmation and self-esteem in the child.

In the game, the child begins to realize himself as a member of a certain group, in the game for the first time a sense of unity appears, the concept of "we" is formed. Children begin to evaluate each other, public opinion appears. Accordingly, thanks to the game, the children's group develops as a collective.

The ability to be attentive to the point of view of another, to look at the world from his position is actively formed in the game. This stimulates the overcoming of children's egocentrism, the transition to a new stage of intellectual development.

In the process of organizing the educational activities of children, the educator widely uses game technologies for teaching children. The game acts as a shell - a kind of frame for educational activities (for example, a travel game, etc.). In educational activities, various game techniques are used: actions with toys, game imitation of movements, actions, speech, game roles. These techniques support the attention of children, help to increase cognitive activity, and stimulate the manifestation of creativity.

the ability to observe the game, analyze it, assess the level of development of game activity; plan techniques aimed at its development;

to enrich the experience of children in order to develop their games;

to draw the attention of children to such impressions of their life that can serve as the plot of a good game;

be able to organize the beginning of the game;

widely use indirect methods of guiding the game, activating the child's mental processes, his experience, problematic game situations (questions, advice, reminders), etc.;

create favorable conditions for the transition of the game to a higher level;

to be able to join the game on the main or secondary roles, to establish play relationships with children;

be able to teach the game in direct ways (showing, explaining);

regulate relationships, resolve conflicts arising in the process of playing, give vivid playing roles to children with a low sociometric status, include shy, insecure, inactive children in play activities;

to propose new roles, game situations, game actions in order to develop the game;

teach children to discuss the game and evaluate it.

Preschool childhood is a sensitive period of play. If at this time the child has played enough from the heart, then in the future he easily adapts to any situations, taking on different roles, for example, the role of a student.

Thus, since the leading type of activity of the younger preschooler is play, the role-playing game becomes the main one in the formation of the child's social behavior. In a role-playing game, kids model the behavior and relationships of adults. By fulfilling certain roles in play, boys and girls learn to act, subjecting their behavior to moral norms.

Gender education of younger preschoolers through role-playing games

Role-playing game by its nature is a reflective activity. The main source that feeds a child's play is the world around him, the life and activities of adults and peers.

The basis of a plot-based role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it, in a play environment created by him. Role-playing game in its typical form is a free type of joint activity of children.

In the role-playing game of knowledge, the child's impressions do not remain unchanged: they are replenished and refined, qualitatively changed, transformed. This makes play a form of practical knowledge of the surrounding reality. Like any creative activity, role-playing game is emotionally saturated and gives every child joy and pleasure by its very process.

It is customary to distinguish between the plot and the content of the game.

The plot of the game is that area of ​​reality that is reproduced by children in the game (hospital, family, war, store, etc.). The plots of the games reflect the specific conditions of the child's life. They change depending on these specific conditions, along with the expansion of the child's horizons and his acquaintance with the environment. The main source of role-playing games is the child's acquaintance with the life and activities of adults. If children are not familiar with the surrounding world of people, they play little, their games are monotonous and limited. Recently, educators and psychologists have noted a decrease in the level of role-playing games among preschoolers.

The content of the game is what is reproduced by the child as a central point in human relationships. The specific nature of those relationships between people that children recreate in play can be different and depends on the relationships of real adults around the child. One and the same game in its plot (for example, in a family) can have completely different contents: one “mother” will beat and scold her “children”, the other will paint in front of the mirror and rush to visit, the third will constantly wash and cook, the fourth is to read books to children and study with them, etc. All these options reflect what "pours" into the child from the life around him. What a mother does with her daughter, the daughter will do with her doll (or her playmate). Human relations and the conditions in which a child lives determine not only the plots, but above all the content of children's games.

Thus, play arises from the child's living conditions and reflects and reproduces these conditions.

Types of role-playing games:

Games on everyday subjects: in "home", "family", "holidays", "birthdays". And in these games a large place is occupied by games with dolls, through actions with which children convey what they know about their peers, adults, their relationships;

Games on industrial and social topics, which reflect the work of people. For these games, themes are taken from the surrounding life (school, store, library, post office, hairdresser, hospital, transport (bus, train, plane, ship, police, firefighters, circus, theater, menagerie, factory, construction, collective farm, army);

Games on heroic-patriotic themes, reflecting the heroic deeds of our people (heroes of war, space flights, etc.);

Games on the themes of literary works, films, television and radio broadcasts: in the "sailors" and "pilots", in the Hare and the Wolf, the crocodile Gena and Cheburashka (according to the content of cartoons, in four "tankers" and a dog (according to the content of the film), etc. In these games, children reflect entire episodes from literary works, imitating the actions of the heroes, assimilating their behavior;

"Director's" games, in which the child makes to speak, to perform various actions of the puppets. At the same time, he acts in two ways - both for the doll and for himself, directing all actions. The participants in the game think over a scenario in advance, which can be based on episodes from familiar fairy tales, stories, or their own lives. Children "teach" puppets, finger and puppet theaters, toy theaters to "act" in accordance with their role, endow them with literary or imaginary signs.

The developmental value of the role-playing game is diverse:

In the game, the child learns the world around him, his thinking, feelings, will develop.

In the game, the child's relationship with peers is formed, self-esteem and self-awareness are formed.

