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ASSIGNMENT
Reflect on how gender stereotypes might affect your students already at a young age. Describe a scenario you’ve seen in the classroom where gender stereotypes are present and post a reflection (150 words minimum) in this forum as a reply to this post, on how development education methodologies could help combat these stereotypes.
Please also comment on at least one other participant’s post
Think about School Self-Evaluation (SSE) and how Development Education can feed into SSE.
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How might gender stereotypes affect young people ?
I feel they can have a significant impact on many young children because they influence how children see themselves, how they might interact with others and the opportunities they believe might be available to them .
Children may believe that certain toys, games, colours, clothes, jobs or subjects are only suitable for boys or girls . For example many boys avoid playing with dolls , wearing pink or choosing humanities as a subject . And on the flip side many girls avoid playing with cars or choosing Maths/Science as a subject.
Boys are often encouraged to be “strong/brave” and discouraged from crying and showing their more emotional side . Girls may be expected to be gentle and caring . This can make if difficult for children to express their feelings in a more healthy way.
As educators we cam help in many ways in the classroom . We can give the children equal opportunities to play with a wide variety of toys that we might have in the classroom . We should encourage children to pursue their interests regardless of their gender . Like the teacher in the video we should have a class-based discussion around gender and what it means, and the importance of respecting each other’s views and decisions about their own choices. The children may naturally come up with stereotypical comments so it is important for us to challenge those comments and promote respect for differences. It is important that we create a safe environment that each child feels valued, heard and respected .
This is an important consideration within SSE because it will promote equality and inclusion , support wellbeing and it keeps topics up to date and current .
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It is true that the distinction of boys and girls starts from such a young age. From the choosing of pink or blue on a baby’s clothing to the selection of a toy in the shop, choices are made everyday for children and their gender.
Teachers are in an ideal position to have their classroom ‘neutral’ to gender, albeit the colours, books and toys that are chosen. More than those things, is the language that is used by adults including teachers. Educators can promote class-based discussions around gender and what it means as well as respecting each other’s views and opinions about their own choices and decisions.
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Hi Fiona, your reflection captures how stereotypes can limit a child’s self-belief. You’ve hit the nail on the head…by actively challenging those comments and opening up classroom discussions, you’re creating that vital safe space. Connecting this directly to SSE perfectly highlights how inclusion drives real, long-term student wellbeing. Thanks for sharing!
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I completely agree with your points, especially about the importance of creating a safe and respectful classroom where every child feels valued. I also think you highlighted the crucial role teachers play in challenging gender stereotypes as they arise. The conversations we have and the language we use every day can have a real impact on helping children see that their interests, abilities and future opportunities should never be limited by their gender.
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This is so true, I found the biggest shift in my mindset was with the introduction of Aistear in Infant Classes, gone was the idea that the blocks were only for boys, or dolls for girls. It was great to see the boys and girls having ownership over their toy choices. I know this is only a small step but it goes along way.
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Hi Fiona, thank you for your engagement with Module 2.
You have articulated how rigid emotional expectations and gendered toy preferences limit children’s potential from a young age. Your practical solutions such as holding class-based discussions and actively challenging stereotypical comments in a safe environment—are excellent strategies for the primary classroom.
Embedding gender equality and inclusion directly supports the <b data-path-to-node=”1,0″ data-index-in-node=”512″>Wellbeing</b> and <b data-path-to-node=”1,0″ data-index-in-node=”526″>Learner Experiences</b> dimensions of the SSE process, ensuring your school culture remains progressive, supportive and current. -
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Hi Fiona, I completely agree with your points. Gender stereotypes can limit children’s confidence and make them feel they have to fit into certain roles instead of being themselves. I think you explained well how these stereotypes can affect children’s choices, emotions, and future aspirations. I also agree that, as educators, we have a responsibility to challenge stereotypes in a positive and respectful way by providing equal opportunities and creating an inclusive classroom where every child feels safe to express themselves. This is so important for promoting equality, wellbeing, and helping children develop without unnecessary barriers.
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Gender stereotypes can affect children’s confidence and sense of belonging from a very young age. I witnessed this during yard time when some of the girls decided that they no longer wanted to play football. They explained that the boys rarely passed the ball to them and sometimes said that ‘girls are no good at sport’. Although this may have seemed like a casual comment, it was clearly affecting the girls’ enjoyment, participation and belief in their own abilities. It also reinforced the idea that football belongs more to boys than girls.Development education methodologies could help challenge this by giving children opportunities to question stereotypes rather than simply being told that they are wrong. A class discussion, role play or scenario-based activity could encourage pupils to consider how exclusion feels and whether opportunities are being shared fairly. Cooperative games, mixed teams and agreed rules about equal participation could also help change behaviour in practice. Exploring examples of successful female athletes would further challenge assumptions and show that sporting ability is not determined by gender. The aim would be to help all pupils recognise unfairness and take responsibility for creating a more inclusive environment.
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This is a good example, Siobhán, and I’d say it happens in plenty of schools without anyone catching it straight away. A line like “girls are no good at sport” might be thrown out casually, but it can stick with a child and shape whether they feel able to join in at all. What I like is that you’re not just going down the road of telling them it’s wrong; you’re giving them room to talk it through and work out for themselves why it’s unfair. A discussion or a bit of role play would work well there, especially if the children had to think about how being left out actually feels. Mixed teams and agreed rules around passing and including everyone is very practical too. Children often need those structures in place before the habit shifts at all. Bringing in female athletes is a great call as well. It gives them something real to hold up against the stereotype rather than it just being the teacher saying “that’s not true”.
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The modern classroom today plays a central role in promoting gender equality. Children need to be encouraged not to see gender as a barrier to achieving their goals. They need to feel comfortable and at ease in expressing their gender in the world around them. Although there has been a better emphasis placed on gender equality in the world today. We need to encourage children to explore their strengths and talents without any gender stereotypes. This begins in the infant classroom and continues beyond second-level education, especially when exploring future career options.
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Hi Fiona, Thank you for sharing. You have highlighted how gender stereotypes can influence children’s confidence, choices and the way they see themselves and others. As educators, we have a responsibility to challenge these stereotypes by providing equal opportunities, encouraging children to follow their interests, and creating a safe, respectful classroom environment where every child feels valued. Addressing gender equality supports SSE by promoting inclusion, wellbeing and a positive school culture where diversity is respected.
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I agree with you that children can begin to experience gender differences from a very young age. Even simple things, such as choosing pink or blue clothes for babies or selecting certain toys in shops, can reinforce ideas about what is considered suitable for boys or girls.
I agree that teachers are in a strong position to create a classroom environment where children are not limited by gender expectations. This can be reflected in the colours, books, toys and activities available to pupils. I also think the language used by adults, including teachers, can have an even greater influence. Educators can encourage open classroom discussions about gender and stereotypes, while creating a safe space where children can share their thoughts and respect the opinions and choices of others.
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During a lesson where Aistear was involved when discussing ‘people who look after us,, I observed several boys pushing away the baby doll and buggy. I heard a few girl talking about ‘mammies’ and ‘childminders’ etc and they were engrossed in the baby doll and who was caring for it. However, the boys in question commented that the baby was to be ‘looked after by her mammy’ and not by a boy. It was clear that some children had already developed ideas about which activities and roles were more suitable for boys or girls.