In the game, children get acquainted with such aspects of reality as the action and relationships of adults. Evidence of this is the plots and content of the games.

Playing a role, the child performs a certain social function, differentiated by gender. Boys' games are more substantive, girls are more verbal. Children's play reflects the traditional view of the role of men and women in society. Girls take care of the house every day, take care of children, get married. Boys fight in war, drive tractors, build bridges and do carpentry. The game also lays the foundations of morality: generosity, reliability, respect for girls (women) - for boys and kindness, patience, loyalty, respect for boys (men) - for girls. In this regard, children should be taught to play, both in kindergarten and in the family.

As part of the upbringing of children, taking into account their gender characteristics, the question of the timely and full development of girls and boys in play activities is especially acute, because the acceptance of the role and the fulfillment of female and male social functions in it is the basis of this work.

Raising children taking into account their gender characteristics, on the one hand, is designed to help the child realize himself as a representative of one sex or another, as a result of which gender stability should form in children: “I am a girl and I will always be her” and “I am a boy and will always be them". But at the same time, the current situation in the development of society is categorically opposed to men and women having a number of advantages based on gender. For example, boys, as future men, in their personal manifestations, should not only demonstrate masculinity, unbending will and "iron" muscles. They should be kind, gentle and empathetic, take care of other people: relatives, loved ones, etc. Girls, as future women, in addition to traditional feminine qualities, should be active, proactive, be able to defend their interests, etc.

When organizing role-playing games in the framework of gender education, the following should be considered:

Avoid stereotyped actions and replicas.

The game should have a good storyline and identical roles.

The actions of a child in a game are similar to those of a director: a child in such a game plays all the roles by himself, or at least becomes a voice acting of what is happening.

The success of using a plot-role-playing game in a preschool educational institution undoubtedly depends on the organizational activities of children by a teacher:

The teacher must create conditions for the development of the game plot, the subject-game environment, taking into account the age and individual characteristics of the preschooler. Attributes for role-playing games should be colorful and aesthetic, since it is with them that the child will interact. The correct organization of the subject-play environment also presupposes the fulfillment of the programmatic task of the development of children's creativity in play by the educator.

Role-playing game will be successful only if the teacher organizes and implements the children's play activities consistently and systematically, and not from case to case. The teacher's ability to observe children, gives him material for thought, the ability to understand their play ideas and experiences, based on this, to plan play activities with preschoolers.

When organizing a plot-based role-playing game with children, the teacher should actively use the methods and techniques of teaching children to play actions, according to the chosen role or play plot. The influence of the educator on the choice of the game, play actions lies in the fact that he maintains the interest of children in the game, develops the initiative of children, teaching them to think about the topic of the game, independently choose the most interesting one.

If the game "fades", the teacher diversifies it with new characters or game actions. In addition, an experienced teacher often takes the position of a child himself and participates in play activities on an equal footing with children. This brings the teacher closer to the children, and will allow him to realize the set educational tasks.

Thus, the successful implementation of play activities is possible with the accompaniment of a teacher who is able to make the plot-role play an exciting process, during which the full development of the preschool child takes place. It is obvious that the upbringing of children, taking into account their gender characteristics, will in many respects differ in the individual characteristics of each child, depend on those models of behavior of adults (women and men) that children constantly encounter in the family. Therefore, in the process of guiding the role-playing game of children, adults should create situations aimed at the manifestation in girls and boys of those personality traits that will allow them to be successful in modern society.

Conclusions for chapter I.

In the psychological and pedagogical literature, there are a number of studies on the problem of gender education of preschoolers. Teachers, psychologists (I.S. Kon, I.S. Kletsina, Ya.L. Kolominsky, M.Kh. Meltsas, A.P. Andropova, etc.) believe that gender education of children of primary preschool age has its own characteristics: the leading type of communication, play activities, relationships with peers.

Modern studies (Kulikova T.A., Imelinsky K., Smagina L.I.) indicate that gender socialization is a process of identification, social reinforcement, awareness of the sexual social role and social expectations, i.e. those components that cannot treated separately from each other. For preschool children, it is necessary to organize a process of education and training in a preschool institution and a family, which will help them learn to build favorable interpersonal relationships.

The studies of I.S. Kon, I.V. Shchepkina, A.S. Makarenko, D.N. Iseev, V.E. Kagan, B.I. Kochubei, B. Spock, and others suggest that parents and teachers play an important role in the gender upbringing of younger preschoolers. Their upbringing affects the development of the child's personality.

Psychological and pedagogical works Eremeeva V.D., Khrizman T.P., Lobanova E.A. indicate the influence of the developing environment in the gender education of preschoolers, as one of its components. Thanks to the developing environment, not only the personality of the child develops, but also his gender socialization takes place.

The child's personal qualities are formed in vigorous activity, and above all in the one that is leading at each age stage, determines his interests, attitude to reality, and the characteristics of relationships with people around him. The leading activity for the children of the younger preschooler is the game. In the gender upbringing of boys and girls, it is very important to properly organize and manage the play activities of children. Of particular importance in the gender upbringing of preschoolers is role-playing game, during which children could act together, but in accordance with gender characteristics.

CHAPTER 2. PRACTICAL STUDIES OF THE ROLE OF PLAY AS A MEANS OF GENDOR EDUCATION OF YOUNGER PRESCHOOLERS

The base of the ascertaining experiment: municipal budgetary preschool educational institution kindergarten No. 10 "Chaika" in Mezhdurechensk, junior group "Pchelki", 20 children aged 3 to 4 years.

The work consists of an introduction, two chapters, a conclusion, a list of used literature.

gender development preschooler family

2.1 Finding experiment No. 1

Based on the theoretical analysis of the problem, it is possible to single out the goal and objectives of the ascertaining experiment.

Purpose: to identify the features and conditions of gender education for girls and boys 3-4 years old in the game.

to reveal the ideas of children about the peculiarities of the "I" image of boys and girls, men and women;

explore the originality of interests and the position of the subject of girls and boys in the game;

to study the attitude of parents to play as a method of gender education.

Diagnostic methods: the study of the level of gender education of children of primary preschool age was carried out using the following methods: conversation, test tasks, observation.

Conversation method.

The goal is to identify children's ideas about the features of the "I" image of boys and girls, men and women. The conversation includes questions:

What is your name?

Are you a boy or a girl?

Are the boy and the girl the same or different?

What games do boys play, what games do girls play?

Who is more interesting to play with - boys or girls?

What girls (boys) do you like?

Who is the strongest in your family?

Who is the most beautiful in your family?

What do mom and dad do in the family?

Key: For each correct answer, the child receives 1 point. High level - 10 points, intermediate level - from 9 to 5 points, low level - less than 5 points.

Test task "Choosing a toy"

Purpose: to identify children's ideas about the specifics of the use of objects by boys and girls according to their functional purpose.

The essence of the experiment is that boys and girls are offered various toys (cars, dolls, dishes, cubes, soldiers, jump ropes, etc.). The child must first name the toys, then put them in two boxes: in one - toys for boys, in the other - toys for girls. The child accompanies his actions with explanations.

Test task "Name whose things"

Purpose: determination of children's ideas about the division of objects of labor and everyday life of adults into mothers (fathers), male (female) and the specifics of their use.

The essence of the method: the child is offered things and objects that he characterizes as male or female (mother's or father's) and explains why he thinks so. The child is asked the question: "Name, whose things?". The materials for the experiment are: razor, tie, nail, screwdriver, hammer, nail polish, hair curlers, lipstick, perfume, etc.

Key. High level - the child independently performs the task, the actions are accompanied by explanations. Intermediate level - the child copes with the task with a little help from adults, the actions are partially accompanied by explanations. Low level - the child needs the help of a teacher, does not explain the actions.

Observation method.

Purpose: to reveal the real actions of children in the game, on a walk, in the dressing room and to determine their male and female signs and personality traits

Indicators of gender-role education of children of primary preschool age

High level:

ideas about their sexual image are adequate, focused on the image of another (father, mother, peer of the same sex);

adequate understanding of gender differences, including physical, behavioral and moral aspects;

interest in learning the values ​​of sex-role culture;

the presence of ideas about the elementary rules of gender-role behavior, ways of showing attention and care in relation to adults and peers of the same and opposite sex;

the presence in boys and girls of the foundations of the qualities of masculinity and femininity;

the constancy of the manifestation of male (female) ways of behavior in various real and play situations.

Average level:

ideas about their sexual image are not always adequate, focused on the image of another (mother, father);

partial ideas about gender differences - about some characteristics (external, internal, behavioral) of the male and female sex;

fragmentary ideas about the rules of sex-role behavior, ways of showing attention and care in relation to adults and peers of the same and opposite sex;

the presence of a not clearly expressed interest in the knowledge of the values ​​of sex-role culture;

the presence of instability in the manifestation of masculine and feminine qualities by boys and girls;

lack of stability in the manifestation of "male" ("female") ways of behavior by children in play situations, the absence of such manifestations in real situations.

Low level:

ideas about their sexual image are inadequate, not focused on the image of another (mother, father);

lack of understanding of gender differences;

lack or weak manifestation of interest in learning the values ​​of sex-role culture;

partial manifestation or complete absence in boys and girls of the foundations of the qualities of masculinity and femininity;

the manifestation by children in various situations of ways of behavior that are contrary to the norms of "male" and "female" behavior.

Table 1 - Results of ascertaining experiment No. 1

F.I. childConversation "Choice of toys" "Whose things" Olya K.NNNanya O.NNNDenis H.SSIRA I.VVVZhenya E.SSNalina Sh.SSSKrill F.NNNNastya P.SSNOleg Z.NNNDina S.VVVAndrey G.SSNVeronika S.SSSStyopa Z.SNSVika M .NNNilya I.NNNPolina Ch.SSSTaras K.SSNSasha V.SSSArtem K.NNNMasha S.SSS

Table 2 - Summary results of ascertaining experiment No. 1

Quantitative indicator% indicator High level 210% Medium level 1155% Low level 735%

Today, the parental family is still the most important institution for the socialization of preschoolers, it plays a leading role in the personal development of preschool children. It affects both the development of the system of public preschool education and the change in the structure and functions of the family itself (weakening of the traditional role of the father, employment of women, reduction in the number of children in the family, etc.), as well as the frequent desire of parents to shift responsibility for the development of the personality of their own child. on the shoulders of preschool institutions. But the role of the family remains. In a family, the child rests in body and soul from an educational institution, where his personality drowns in a mass of other personalities. The cordiality of family relations, care and affection, attention to the individual characteristics of the personal development of girls and boys give them the support that for many years to come will determine the characteristic features of their personality. As a result of a questionnaire survey of parents, it was found that at the beginning of the ascertaining experiment No. 1, a significant part of parents - 75% do not know what gender education is and how to carry out the process of raising a child taking into account this approach. And only a few (25%) have little idea of ​​how to implement gender education in younger preschoolers.