Development Education methodologies can help challenge these stereotypes by promoting equality, critical thinking and inclusion. Using books, videos and classroom scenarios/discussions that showcase female engineers and male nurses and other diverse role models can broaden children’s perspectives. Teachers can encourage children to question stereotypes and reflect on fairness helps them to recognise that interests and abilities are not determined by gender.
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Hi Yvonne, thank you for engaging with Module 2.
Your Aistear scenario perfectly illustrates how deeply entrenched gender stereotypes can be even at a very young age. It shows that children absorb societies messages about caring roles early on.
Using Development Education methodologies like critical thinking and diverse storybooks is a great way to challenge these fixed mindsets. The teacher as the vehicle for encouraging children to reflect is crucial also.
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Thanks for sharing Yvonne. This is something I see amongst adults too when people say things like ‘dad is babysitting’, nobody would say the same about a mother. As teachers it is so important to challenge these stereotypes, I always make a conscious effort to make sure my resources I make challenge stereotypes just to ensure a quick and easy win e.g. pictures of women in construction jobs, men in caring roles etc.
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In my experience, even at a very young age, it is clear that children are already soaking up these silent rules about what they ‘should’ or ‘shouldn’t’ do based on their gender, which can totally limit their confidence and how they see their own potential.
I remember watching this play out during free-play in my classroom. A couple of boys were building this massive, intricate tower in the construction zone. A girl walked over, really excited, and asked if she could help build the next floor. One of the boys immediately stopped her and told her to go and play in the home corner. It was heartbreaking to see her instantly shrink back and walk away, completely accepting that boundary.
This is where development education methodologies can make a massive difference. Instead of just correcting the boy, we can challenge these assumptions and discuss them. For example, sharing real stories about a female architect or a male nurse, opening up a critical discussion. By asking open-ended questions like, “Who do you think is allowed to build things?” or “Can anyone be a helper?”, we create an open space for kids to question these rigid labels.
Also, using photo stimulus activities showing diverse role models can also work wonders. It helps children develop critical thinking and empathy early on, teaching them to see people as individuals rather than just genders. It shows them they can make a positive difference by including everyone, breaking down those stereotypes befor they have a chance to take root.
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Hi Johnathan, welcome to Module 2 and thank you for relection.
This is a powerful classroom observation. It is remarkable how quickly young children absorb these unspoken gender boundaries, and your example perfectly illustrates the impact on a child’s confidence.
Your plan to use development education methodologies, such as photo stimulus activities and open-ended questioning, is an excellent way to foster critical thinking and challenge these rigid assumptions early on. Connecting this work to the School Self-Evaluation (SSE) process is a fantastic next step, as it directly supports the themes of well-being, inclusivity and student voice.
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Hi Jonathan, thanks for sharing your thoughts and welcome to Module 2.
Your example really stood out to me because it shows how easily children can develop ideas about what boys and girls “should” do. These beliefs can have a real impact on how children see themselves and the choices they make.
I think your idea of using images and encouraging classroom discussions is a great way to get children thinking about these stereotypes and questioning them. It also links really well with School Self-Evaluation by supporting inclusion, student wellbeing, and giving children opportunities to share their opinions in a safe and respectful environment.
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I really like the idea of using the photo stimuli to demonstrate the different roles that people have. For example I think it would be a good idea to highlight how doctors and nurses can be male and female, bus drivers can be male and female etc. These real life examples can help children from a young age challenge gender stereotypes.
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Hi Jonathan, your example of what happened during free-play really stood out to me and highlighted that from even such a young age children are extremely influenced on what they believe each gender should do and be like. It’s crazy to think that situations and comments like those could impact a child at such a young age and perhaps even influence their future career paths.
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Before doing this course, I probably didn’t realise how early gender stereotypes can start to influence children. Even in the younger classes, you can hear comments like “that’s for boys” or “girls can’t do that.” One situation I saw in the classroom was when a group of boys refused to go to the bracelet and knitting station because they said it was “for girls.” It was a good opportunity to have a class discussion about how activities, hobbies and interests aren’t just for one gender, and that everyone should feel free to try something new without worrying about what others think.
I think Development Education can really help challenge these stereotypes because it encourages children to ask questions, think critically and respect different viewpoints. Using storybooks with diverse characters, class discussions and cooperative activities can help children see that everyone should have the freedom to make their own choices. As teachers, we also need to be mindful of the language we use and make sure all children are encouraged to take part in every activity.
This also links well with our School Self-Evaluation process, particularly around wellbeing, equality and inclusion. Creating a classroom where every child feels respected and valued helps build confidence and a sense of belonging. I think sharing ideas and resources with colleagues would also help make promoting equality a whole-school focus rather than something that only happens in individual classrooms.
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Like Sarah before doing this course and reading this module I wasn’t thinking about how early gender stereotypes can influence children. I think its important to allow children to explore all areas in the classroom and help challenge toys that are seen as for the boys/ girls. Allowing children to explore and challenge early gender stereotypes. We can link this section into out SEE through wellbeing and promoting inclusion and belonging. Everyone feels a part of the classroom and is included and feels their opinions can be shared and are valued.
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Hi Sarah, I really liked your example because it shows how early children can develop ideas about what is considered “for boys” or “for girls.” I agree that these moments provide valuable opportunities for teachers to challenge stereotypes through open discussion rather than simply correcting children. Your point about being mindful of our own language is also important, as teachers can unintentionally reinforce stereotypes without realising it. I also liked how you connected this to the School Self-Evaluation process. Promoting equality and inclusion works best when it is supported across the whole school, creating a positive environment where every child feels confident to explore their interests.
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I highly agree with you that we as teachers have to be mindful as to how we phrase things and sayings we use. Children are very impressionable and stereotypes can be made at a very young age. You have great ideas of using storybooks, discussions and activities to give children the freedom to make their own choices.
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I agree that gender stereotypes can influence children’s choices from a very young age, often without them realising it. Your example of the boys avoiding knitting and bracelet-making shows how quickly activities can become labelled as ‘for boys’ or ‘for girls’. Development Ed provides valuable opportunities to question these assumptions through discussion, stories and shared activities. I also like your link to SSE- as a whole-school approach would help ensure that messages about equality and inclusion are reinforced consistently.
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You’ve highlighted a great example in your station teaching of how gender stereotypes can emerge at an early age and indeed how everyday classroom situations can become valuable learning opportunities. The discussion around the bracelet and knitting station is a timely reminder that children often absorb gender assumptions from society, and as teachers we need challenge these in a positive and supportive way.
I also agree that DE on has an important role to play in promoting equality, inclusion and respect for diversity and as mooted using stories, discussion and collaborative activities can encourage pupils to think critically about stereotypes and other persoectives . As you noted, linking this work to SSE priorities around wellbeing and inclusion can help ensure it becomes a whole-school approach, which I firmly believe is essential for meaningful and consistent DE.
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That was a sad situation to witness Jonathan . Yes I agree with you that these traditional ideas and stereotypes happen at a very early age . Most parents would paint a nursery pink if they knew they were having a baby girl . So what do we do ? I think as a Teacher and as parents we need to follow our children’s leads more closely . If they choose to not play with dolls or wear pink then I wouldn’t question that or make any reference to it even being “out of the norm”. I also know that when I taught infants I used to put a selection of toys out for the boys and girls to play with . They took whatever one they wanted then on that particular day .
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This is a great example of gender stereotypes affect children from a young age. I noticed something similar when I asked a class of boys to plait some wool for headbands for a school final in Croke Park. Their initial reaction was excitement but when it began proving difficult a lot of them made comments like ‘this is meant for girls to do’. It really shows how they form stereotypes so young!
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When thinking about how stereotypes might affect my students at a young age I often see some children have already got some ideas about what is suitable for boys to play with and for girls to play with. Often I might see the boys going to play with the construction toys and the girls playing in the home corner, often I rotate children in groups and they play in all areas. It is great to see the girls wearing the hard hats and busy building with the boys and then seeing the boys playing in the home corner making food and playing with the baby dolls. All the children enjoy all the activities but unfortunately they can have pre- conceived items before they start school. I think Development Education lessons can really help challenge these stereotypes and preconceived ideas as it encourages children to ask questions, think critically and respect different viewpoints. using story books, roll play can help children learn about stereotypes in an age appropriate way.
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It is fascinating to observe how early these gender stereotypes develop, yet encouraging to see how your rotation strategy successfully challenges these preconceived boundaries. Seeing girls in hard hats and boys caring for baby dolls highlights the power of providing an inclusive environment.
Your point regarding Development Education methodologies is excellent; utilising age-appropriate storybooks and role-play perfectly fosters critical thinking and empathy. By encouraging children to question these norms early on, you are helping them build a fairer, more respectful worldview.
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The obvious place to start when thinking about gender stereotypes is how early they can begin. From a young age, children are often conditioned to associate pink with girls and blue with boys, or to think in terms of “girls’ toys” and “boys’ toys.” This is something that is increasingly being challenged, but I think it’s the more subtle stereotypes that we still need to be really aware of in schools.
In my own experience, I’ve noticed how these assumptions can carry through into the classroom in less obvious ways. For example, pupils often associate female teachers with nurturing roles or younger classes, while male teachers are often linked with sport, authority or older classes. I have also heard comments from students suggesting that they would expect a male teacher to focus more on sport or physical activity.
These kinds of assumptions show how easily stereotypes can become normalised. Development Education approaches can really help here by encouraging pupils to question where these ideas come from and whether they are fair. Using discussion, critical questioning and diverse classroom examples can help challenge thinking in a supportive and age-appropriate way.
This links closely with SDG 5: Gender Equality, and also highlights the importance of looking at how everyday school life can unintentionally reinforce stereotypes. From a School Self-Evaluation perspective, it could be useful to reflect as a staff on resources, language and representations used across the school, and how we can ensure all pupils and staff are seen beyond traditional gender expectations.-
Hi Aisling,
Thank you for engaging with Module 2.
I agree, gender stereotypes, subtle and obvious begin from birth. Think of the gifts given on a child’s birth!Moving beyond obvious toy choices to highlight how pupils subconsciously categorise teachers by gender, for example linking women to nurturing roles and men to sport or authority, is an excellent observation. It shows how easily these subtle biases become normalised.
Your suggestion to use Development Education approaches like critical questioning is the perfect way to dismantle these assumptions.
Linking this directly to SDG 5 and the SSE process is spot on. Staff reflection on school language and resources is a fantastic SSE action plan to ensure an equitable school environment.
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I once observed an example of gender stereotypes during a group activity involving building structures with blocks. The boys quickly took control of the construction, while several girls stepped back and took on passive roles such as organizing materials or observing. When one girl attempted to contribute ideas, she was interrupted and her suggestion was dismissed. This scenario highlighted how early gender norms can limit participation, confidence, and skill development.
Development education methodologies can play a key role in challenging these stereotypes. Approaches such as collaborative learning, critical thinking discussions, and role rotation can ensure all students actively participate in different tasks. For example, assigning mixed-gender groups with rotating leadership roles encourages equal involvement and helps students experience diverse responsibilities. Using inclusive language, showcasing diverse role models, and facilitating conversations about fairness and equality also help students question stereotypes.
In terms of SSE, reflecting on classroom practices through a development education lens allows schools to identify gender biases and implement strategies that promote inclusivity, ensuring all students have equal opportunities to learn and contribute.-
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Hi Marian,
Thank you for engaging with Module 2 – Gender.
Your block-building scenario perfectly illustrates how easily passive gender roles can form during collaborative work and how quickly girls’ voices can be sidelined.
Your solution to use Development Education methodologies, specifically structured role rotation and mixed-gender grouping, is a simple, practical and actionable way to ensure equity in skill development.
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Gender stereotypes can begin to shape children’s attitudes and behaviour from an early age, often without them even realising it. In one primary classroom, I noticed this during a free-choice activity where children could choose between construction materials, art supplies, and role-play. Most of the boys went straight to the construction area, while many of the girls chose arts and crafts or the home corner. When encouraged to try different activities, a few children commented that “building is for boys” or that “girls are better at looking after babies.” These comments showed how children can absorb stereotypes from their surroundings and begin to see certain interests or abilities as linked to gender.
Development education methodologies can help challenge these ideas by creating opportunities for children to think critically about fairness, equality, and inclusion. Instead of reinforcing traditional roles, teachers can use cooperative learning activities where every child takes on different responsibilities, allowing them to develop a wide range of skills. Classroom discussions, picture books, and stories featuring diverse role models can also encourage children to question stereotypes and see that people should not be limited by their gender.
Providing a classroom environment where all children feel equally valued and capable is essential. Encouraging pupils to explore a variety of activities, celebrating different strengths, and promoting respectful conversations can help break down stereotypes over time. Development education supports this by fostering empathy, critical thinking, and active participation, helping children understand that everyone should have the freedom to pursue their interests and talents without being restricted by gender expectations.
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Hi Colette,
Your integration of Development Education methodologies is spot on. Utilising cooperative learning alongside diverse picture books is a fantastic way to actively dismantle these biases. By ensuring every child experiences different responsibilities, you are effectively fostering critical thinking, empathy, and active participation from the ground up. You’ve beautifully demonstrated how DE practices create a fairer, more inclusive space where talent isn’t restricted by gender expectations.
You have clearly highlighted how easily children absorb subtle societal messages, which quickly manifest as rigid ideas like “building is for boys.”
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Gender stereotypes can influence children from a very young age, shaping how they see themselves and others. In one classroom situation I observed, the children were asked to choose activities during free play. Most of the boys immediately went to the construction area to build with blocks, while most of the girls chose the home corner and arts and crafts table. When one boy wanted to join the home corner, a few classmates laughed and said, “That’s for girls.” He hesitated and eventually left the area, showing how peer expectations can reinforce gender stereotypes even in early childhood.
Development education methodologies can play an important role in challenging these assumptions. By encouraging critical thinking, discussion, and empathy, teachers can help children question why certain toys, activities, or jobs are often associated with one gender. Using storybooks that feature diverse role models, cooperative group work, role-play, and open-ended discussions allows children to explore different perspectives and recognize that everyone should be free to pursue their interests regardless of gender.
Creating an inclusive classroom environment also means being mindful of our own language and expectations as educators. Rotating classroom responsibilities, encouraging mixed-gender collaboration, and ensuring all children are exposed to a wide variety of activities can help reduce stereotypes. When children regularly see boys and girls participating equally in all aspects of classroom life, they begin to understand that abilities, interests, and opportunities are not determined by gender. Through these approaches, development education supports respect, equality, and inclusion while helping children develop more open-minded attitudes that can have a positive impact throughout their lives.