Table 3 - The results of the ascertaining experiment No. 1 on the questioning of parents

Number of parents who participated in the survey Low level Medium level High level 362772

2.2 Formative experiment

Purpose: the formation of gender competence in younger preschoolers and their parents.

create a developing environment conducive to sex-role socialization of younger preschoolers in play activities;

to form children's ideas about the peculiarities of the "I" image of boys and girls, men and women and external and internal features characteristic of a particular gender;

to form gender competence among parents in matters of raising children of primary preschool age.

Directions of work: work on this topic included the sections: "Creating a subject-developing environment", "Working with children" and "Working with parents".

"Creation of a subject-developing environment"

The spatially objective developmental environment is a condition for the gender upbringing of the child, stimulates the expression of his male (female) image in the life of the preschooler.

Taking into account gender education, a developing environment was built in the group. A different space was created for boys and girls to play and toys based on their gender. Given the color scheme, we have brought wash towels and mouthwash cups to children's lives. We also made a distinction by color in the "House for clothes", on cots, as well as highchairs in the group room, in sports uniforms tags for girls and boys. All this helped the children to relate themselves in accordance with their gender.

At the center of social and personal development, the subject environment was changed and supplemented on a quarterly basis.

Section "Me and people":

A set of pictures depicting adults with pronounced features of appearance.

Pictures where emotional states are clearly visible (joy, fun, tears, anger).

Pictures depicting the family, their actions.

Models of rules of behavior performed by fairy-tale characters.

Didactic sex discrimination game (dad, mom, aunt, uncle, grandfather, grandmother).

Didactic games, according to which children will be able to associate emotional states with certain actions.

Model a family from paper figures or toys.

didactic games for modeling a family, room.

Section "Me and peers"

A set of pictures with the image of children. Didactic games "Think of a name" (to distinguish by gender, etc.).

pictures depicting emotional states (joy, laughter, fear, tears). Didactic grouping games "Find everyone who laughs". Didactic games or pictures, on the basis of which it is possible to understand the connection between the corresponding emotional state and the actions of children.

modeling the rules of behavior;

a set of pictures depicting the interaction of children with each other.

Section "I am social":

Each child has a photo album with pictures of himself and family members.

A corner of privacy with a telephone.

Modeling "My mood".

Action patterns reflecting the cultural standards of male and female behavior.

What is gender? The term refers to the social gender of an individual, which is created through upbringing. The concept includes psychological, cultural differences between women and men.

Gender education of preschool children

Awareness of one's gender and identification with it occurs in the period from 2 to 3 years. Gradually, the child realizes that gender is always constant and does not change over time. The approach to the sexual development of babies is based on differences in appearance and the need to take into account socio-biological characteristics. The upbringing of children in kindergarten and family consists in a special organization.This is due to differences in the structure of the brain and its activity, as well as differences in the temperaments of girls and boys. Young women develop earlier, so they begin to speak faster, and rational-logical thinking is closer to them up to a certain age. Boys are subject to violent displays of emotions, their mood often changes. Girls are closer to classes in small groups, and little men like competitions, joint, outdoor games.

Gender child types

Sexual difference includes the following components: cognitive self-awareness, emotional identity, specificity of behavior. Based on these components, gender types are born, which are classified. To which of them the child will be closer depends on the parents. Consider the characteristics of children by gender:

1. Masculine child. He strives for independence of behavior, respects authority. More often in need of communication with a significant man. Basically, such children are focused on achieving high results in certain areas, strive for leadership, love competition. When communicating with peers, they are prone to authoritarianism, do not tolerate objections.
2. Feminine child. Boys of this type have problems communicating with their gender. They do not show independence, initiative, are cautious and have a dependent behavior. The child needs to be supported, to show faith in his capabilities. Often does not want to communicate with the masculine type.
3. Androgynous child. The type is highly active in communicating with children of any gender. He is independent, often achieves high results. He tries to overcome difficulties without the help of outsiders. Masculine qualities are manifested in helping and protecting the weak.
4. Undifferentiated type. The child is passive, avoids contact, does not strive for achievements. There is no pronounced style of behavior.

Moms and dads have a major influence on the formation of gender type. Incorrect perception of the characteristics of one's gender often occurs in incomplete or

The problem of gender education

Let's note the following number of reasons that influence the formation of the wrong image of one's gender:

1. Feminization of men and evolution of women.
2. Decreased sense of gender differences.
3. The growth of inappropriate forms of behavior of young people.
4. Problems in personal life.

Gender education of preschool children is a problem. Basically, the training system is carried out by mothers, nannies, female educators, that is, it is extremely feminized. The situation that has arisen has a particularly negative impact on the development of boys.