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I really enjoyed reading your reflection. The example you shared from the home corner is one that many teachers will recognise, and it highlights how early gender stereotypes can influence children’s choices. I particularly liked your emphasis on using Development Education methodologies such as role-play, discussion and diverse storybooks to encourage children to question these assumptions. Your point about teachers reflecting on their own language and expectations is also very important. Small changes in classroom practice can make a significant difference in creating an inclusive environment where every child feels confident to explore their interests without fear of judgement.
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Hi Sinéad, Thank You for engaging with Module 2.
Thank you for sharing this insightful observation. Your example perfectly demonstrates how peer pressure can reinforce rigid gender roles at a very young age, affecting a child’s choices.
Using development education methodologies like diverse storybooks, role-play and mindful teacher language is an excellent way to challenge these stereotypes and build empathy.
Integrating these inclusive practices into School Self-Evaluation (SSE) is a strong approach, as it directly strengthens school culture around equality, well-being and inclusion. It helps children see that opportunities are not limited by gender.
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Even at a young age, gender stereotypes can strongly influence how children see themselves and others. In one classroom scenario, I noticed that during free play, boys would almost always choose building blocks and toy cars, while girls were encouraged by their peers to play with dolls or in the pretend kitchen. When a boy showed interest in playing with the dolls, some classmates laughed and told him that “dolls are for girls.” Although these comments may seem harmless, they reinforce limiting beliefs about what boys and girls are expected to enjoy or achieve.
Development education methodologies can help challenge these stereotypes by encouraging critical thinking, inclusion, and active participation. For example, teachers can use storytelling, role-play, and group discussions to introduce children to diverse role models who break traditional gender expectations, such as female engineers or male nurses. Cooperative activities where students work together on mixed-gender teams also help reduce stereotypes by allowing children to appreciate each other’s abilities rather than judging based on gender.
Addressing gender stereotypes from an early age helps create a more equitable learning environment where every child feels valued and empowered to reach their full potential.
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Hi Emily, welcome to the course and thank you for sharing this very clear and realistic classroom scenario. It is often during those unstructured, free-play moments that we see peer pressure and stereotypes manifest most sharply, and moments like a child being laughed at for wanting to play with dolls show just how limiting these early expectations can be.
Your reflection on utilising Development Education methodologies to counter this is excellent. Using storytelling, role-play, and mixed-gender cooperative teams is a fantastic way to break down these rigid barriers. Actively introducing diverse role models like female engineers and male nurses gives children concrete proof that their interests shouldn’t be defined by their gender. You have beautifully shown how these DE practices build an equitable environment where every child feels empowered to simply be themselves. Great work!
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Hi Emily,
<p style=”text-align: left;”>I’ve observed the same issues play out during my own Aistear time. The children will tend to gravitate towards what they believe is a toy designed for only their gender. I agree that even from a young age these ideas stick with them in a negative fashion. Trying to encourage equal play for all can hopefully combat these stereotypes.</p>
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Realistically by the time pupils enter primary school they already experienced gender sterotypes as it is all around them whether they are in a toy shop, watching a cartoon or even from the words or actions of family members especially an older relative.
I experincced this first hand in our school this year when we had a male SNA for the first time and my class found it hard to understand as they had only experienced females SNAS. I find story telling a really powerful tool in exploring gender inequality- two books that I have come back to time and time again are “Girls can do anything” by Caryl Hart and “The Boy with Big, Big Feelings” by Brittney Winn Lee. I use these books as a catylst for circle time discussions asking open ended questions like “Why are some jobs seen as “just for boys”?
I really enjoyed Emma Watson’s HeForShe speech and what came to mind for me is that we need to promote gender equity- we need to be fair to all genders, gender equality does not just refer to women.-
I agree with Avril, that children have preconceived ideas about who fits certain roles eg SNA. I also enjoyed Emma Watson, and her passion and determination to bring about awareness and change. I was shocked in an earlier clip, to hear that 62 million girls worldwide,are denied an education.
We also use those books that Avril mentioned, as part of our other awareness and well being library.
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I really enjoyed reading your post Avril. Your example of the male SNA was particularly thought-provoking because it demonstrates how easily children form ideas about gender roles based on what they see around them. I also agree that storybooks are a powerful way to challenge stereotypes and encourage meaningful discussions in an age-appropriate way. The questions you ask during circle time help pupils think critically and reflect on their own assumptions. Your final point about gender equity is especially important, as it reminds us that creating fairness and equal opportunities should benefit everyone, not just one gender.
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Hi Avril,
Thank you for your engagement with Module 2 – Gender.
Yes, you are correct, gender stereotypes can be well established before a student steps foot in a classroom, as you so rightly say, they are embedded in so many elements of society.
Your classroom experience with a male SNA perfectly highlights how early conditioning shapes children’s expectations of caring roles. Using targeted picture books for circle time is a brilliant way to cultivate empathy and challenge these rigid assumptions. Your point regarding the HeForShe speech is spot on; true equity must support all genders.
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As educators, I think it is difficult to challenge gender stereotyping, as many children come to school, having already been immersed in their own family’s culture, attitudes etc. This can range from a father figure who only wants his son to excel at Sport, to cultures where girls are expected to do menial jobs but boys are not. We had a class discussion during the year on gender equality in 6th class, and one boy told me that his sisters must do the housework after their lessons while he and the other boys in the family play on their playstation! I think its so important to challenge theses attitudes, through introducing initiatives like Cooking for Fun, where everyone participates, and also to bring the students attention to what is happening worldwide, by using the lessons of Plan International. Through class discussions and role play, children can see the injustices that are taking place, and it can broaden their minds and hopefully give them greater awareness as they progress through primary and secondary school.
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Hi Marie, welcome to Module 2.
Thank you for sharing this very real example. It highlights the challenge educators face when entrenched family or cultural attitudes are brought into the classroom.
Your practical initiatives, like Cooking for Fun, are excellent for breaking down these domestic stereotypes in a hands-on way. Using Plan International resources to look at global injustices through role-play and discussion is a fantastic development education approach. It expands their worldview and builds empathy. In terms of SSE, this work brilliantly supports the evaluation of school culture, active citizenship and well-being, helping pupils challenge inequalities both at home and abroad.
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I enjoyed reading your post, Marie. I agree that children come to school with lots of different experiences and expectations from home, and that makes these conversations all the more important. I really like your idea of Cooking for Fun because it naturally encourages everyone to get involved. Even if we can’t influence everything outside school, we can help children see that there are lots of possibilities open to them and encourage them to think beyond traditional stereotypes
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Gender stereotypes can have a significant impact on children from a very young age, often influencing their confidence, interests, and the activities they choose to participate in. In a primary classroom, I observed this during outdoor play when a group of boys told a girl that football was “only for boys” and suggested she should play skipping instead. Although the girl wanted to join the football game, she became hesitant after hearing these comments. This highlighted how easily children can internalise messages about what is considered appropriate for boys and girls.
Development education methodologies can help challenge these stereotypes by encouraging children to think critically about fairness, equality, and inclusion. Rather than simply correcting stereotypical comments, teachers can facilitate discussions that encourage pupils to question where these ideas come from and whether they are fair. Using cooperative learning activities, rotating group roles, and introducing books that feature diverse role models can help broaden children’s perspectives and challenge traditional gender expectations.