Gender education for kindergarten teachers

Working with children should be gender-based. So, in the educational process, it is necessary to take into account the different perception of information among boys and girls. For the former, it is preferable to rely on visual aids, and for the latter, on auditory. When engaging in creativity, you need to remember that in boys, hand movements lag behind the babies by a year and a half. Little men need to be given work easier or to take an individual approach. When the teacher evaluates the activities of children, then in this case, gender differences are taken into account. For example, the intonation of speech, the form of assessment, the presence of people, is most important for girls. For a boy, this is an assessment of the result itself, not a way of achieving it. He is also able to improve his work. Gender education for preschool children is not complete without play. Boys are characterized by active, noisy activities, and girls - quiet, most often role-playing on family and household topics. Of course, educators are calmer when children are engaged in sedentary games, but this limits the development of the personality of little men. Gender-sensitive role-playing or theater are good activities.

Musical development

During classes of this kind, boys need to pay attention to learning the elements of dance, which require dexterity and strength, and girls - softness and fluency. A gender approach in the education of older preschool children takes into account the teaching of the skills of a leading dance partner. Songs that indicate gender differences also contribute to the formation of the desired behavior.

Sports development

Gender education of preschool children is also carried out in physical education classes. Exercises for girls are based on the development of flexibility, coordination. For example, exercises with ribbons, jumping rope. For boys, the exercises last a little longer and the equipment is slightly heavier. Successful gender education of older preschool children is based on the fact that girls have near vision and boys have far vision. Therefore, the latter need more space for activity. When you get to know a new sport, you need to focus on its gender.

Parental involvement in gender development

The upbringing of preschool children in kindergarten and family should be interconnected. Parents periodically need help in ensuring the full development of the child, and here they can turn to the educators. The teacher can invite moms and dads to participate in joint classes, which they can then use at home. To educate parents in kindergartens, stands are installed on which up-to-date information on the development of children is painted. The key to the correct formation of knowledge about gender differences is the conduct of events with the participation of the whole family. These can be competitions of family talents, acquaintance with the professions of parents, sports. on gender education of preschool children may be announced during parent meetings. Moms and dads, as well as teachers, are discussing different ways of raising their children.

Summing up

The gender aspect is an important and urgent task in the development of future dads and mothers. Under the influence of social changes in modern society, traditional views on gender behavior are gradually being destroyed. The roles of men and women are often confused, and boundaries in professional spheres are blurred. More and more often dad sits at home, and mom earns money. Based on this, girls become aggressive, domineering, rude, and boys cannot stand up for themselves, are emotionally unstable and do not have the skills of a culture of behavior with the female sex. Therefore, it is very important from an early age to give children knowledge about the characteristics of their gender. This implies an increased demand for the parents themselves, for their behavior and lifestyle. It is necessary to pay attention to the work of teachers in kindergartens, remembering that the child spends most of the day there.

Gender upbringing of preschoolers means taking into account the individual characteristics of the child, depending on whether he is male or female. The essence of this method is to instill in a child his social role from childhood.

Gender education of preschool children has recently begun to gain popularity. In the recent past, men have always been leaders and were considered the stronger sex, and women were the weak. Now everything has changed. Increasingly, boys grow up to be pampered and unable to do serious and courageous deeds. As a child grows up, his outlook on life remains the same.

Girls, formerly the weaker sex, began to "crowd out" men. Increasingly, a woman becomes the head of the family, who provides her members with everything they need.

Due to improper upbringing, the child's feelings of belonging to sex become dull, which in the future is the cause of inappropriate forms of behavior.

According to research, if you do not take any measures, then in the not too distant future gender unification will lead to loneliness. That is, the traditional families created will quickly disintegrate, as each will feel superiority over the other or will not find protection in their partner.

Even if there are two children in a family and they are of different sexes, then parents should learn how to raise them correctly from childhood. The point is that boys and girls need to be treated differently.

A Gender Approach to Upbringing Girls

If parents want their daughter to grow up as a caring and gentle woman, in the process of upbringing they should focus on the following things:

• The uniqueness of the baby. The child should be aware all the time that there are no more people like her. You can't underestimate the girl's self-esteem.
• The beauty. Appearance increases self-confidence. Daughters need to compliment and admire her beauty. It is preferable that the father did it. Thus, the concept that a girl should be attracted to men is instilled.
• Formation of personal qualities. It is required to convey to the baby the notion that helping an outsider makes her better.
• ... You should not only demand from the baby to fulfill all the wishes of the parents. Mom for her daughter should become not only a mentor, but also a friend. During a conversation with her mother, the girl will begin to understand how to be the keeper of the home.

To make it easier for the girl to understand all the information that the parents are trying to convey to her, it is recommended to turn to fairy tales. There is a certain moral in every fairy tale. The action of the characters encourages children to show various emotions. They begin to worry about the main character, thereby forming a sense of compassion, kindness and justice. Girls can learn examples of moral behavior from fairy tales.

In gender education, the role of children's games should not be underestimated. With their help, you can lay the foundation for future motherhood. The girl should buy toys that encourage her to develop caring and maternal instincts. These can be dolls, strollers, dishes, etc.

Particular attention should be paid to clothing and personal care. A little fashionista should understand from childhood that an attractive appearance makes it much easier to get closer to people.

The child all the time looks at the people around him and from this draws a certain part of the information that affects his social development. Therefore, in matters of raising a child, a home atmosphere is quite important. Observing how the girl's mother behaves, the baby will strive to imitate her.

Raising a boy

In the gender upbringing of a boy, one must take into account the fact that in the future he must become a courageous person - the protector of the family. In addition, other qualities must be formed in it, which will not allow making a rude and ill-mannered person out of the baby, therefore, just dressing and feeding the child is not enough.

So that from a small person, in matters of upbringing, emphasis should be placed on the following points:

• Give special "important" tasks and, after completing them, be sure to praise the baby. It is necessary to focus on the fact that the child took a responsible attitude to the task assigned to him.
• Provide the baby with the opportunity to independently solve some everyday problems, as well as ask the boy to explain his choice.
• All the child's aspirations should not be suppressed. His initiative must be supported.
• The child should regularly interact with children of their own age. A visit to a sports section will be a good activity.

When it comes to gender upbringing of a boy, you need to know when to stop. You can't overdo it. First of all, one should not charge the child with all household chores and demand unquestioning obedience from him, arguing that the child must be strong in everything. Such actions will deprive the boy of his childhood. Despite the peculiarity of upbringing, one should not forget that a baby is an ordinary child who has the right to show weakness.

Both parents should influence the upbringing of a boy. To prevent the baby from growing up selfish, without a sense of compassion and helping others, the boy should see how his father helps his mother with household chores.

There are also codes of conduct that must be followed regardless of gender. This is tolerance, respect for others and their opinions. Such concepts will make children not weak, but socially adapted.

“A real man”, “a real woman” ... By saying this, we mean not so much the biological sex as certain socio-psychological characteristics. With the appearance of a son or daughter in the family, each parent seeks to educate him or her in accordance with the image of masculinity or femininity that has developed in society. We want to see the boy as a strong, purposeful defender, while the girl as a sweet, economical, good mother in the future. Thus, gender education of children begins literally from birth.

Gender education: what is it?

Gender is the social sex of a person, which is formed in the process of upbringing. Gender represents the cultural, social and psychological differences between women and men. Gender is a kind of social standard adopted in a particular society.

Gender education is the organization of conditions for the upbringing and development of a child, taking into account belonging to a particular gender.

Gender education is aimed at:

• mastering female and male roles that are accepted in society,
• mastering the culture of relationships with one's own and the opposite sex,
• mastering the skills and abilities necessary for the implementation of gender.

This is clearly seen in the games of preschool children: girls play as mothers and daughters, put dolls to bed, cook dinner, and treat. Boys, on the other hand, arrange races with toy cars, build towers and garages, and shoot pistols.

Gender education is inseparable from the general process of raising a child, it is an integral part of it.

Of course, first of all, parents and educators should be guided by the peculiarities of the nervous system and character traits of the child inherent in nature. For example, a girl can be a restless ringleader and daredevil, while a boy can be calm, quiet and timid.

These psychological characteristics must be taken into account. But at the same time, develop those qualities that will be necessary in the future to fulfill a gender role. It will be great if the girl, growing up, can be soft, sweet, gentle in the family and ambitious, persistent in her career. Or the boy will be purposeful, active, but at the same time with a calm, kind and sympathetic disposition.

Why is it so important to focus on belonging to a particular gender in the upbringing and teaching of a young child? There have been numerous studies of gender differences in psychology. Scientists have identified socio-psychological characteristics inherent in representatives of opposite sexes:

1. The left hemisphere of the brain, which is responsible for verbal-logical thinking, is formed earlier in girls. In boys, the right hemisphere predominates, therefore, the figurative-emotional sphere dominates in preschool age.
2. Girls begin to speak in sentences earlier, they have better communication and communication abilities.
3. Boys have more developed visual perception, girls - auditory. Therefore, the girl must be sure to explain the task in words, and the boy will be clearer if he is clearly shown. Perhaps this explains why men love with their eyes, and women - with their ears.
4. Girls are more obedient than boys. This is inherent in nature itself: in order to reproduce offspring, the female needs to be able to adapt to the environment. By adolescence, the obedience of girls and boys is about the same.
5. In boys, deviations from the norm are more common, both in the negative and in the positive direction. This is also due to different biological tasks. A woman is meant to preserve and pass on the accumulated experience to posterity. On men, nature adapts to changing conditions, tries new functions, not always successfully. Therefore, among men, genius and mentally ill people are more common.
6. Girls develop biologically faster than boys. They start walking 2-3 months earlier than boys, 4-6 months earlier they start talking. By school age, girls are ahead of boys by about a year, and by the age of puberty - by 2 years.
7. Boys have a more developed need to explore the world around them. Therefore, the boys run, climb trees and fences, descend into wells and basements. For girls, a small corner is enough, where they can quietly deal with dolls, equip a house. Therefore, injuries among boys are 2 times higher. In the future, men have more developed spatial perception, they are better oriented.
8. Girls are more likely to get involved in the work. Boys, on the other hand, need time to swing before starting the assignment. One gets the impression that girls are more attentive and efficient. But when the boys reach their greatest working capacity, the girls are already exhausted and slow down.
9. In assessing the results, boys need specifics: what exactly he did good or bad. For girls, it is more important who evaluates them and how. Therefore, praise is very important for girls, and for boys - a joint analysis of their actions.
10. Boys are sensitive to criticism in the first minutes of a conversation. Then their brain "turns off" and does not perceive long-term lectures. Therefore, the boy should be reprimanded clearly and briefly.