Creating an inclusive classroom where every child is encouraged to explore a range of activities regardless of gender helps build confidence and respect for others. Through development education, pupils learn to value diversity, recognise inequality, and appreciate that everyone should have the opportunity to pursue their interests and talents without being limited by stereotypes. These experiences help foster empathy and contribute to a more inclusive and equitable school environment.
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Hi Mark, welcome to the course and thanks for engaging with this module. The example you’ve shared is a poignant and clear classroom example. It is always tough to witness a child’s confidence waver due to peer comments like “football is only for boys,” but it perfectly illustrates how quickly these rigid messages can be internalised.
Your approach to using Development Education methodologies here is excellent. Moving beyond just correcting the comment to facilitating active discussions about fairness and where these ideas come from is a powerful way to build critical thinking. By combining cooperative learning with diverse role models, you are successfully helping pupils question these barriers, foster empathy, and create a truly equitable environment where everyone feels free to play.
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Hi Mark, welcome to the course and thanks for engaging with this module. The example you’ve shared is a poignant and clear classroom example. It is always tough to witness a child’s confidence waver due to peer comments like “football is only for boys,” but it perfectly illustrates how quickly these rigid messages can be internalised.
Your approach to using Development Education methodologies here is excellent. Moving beyond just correcting the comment to facilitating active discussions about fairness and where these ideas come from is a powerful way to build critical thinking. By combining cooperative learning with diverse role models, you are successfully helping pupils question these barriers, foster empathy, and create a truly equitable environment where everyone feels free to play.
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Reflecting on my own teaching experience, I have noticed that gender stereotypes can influence children’s attitudes and choices from a very young age. One example I have seen is during play and group activities, where some pupils automatically assume that boys should choose construction or technology-based activities while girls are expected to choose arts, crafts or caring roles. I have also heard comments such as, “That’s for boys” or “Girls don’t usually do that.” Although these remarks are often unintentional, they can affect children’s confidence and willingness to try new experiences.
Development Education provides excellent opportunities to challenge these stereotypes by encouraging pupils to think critically, question assumptions and appreciate diversity and equality. Through the use of stories, discussions, role play and cooperative learning, pupils can explore different perspectives and recognise that interests, talents and careers are not determined by gender. Selecting books that feature diverse role models and encouraging all pupils to participate in a wide range of activities can help create a more inclusive classroom where every child feels valued and capable.
As a SET teacher, I can reinforce these messages by ensuring that classroom resources, examples and learning activities reflect equality and inclusion. Providing opportunities for all pupils to develop confidence across different subjects helps break down stereotypes and supports positive self-belief.
This also links closely with our School Self-Evaluation (SSE) process. Promoting equality, inclusion and pupil wellbeing are important aspects of school improvement. By embedding Development Education throughout the curriculum, schools can create a culture where respect, fairness and equal opportunities are actively promoted. Regular reflection through SSE allows staff to evaluate current practice, identify areas for improvement and ensure that all pupils are encouraged to reach their full potential regardless of gender.
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Hi Clodagh,
Thank you for engaging in this Module.
This is an exceptionally valuable reflection, especially written from your unique perspective as an SET. Your observation on how subtle, everyday comments like “that’s for boys” chip away at a child’s confidence to try new things is highly perceptive.
A focus on boosting self-belief through inclusive reading materials and collaborative role play is a fantastic targeted intervention.From a SSE perspective, your unique position allows you to champion inclusion across multiple settings, ensuring that supportive resources and equitable practices directly strengthen the <b data-path-to-node=”2,0″ data-index-in-node=”628″>Wellbeing</b> and <b data-path-to-node=”2,0″ data-index-in-node=”642″>Learner Experiences</b> dimensions school-wide.11
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Gender stereotypes can be very challenging .They can just sneak in there unknownst to us. Teaching older children about inequality on a global scale is very important. They need to be informed of correct data and figures. We also can revisit our own past history in terms of gender inequality and the suffragette movement which allowed women the right to vote.
For younger children allowing them to chose from a wide variety of toys and engineering play based activities especially outdoor ones where children have to work in teams or small group of mixed gender to play and create may reduce the tendency for children to take on stereotypical roles.
We have a wonderful series of books in our library that focus on remarkable females from many different fields- politics, human rights, sport, music, art and science and these tangible real life stories can be very inspiring for young people. Exposing the older pupils to podcasts/interviews with Malala the youngest Nobel Peace Prize Laureate , a Pakistani girl who was shot by the Taliban but survived and recovered and spoke to the United Nations on her 16th birthday in 2013 calling for all children to have access to education. Children always relate to and understand concepts like gender inequality when they hear real life accounts and not just an adult telling them about it.
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Hi Noreen, welcome to the course and thanks for your engagement with this module.
Thank you for this wonderfully rich and thoughtful reflection. You have raised a fantastic point about how stealthily gender stereotypes can “sneak in” if we aren’t actively countering them.
I particularly loved your mention of the wonderful book series in your library focusing on remarkable females across politics, science, and the arts. Having those tangible, real-life stories readily available in the library is an exceptional asset; it provides a constant, visible counter-narrative to traditional stereotypes. Combining these literary resources with powerful real-life accounts, like Malala’s story and historical movements, is Development Education at its best. It moves the conversation beyond abstract adult lectures and allows pupils to authentically connect with concepts of fairness and equality. Brilliant work!
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I completely agree that gender stereotypes can be so subtle that we often do not realise how easily they influence children’s thinking and behaviour. I have noticed that children often make choices based on what they believe is expected of boys and girls rather than what genuinely interests them. This has made me much more aware of the importance of creating an environment where all children feel free to explore a wide range of activities without judgement.
I also think it is important to introduce children to positive role models who challenge traditional gender stereotypes. Sharing stories of inspiring women or learning about the achievements of remarkable women in history, science, sport, and the arts can help broaden children’s perspectives and encourage them to believe that they can pursue any interest or career regardless of gender. Equally, it is important that children see men represented in caring and nurturing roles so that stereotypes are challenged for everyone. By providing inclusive resources and creating opportunities for meaningful discussion we can help children develop a more open-minded understanding of gender and equality that will benefit them throughout their lives.
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I have noticed that gender stereotypes can influence the choices children make in the classroom. During free play, when the farm set, tractors, and transport toys are available, it is often the boys who naturally gravitate towards these areas, while many of the girls choose the hairdressers, arts and crafts, or dolls. On occasions when a girl has shown an interest in playing with the tractors or a boy has wanted to play in the hairdressers or in the kitchen, I have observed comments from other children suggesting that these toys are “for boys” or “for girls.” These experiences highlight how early children begin to absorb messages about gender roles from the world around them.
Development education methodologies can play an important role in challenging these stereotypes by creating opportunities for children to question assumptions and recognise that everyone should have equal opportunities regardless of gender. As a teacher, I can deliberately encourage mixed-group play, ensure that all classroom resources are presented as being for everyone, and use stories and discussions that challenge traditional gender roles. For example, introducing books that feature female farmers, engineers, or mechanics, as well as male nurses, teachers, or carers, can broaden children’s understanding of what is possible. Through questioning, discussion, role play, and cooperative learning, I can encourage children to reflect on why they associate certain toys or jobs with particular genders and help them understand that interests, talents, and careers should never be limited by stereotypes. In doing so, I hope to create a classroom where every child feels free to explore, play, and learn without feeling constrained by expectations based on their gender.
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Hi Deborah, welcome to module 2 and Thank you for sharing this excellent observation. It is fascinating to see how early children absorb these messages and the example of the farm set versus the hairdressers perfectly highlights how toys can become gendered in their minds.
Your proactive strategies, like introducing books with diverse role models and deliberately structuring mixed-group play, are fantastic development education methodologies. This approach seamlessly feeds into the School Self-Evaluation (SSE) process by promoting an inclusive school culture, enhancing student voice and supporting well-being. It ensures every child feels valued and free to explore their interests.
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Gender stereotypes can influence children’s beliefs and behaviour from a very young age. In the classroom, I have noticed that boys are often more likely to volunteer for tasks involving construction, technology or sport, while girls may choose activities linked to art, reading or caring roles. These choices are not always based on ability or interest but can reflect the messages children receive from society, the media and even everyday conversations.
Development Education methodologies can help challenge these stereotypes by encouraging critical thinking, discussion and reflection. Providing pupils with books, videos and real-life examples that show people in a wide variety of roles, regardless of gender, helps broaden their understanding of what is possible. Cooperative learning activities also allow children to work together, value different strengths and challenge assumptions in a respectful way. As teachers, we can use inclusive language, ensure all pupils have equal opportunities to participate in every area of the curriculum, and actively question stereotypes when they arise.
Development Education also links well with the School Self-Evaluation (SSE) process. Through SSE, schools can review how effectively they promote equality, inclusion and pupil wellbeing. Actions such as auditing classroom resources for gender balance, reviewing teaching practices and gathering pupil voice can help identify areas for improvement. Embedding Development Education within SSE supports a whole-school approach to creating an inclusive environment where every child feels valued, challenged and free to pursue their interests without being limited by gender stereotypes.
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Hi Marina,
Thank you for engaging with Module 2 – Gender.You have accurately identified how societal messaging subtly steers boys toward technology and girls toward caring roles regardless of their actual abilities.
Your dual focus on cooperative learning and inclusive language provides excellent classroom strategies to dismantle these assumptions. Linking this work to a whole-school approach via the SSE process is exactly what is needed. Conducting an audit of classroom resources for gender balance and actively gathering pupil voice are fantastic SSE actions that directly support the <b data-path-to-node=”2,0″ data-index-in-node=”627″>Learner Experiences</b> dimension.
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From my experience within schools it is clear that children are very much exposed to the should and shouldn’t from a very young age when in comes to gender stereotypes. It is clear that most boys are told they should be strong and brave and girls more gentle and quietly spoken.
It is our job within the classroom to try and shape and eliminate these gender stereotypes. Play is vital with helping on this area. Both boy and girl dolls should be readily available within every classroom. Both boys and girls alike should be encouraged to play in each area including the dolls and indeed the girls in the construction/ vehicles area.
Open discussion is indeed vital when it comes to shaping gender stereotypes. We need to challenge these should and shouldn’t views. We need need to show openness as educators and listen to the children’s views and indeed model good gender views ourselves as adults.-
SSE is indeed an invaluable way for shaping and eliminating these gender stereotypes. A classroom audit of toys and play items is an utmost must in every classroom. Often we just use what’s there and let that be that but indeed we need to provide the children with the right tools for open discussion though play. Modelling good gender roles within the school is also paramount as children soak up adult behaviour and start to model this themselves!
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Hi Ciara,
Absolutely, societal gender stereotypes are reinforced from an early age and it is important for teachers (Particularly in junior classes) to challenge these misconceptions regularly and robustly.
I also like your focus on open discussion and modelling positive attitudes. As teachers, the language we use and the examples we set can have a real impact on how children view themselves and others.
One thing worth considering is using storybooks that challenge traditional gender roles. These can provide a natural starting point for discussion and help children explore different perspectives in an age-appropriate way. Two examples that come to mind are The Paper Bag Princess by Robert Munsch and William’s Doll by Charlotte Zolotow. Both encourage children to look beyond traditional expectations of what boys and girls ‘should’ do and show the importance of being yourself. -
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I enjoyed reading your reflection and agree that gender stereotypes can influence children’s thinking from a very young age. Your emphasis on the importance of play is particularly relevant, as it provides natural opportunities for children to explore different roles and interests without limitations. I also agree that educators have an important role in creating an inclusive classroom where all children feel encouraged to participate in every area of learning, regardless of gender. Your point about open discussion is equally important. Challenging stereotypes through respectful conversations and modelling inclusive attitudes helps children question assumptions and develop empathy and respect for others. By providing diverse resources and positive role models, we can help children recognise that their abilities, interests, and aspirations should never be limited by gender stereotypes.
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From my own teaching experience at infant level, I have already noticed how gender stereotypes are present in the classroom. For example, it affects which piece of stationary a child might choose, as they mention how there are ‘boy’ colours and ‘girl’ colours that they just select from. Furthermore, they tend to gravitate towards activities during Aistear that have a higher percentage of their own gender participating in, reinforcing the stereotypical idea of ‘girl toys’ and ‘boy toys’.
Development education methodologies can help to combat these stereotypes by educating children on gender equality. Exposing children to learning about both males and females in typical gender stereotype roles helps them to understand that they can be/ do whatever they want, regardless of whether they are a boy or girl. Moreover, learning about areas that are still developing in gender equality can help them to empathise and reflect on their own experiences and what they can achieve regardless of gender. School self evaluation can be conducted through hearing the children’s voice and identifying anywhere that gender stereotypes are prevalent within the school.
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I have experienced very similar situations in my own infant class as Laura has outlined here in her comment. I agree with her points made and the need for Development Education Methodologies in order to break down inequalities and show children, at a very young age, that the possibilities for them are limitless and that they should not restrict themselves to gender stereotypes and boundaries. I love seeing boys care for baby dolls in Aistear as many see their dads care for little brothers and sisters and likewise I love seeing girls interested in cars and tractors like their mothers have shown them. We need to look at our own practices in the home and ensure children aren’t picking up these stereotypes from our own behaviours.
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One example of gender stereotypes that I have noticed in the classroom happened during an art lesson. The children were choosing colours for their drawings, and one of the boys picked up a pink crayon. Another child quickly said, “Pink is for girls,” and the boy immediately put it back and chose a different colour. It was a small moment, but it showed how early children can begin to believe that certain colours, toys, or activities belong to one gender.
Experiences like this remind me why Development Education is so important. It encourages children to question stereotypes instead of simply accepting them. Rather than correcting the children straight away, I think it would be more effective to start a discussion by asking questions such as, “Who decided pink is only for girls?” or “Can colours belong to boys or girls?” This gives children the chance to think critically and realise that these ideas are learned rather than true.
I would also make sure that the books, displays, and resources in the classroom show boys and girls taking part in a wide range of activities, rather than reinforcing traditional roles. During art lessons, I would encourage children to use whatever colours they like and remind them that colours are for everyone. Creating an environment where children feel comfortable expressing themselves without worrying about stereotypes can help build confidence and respect for others.
Overall, I think Development Education helps children become more open-minded, respectful, and accepting of differences. By encouraging discussion, critical thinking, and inclusion from a young age, teachers can help challenge gender stereotypes and create a classroom where every child feels free to be themselves.