Gender differences need to be taken into account when raising and educating preschool children.

Family is the basis of gender education

Acceptance of a gender role occurs in preschool age:

• A two-three-year-old baby begins to realize whether he is a boy or a girl, and tries to behave in accordance with the gender. In addition, children can accurately determine the gender of the people around them, first of all, by looking at their clothes and hair.
• Between the ages of 4 and 7, gender stability is established. the child realizes that this is a stable value and does not change under the influence of the situation or at will. A girl grows into a woman, and a boy grows into a man.

Psychologists and educators emphasize that the development of gender sustainability occurs under the influence of socio-cultural norms. Gender roles are mastered by the child based on the parental example. The mother in the family is an example of femininity, gentleness, beauty. Father is a model of strength, care, masculinity.

Preschool children in many ways copy the traits characteristic of their parents, they want to be like them. Attitudes towards the opposite sex are also influenced by the family. Boys, growing up, strive to find a wife who resembles their mother, and girls look in their husbands for resemblance to their father.

The relationship that has developed between mother and father is very important for the formation of gender attitudes in children. The task of parents is to be a personal example, to show care, love, respect and trust to each other. Then the children will absorb this as the norm of marital relations and will strive to create a strong and happy family.

• Girls need more care than boys. Caring, understanding, respect - that's what a girl needs to feel that she is loved.
• It is important for a girl that a trusting, sincere relationship develops between her and her mother.
• The girl also needs the attention of her father. The girl should be shown that she is a creature of the opposite sex, worthy of attention, respect, love.
• The girl needs regular private conversations with her mother. In this way, she will feel her belonging to the female world, its difference from the male.
• The mother should involve her daughter in women's household chores, passing on the secrets of housekeeping to her.
• Girls are very sensitive to both criticism and praise. Praise the girl more often, admire her.
• Girls already in early childhood show the "motherhood instinct", which manifests itself in an interest in babies, games. It is important for them to provide a play environment in which they could master purely female activities: dolls, sets of dishes, toy furniture.
• It is important for girls to develop gross motor skills. Outdoor games, ball games, are well suited for this. And also sports clubs for girls:,.
• The main focus of girls is on the person, the relationship between people. With age, this interest becomes deeper, they are interested in the inner world of a person, his emotions and feelings.

• Trust is very important for boys. By showing trust in their son, parents demonstrate in this way their confidence in him, respect for his merits. For boys, this is very important and is regarded as a manifestation of love.
• In raising boys, the personal example and personality of the father is very important. He should involve his son in purely male activities: sports (football, hockey,), male housework. Even if a child is being brought up without a father, it is necessary to find a man who would pay attention to the upbringing of the boy: grandfather, uncle, sports coach.
• Boys need additional motivation: fewer inhibitions, more rewards.
• It is necessary to pay great attention to the regime and discipline of boys, this helps them to form a sense of responsibility.
• You should not limit the freedom in the manifestation of the natural emotionality of boys. For example, you should not scold for tears, saying that "men do not cry." There is an opinion that the psyche of boys is more vulnerable and unstable.
• To increase self-esteem, emotional stability of a boy, physical, tactile contact with parents is important.
• It is important to instill in the boy self-care skills.
• Boys need to develop fine motor skills, for this various puzzles, designers, are well suited. They should have sets for role-playing games: soldiers, cars, railroad. It is also normal if the boy uses dolls in his games.

When raising a child, it is important for parents to know and take into account the distinctive characteristics of boys and girls. But above all, any child needs parental love, unconditional acceptance and respect. This will help him to fully reveal the potential inherent in nature and grow into a real Human.

Educator-psychologist
Danilova Tatiana Alexandrovna

Teachers are increasingly talking about the fact that the upbringing of preschoolers requires a gender approach. Not all parents know the meaning of this term. Gender education of preschool children implies taking into account the individual characteristics of children in accordance with their gender.

Why girls and boys need to be brought up differently, what parents should do - these are urgent questions, the answers to which should be known to all mothers and fathers.

In the modern world, you can see that many men are weak and indecisive. Women are stronger. They are able to fulfill the role of the head of the family. We understand that everything should be the other way around. Men should be bold and determined, while women should be gentle and empathetic. As a rule, gender problems arise from the fact that parents do not properly raise their children.

The essence of the gender approach in raising children

Moms and dads, raising boys and girls alike, are making a serious mistake. Children are not becoming what their parents would like to see. Boys grow up to be gentle, emotional and cowardly. Girls also exhibit non-gender-specific behaviors. Babies are deprived of patience, modesty and tenderness. They are aggressive and rude. To correct the situation of "mixing" the sexes, parents should adjust the process of raising girls and boys.

Why use a gender perspective? Young children are not fully aware of their gender. All they know is that there are boys and girls. The difference between the sexes, according to children, is in appearance. Little kids know that boys and girls have to behave differently.

Gender education is one of the most important tasks facing parents and kindergarten educators. Toddlers should associate themselves with a particular gender. Gender education for preschool children has the following benefits:

• the crumbs begin to understand that they belong to one sex or another;
• toddlers develop a sense of tolerance towards others;
• crumbs learn about the rules of behavior that are characteristic of both sexes, begin to follow them.

Thanks to the right approach, parents make life easier for their kids in the future, help to avoid serious mistakes, because of which kids could become outcasts in the team.