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I really relate with your experiences. You have provided some brilliant ideas about how to teach children about gender stereotypes. I really like the idea of having classroom displays that do not reinforce gender stereotypes. Having books that children can read in the library is also a great idea. These are great ideas to help open the children’s minds to all possibilities.
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Louise, I have seen the exact scenario you described play out in my classroom on multiple occasions over the years. I always challenge it by simply stating ‘colours are for everyone’. Generally, this is accepted with no further discussion. I have also had many more detailed conversations when children push back against my initial ‘colours are for everyone’ statement. We discuss how in the past, pink was assigned to baby boys and blue to girls. We wonder when and why it changed, and usually children come to the conclusion that colours are just colours and ultimately they mean nothing! There will generally be a couple of outspoken children who will agree that it’s silly to say a colour is just for boys or just for girls. I think it’s important for gender stereotypes to be gently challenged in this way, and I have often heard children repeat my ‘colours are for everyone’ statement in later situations. Often it’s just a case that children have (naturally) never stopped to think about why colours are assigned to genders, and all it takes is someone to state the opposite for them to think more critically about it.
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Louise,
I really like the questions you suggest. Questioning is such an important skill for everyone and the discussion which can flow from questions such as yours can really help to develop children’s capacity for critical thinking. I also like your recommendation to use a broad range of books, displays and resources depicting girls and boys engaging in lots of different activities. Visual imagery is so important in challenging stereotypes.
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One thing I’ve noticed in the classroom is how early gender stereotypes start to show. For example, during free play, the boys often head straight for the building blocks or cars, while many of the girls choose the dolls or arts and crafts.
I think development education methods can really help challenge these stereotypes because they encourage children to think critically, ask questions, and see things from different perspectives. Instead of telling children they’re wrong, we can use stories, role play, and discussions to show that everyone can enjoy different activities and have different interests. Choosing books with diverse characters, mixing children into different groups, and making sure all toys and activities are presented as being for everyone can also make a big difference.As teachers, we also need to be aware of our own language and expectations. Small changes, like encouraging all children to try every activity and praising effort rather than focusing on gender, can help create a classroom where children feel free to be themselves without worrying about stereotypes. I think starting these conversations early helps children become more open-minded and respectful of others as they grow.
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Gender stereotypes can influence children from a very young age, often without them even realising it. In my classroom, I have noticed children making comments such as “football is for boys” or “girls don’t play with construction toys.” These ideas can limit children’s confidence and willingness to try new activities.
Using Development Education methodologies, such as discussion, storytelling, role play, and exploring different perspectives, can help challenge these stereotypes in a positive way. Choosing books and resources that show people in a variety of roles, regardless of gender, also helps children see that everyone can follow their interests and talents.
In our school, this links well with promoting inclusion and respect for diversity. Through the School Self-Evaluation process, we could reflect on how well we challenge stereotypes across the curriculum and identify ways to provide more inclusive learning experiences. By working together as a staff, we can help create a school environment where all children feel confident to participate in any activity without being limited by gender stereotypes.
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I agree that gender stereotypes can develop at a very young age and that children often repeat ideas they have heard without fully understanding their impact. Your examples of children associating football or construction toys with boys highlight how important it is for schools to create opportunities where all children feel encouraged to explore different interests.
I think your point about using stories, role play, and diverse resources is particularly valuable, as these approaches allow children to see different possibilities and challenge assumptions in an age-appropriate way. Development Education can support this by encouraging empathy, equality, and respect for different experiences.
I also agree that this connects strongly with School Self-Evaluation. Reflecting on classroom practices, resources, and student experiences can help schools identify whether they are creating truly inclusive environments. By sharing ideas as a staff and reviewing our approaches regularly, we can ensure that all children feel valued and confident to participate, regardless of gender.
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Gender stereotypes can influence students from a very young age and can affect how they view themselves, their abilities, and the choices they make. In the classroom, I have noticed situations where some students assume certain activities, subjects, or roles are more suitable for one gender than another. For example, during group activities, I have seen some students naturally assign leadership or technical roles to boys, while expecting girls to take on more caring or organisational roles. These assumptions can limit students’ confidence and prevent them from exploring their full range of interests. This has always been seen even from a young age when the Infant classes are taking part in ‘Aistear’ and they take on ‘Mom & Dad’ roles.
Development Education methodologies can help challenge these stereotypes by encouraging critical thinking, discussion, and reflection on issues such as equality, human rights, and social justice. Through activities that explore different cultures, role models, and diverse experiences, students can question assumptions and develop respect for others.
This approach also links strongly with School Self-Evaluation (SSE), as schools can reflect on how effectively they promote inclusion, equality, and student voice. Gathering student feedback, reviewing classroom practices, and working collaboratively as a staff can help identify areas for improvement. By embedding Development Education into teaching and learning, schools can create a more inclusive environment where every student feels valued and supported to reach their potential.
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Having taught in an all-boys primary school for a substantial period of time, I have become more aware of how gender stereotypes can influence children’s attitudes from a young age. One example I noticed was that some boys assumed the female teachers were the ones to go to if they were upset or needed help, while male teachers were seen as being responsible for discipline, PE, or dealing with behaviour. Although these assumptions were not intended to be negative, they reflected traditional ideas about gender roles that children may have absorbed from home, the media, or society.
Development Education provides useful strategies to challenge these stereotypes by encouraging discussion, critical thinking, and reflection. Through stories, cooperative learning, and conversations about fairness and equality, students can begin to question stereotypes and recognise that people should not be defined by their gender. Introducing diverse role models across the curriculum can also help broaden their perspectives.
I also think Development Education can support the School Self-Evaluation (SSE) process. Including goals around equality, inclusion, and respectful relationships in SSE encourages schools to reflect on how these values are promoted in everyday teaching. Gathering feedback from students and staff can help identify areas for improvement and ensure that challenging stereotypes becomes part of a whole-school approach rather than an isolated lesson. -
Working in a mixed-sex DEIS Band 1 junior primary school, I regularly see how gender stereotypes begin to influence children’s thinking from a very young age. One example that stands out is during Aistear or free play when a boy chooses to play with dolls or in the home corner. It is not uncommon for other boys, and sometimes girls, to tell him that “dolls are for girls.” This shows how quickly children absorb stereotypes from the world around them.
Development Education methodologies can help challenge these ideas by encouraging discussion, questioning assumptions, and exposing children to a wider range of positive role models. Through storybooks, role play, circle time, and cooperative learning, children can explore the idea that toys, jobs, colours, and interests are for everyone. Asking open-ended questions such as “Why do you think that?” or “Can boys be caring too?” encourages children to think critically rather than simply accepting stereotypes. Using inclusive books that show fathers caring for babies, women in STEM careers, and boys enjoying nurturing play can also help normalise different choices. By creating an inclusive classroom environment where all children feel valued, we can promote respect, equality, and confidence from the earliest years.-
Colin, I also work in a similar school and would experience the same in my classroom. Sometimes children may even say ‘my mammy says I’m not allowed play with xxx type toys’ it can’t be tricky in these situations but it does open a discussion in the classroom which can benefit everyone in the long run.
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Gender stereotypes remain evident in classrooms and in everyday life. In junior classes, it is common to observe boys gravitating towards toy tractors and cars in the sandpit, while girls are often more inclined to play with dolls. I have also noticed that during PE lessons, boys frequently prefer playing football, whereas girls tend to be more open to participating in a wider variety of activities, such as basketball and rounders.