If a daughter grows up in a family

In raising a baby, you need to decide on the final goal of this process. Many parents try to make their unfulfilled dreams come true. For example, mom and dad wanted to be famous scientists or businessmen, but they could not achieve this. Such parents strive to make their baby a famous person and instill in her such personal qualities, thanks to which she could achieve everything in life. And in vain ... Perhaps the girl will achieve everything that her parents dreamed about, but she is unlikely to be happy in family life, and this is the most important thing.

If you want to raise a caring and gentle woman, a good hostess and a loving mother from a girl, then adhere to the following rules:

• inspire the baby that she is unique and unique, in no case do not underestimate her self-esteem;
• focus your attention on the girl's appearance, admire her beauty (it is advisable that the father speaks flattering words, because thanks to this the girl will understand how a real man should behave);
• involve the baby in doing good deeds, the child will develop such personal qualities as responsiveness, hard work, generosity, compassion;
• talk with your daughter more often, share secrets, suitable topics for conversation: "Girls are future mothers", "Girls are little princesses", "Girls are future keepers of the hearth".

Fairy tales help in raising babies. Thanks to these works, children develop love for their neighbors. Fairy tales teach you to be fair, kind and obedient. In addition, girls can learn from them examples of moral behavior.

Games are of great importance in gender education. In them, girls master the role of a woman, a mother. That is why babies should have enough dolls, strollers and other toys.

Gender education for preschool children can include the following games:

1. "Fashion house". Let the girl try on her dresses, combine things, walk beautifully around the room, presenting herself on the podium. The game teaches you how to present yourself correctly, contributes to the development of creativity and the development of correct posture, forms a sense of proportion and taste.
2. "Beauty saloon". Mom and daughter can compete in which of them will be the most attractive. The game forms in the girl such qualities as femininity, neatness, causes the desire to be beautiful and constantly monitor her appearance.
3. "Little hostess". In this game, a mother should compete with her daughter in culinary skills, knowledge of recipes, the ability to set the table and receive guests.
4. Games with dolls. Let the girl take care of her toy, dress, heal and feed her. Such games with dolls foster feelings of responsibility and empathy, develop a desire to look after and help people who need it.

Keep in mind that the main ingredient in a good parenting is family. The girl should see that close people treat each other with love and respect. The baby in the future will strive to recreate the same positive atmosphere in her family.

If parents have a son

Unfortunately, it is not enough to feed the boy delicious meals, dress and shoe him.

To grow a real man out of a child, listen to the following recommendations:

• give the boy "serious" tasks, praise him for any achievements, encourage the desire to do homework (the baby will feel like a full-fledged member of the family, will understand that loved ones need him);
• give the child the right to make decisions on his own, ask his opinion and talk to him as if you were talking to an adult;
• give your son the initiative more often, support his activity, because this trait is important for all boys;
• more often allow the child to communicate with his peers or write him down in some section, the feeling of belonging to a group will have a positive effect on the development of self-esteem;
• talk to your child about important topics, for example, "Boys are little knights", "Boys are future dads", "Boys are protectors of children, women and the elderly", "Boys are young craftsmen";
• do not put all household chores on children's shoulders, do not deprive your son of childhood, do not scold him for tears.

Games in gender education of preschool children are indispensable. It is this kind of pastime that contributes to the formation of positive personal qualities, teaches how to behave with the opposite sex.

Here are some useful games for boys:

1. Avtozavod. Let your child make a big car using the construction set. Then give the child a "hard" task: to move the parts to another place where the transport is made. The game develops creative imagination, fosters a positive attitude towards working professions.
2. "Knight Tournament". Compete with your child in dexterity, dexterity, strength, ingenuity, gallantry, wit. Come up with suitable tasks, such as walking through a maze, tug-of-war, solving puzzles, and more.
3. Staging based on the plot of the work. Invite your child to play a fairytale character with positive personality traits (eg, decisiveness, masculinity). Thanks to the staging, the boy will understand how a real man should behave.

For those with multiple children

It's good when a family has two or more kids. And parents have no time to get bored, and crumbs can have fun together. But raising a few children is a rather difficult task.

Above were listed games, some of which are suitable only for girls, and others only for boys. Not all parents can spend a lot of time working with each child individually.

1. "Home routines". Invite your kids to cook food using toy utensils. Tell the girl and boy what they should do, help in the distribution of work responsibilities. The game forms an idea of ​​what roles a woman and a man should play.
2. Sleeping Prince and Princess. This game is aimed at the formation of friendly relations between children, the development of the desire to say something pleasant to each other. Let the girl play a sleeping princess. The boy will have to wake up the beauty using kind words. Similar actions will need to be performed by the girl when her brother pretends to be a sleeping prince.
3. "Building a house." Invite the children to build a house out of a cardboard box. Let the boy do the "construction", and the girl do the "arrangement". Children will understand that men have to do hard work. Women have a different task. It consists in filling the atmosphere of the house with coziness and warmth.

In conclusion, it is worth noting that boys and girls cannot be raised in the same way. They feel, experience and perceive the world around them in different ways. Parents should adhere to gender education of preschool children. Thanks to this approach, girls grow into gentle, caring, understanding women who can comfort in difficult times, and from boys - fearless, strong men who can cope with all difficulties and protect loved ones and people in need in case of danger.