Gender stereotypes can also be seen in how behaviour is perceived and addressed. In the school playground, incidents involving girls are often viewed more negatively, while similar behaviour among boys may be dismissed as “rough play.” Beyond the school environment, these stereotypes continue to influence attitudes and decisions. For example, last Christmas, a relative wished to buy a toy kitchen for her son, but her partner discouraged the purchase on the grounds that it was considered “too girly.”
These experiences highlight how gender stereotypes can shape children’s choices, interests, and opportunities from an early age. I believe that education has an important role to play in challenging these assumptions. By promoting discussions around gender equality and exposing children to a broad range of activities, resources, and role models, schools can help pupils develop a more inclusive understanding of gender roles and encourage them to pursue their interests without being limited by stereotypes.
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When reflecting on gender stereotypes in my own classroom, I think it is important to recognise that children can develop ideas about what is “for boys” and what is “for girls” from a very young age. Working in a MGLD class, I have noticed that some pupils can be influenced by these ideas when choosing activities. For example, some children may avoid certain areas of play because they see them as being more suitable for another gender.
Development Education can help challenge these views by encouraging children to talk about fairness, equality and respect for others. Using stories, discussions, role play and everyday classroom activities can help pupils understand that everyone can enjoy different interests and have different strengths.
Through the SSE process, schools can reflect on how inclusive their practices are by looking at resources, pupil participation and classroom experiences. This can help create an environment where every child feels accepted and confident.
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I work in an Educate Together and from my teaching experience in that school, we luckily don’t often see gender stereotypes affect our students too much We have a huge emphasis on equality which is largely respected. In saying that, of course there has been examples of gender stereotypes present in my classroom. One example would be, during PE lessons, often the boys are picked first over the girls when choosing teams. Often there can be times when I would be giving the children a choice over two activities and the choice between males and females can be very different. Often how the males and females manage and solve conflict can be quite different. Another example of gender stereotype seen in my classroom is when the Principal asked for 4 students to help him lift and move some heavy boxes and he chose all boys for the job.
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Hi Malllorie, it is refreshing to read that your school has a great emphasis on equality and it is widely respected. The example of your principal choosing 4 boys to lift heavy boxes, shows however, even though we as adults are very aware of gender stereotypes its almost impossible not to fall into the trap, but something we as leaders in education need to be more mindful of!
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Gender stereotypes are seen by children from a very young age. Children are always taking in what they see around them. I was surprised to learn that children learn stereotypes between five and seven. This highlighted for me how important it is for teachers to teach children about gender stereotypes and help children broaden their own understanding of it. From my experience I have seen children gravitating towards what others may consider not gender stereotypical but pull away when it is made note of by their peers. An additional example would be conversations about occupations or jobs and what gender works in what jobs.
Development education can be used to help open up conversations about gender stereotypes in a safe environment. It encourages children to think critically and open their minds to the possibilities of the wider world. Teaching lessons about gender stereotypes can have a significant impact on children’s view of the world by challenging beliefs in a positive way, promoting equality. I would facilitate classroom activities that are child centred and promote lots of discussion. Stories, pictures and videos can be useful for lessons like these to help engage the children. I would use open ended questions and group discussions which helps to teach children important life lessons in how to have discussions and differences in opinions as well as learning about the topic at hand. The classroom environment that I create is also important in relation to the topic of gender stereotypes. Making sure that the language I use around this topic, how I talk about jobs or colours and how I see the world is important as the children absorb and learn from their environment.
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Children are often exposed to gender stereotypes early in life through families, friends, media and toys. This can influence what they believe boys and girls should be interested in or capable of doing. These stereotypes may affect their confidence, subject choice and future career. I must admit that I am probably guilty of it myself. i would never have dressed my baby boy in pink and I’m sure the toys that he received were more ‘ boy toys’ that those of his sisters. I do however think that their has been a lot of progress in this area. I remember in my own school days the girls did sewing while the boys went out for PE. Thankfully that would never happen today.
In my own classroom I have observed how during STEM lessons the boys often take charge the assembly or building aspect of the project. This can cause girls to loose confidence in their STEM ability and limit equal participation and learning opportunities. While I would probably have stepped in straight away in a situation like this I now feel that more needs to be done. The lessons outlined in Plan International Ireland development Education teacher handbook are excellent. It would be great if all schools received this resource (even through email).
There are so many ways that we can address gender stereotyping in our schools. We need to make sure that the toys in our classrooms are for everyone.
Class jobs should be based on a rotating system.
Libraries should be stocked with books that feature gender expansive characters. We need to be aware how we divide or group our children for seating , lining up etc.
We also need to take a look at the curriculum that we teach. Do history/science lessons delivered to children feature lessons on women? There are fantastic books out there. For example Malala’s magic pencil and Fantastically Great women who changed the world by Kate Pankhurst. The latter book is full of facts about 13 inspirational women in history. Children love stories and this can give us an opportunity to include amazing women in history. If we look at the statistics for teachers in our Irish schools we discover that it is highly feminized, with woman making up approx 85 %. If we look at the statistics for principals around 34% are male. Despite making up a smaller portion of the overall workforce , men are disproportionately represented in principal positions to their total numbers. I was shocked when I read the fact that globally more than 62 million girls are not attending school and that each year 15 million girls under 18 will be married. This is shocking!
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Hi Rose, I really liked your honest reflection and your classroom example from STEM lessons. Boys taking over practical tasks can easily affect girls’ confidence and participation. Your suggestions of rotating roles, reviewing classroom books and highlighting women in history and science are practical ways to challenge stereotypes and promote equality throughout the school.
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Gender stereotypes affects students from a very young age. Children as young as junior infants have a very clear distinction between something that is “for boys only” or “for girls only”. Whether it is a minecraft lunchbox, a pink hair clip, or a certain toy, these gender stereptypes are already in place by the time they start school. This is where the teachers voice is so important. I remember once in a classroom we were discussing what they would like to be when they grow up, one particular girl confidently said how she hoped she would be a famous footballer one day. This was met with shock from many followed by ” girls can”t become professional football players only boys can”.
It is important as a teacher that we use these moments as teachable moments, by not addressing them we are reinforcing these gender stereotypes. I explained to the children that gender doesnt define what you become in life, its your own goals and talents, you can be anything you want to be by setting your mind to it. I went on to show them photographs of many successful women who played sport at an international level namely our own Katie McCabe who is captain of the Republic of Ireland’s women’s team and a professional footballer for Arsenal!
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I think that gender stereotypes can prevail from a young age based on what toys and life experiences are exposed to early in life. I also believe that they can be challenged through different unbiased activities. I have witnessed gender stereotypes in my classroom during play activities. For example, during a role play activity a boy in my class was dressed with cat ears and another boy asked him why he was wearing ‘girl clothes’. He responded that dressing up wasn’t just for girls and the other boy was accepting of this and joined in. I feel that he hadn’t been exposed to this type of play before or maybe only witnessed girls dressing up. This module highlighted great lessons to challenge gender stereotypes which I would use in my class next year. I also think that young children could explore this topic through history lessons such as ‘What was school like when by grandparents were young?’ They could interview their grandparents and older family members and explore how in Ireland in the past boys and girls took part in different lessons such as P.E. for boys and knitting for girls. This could link the local and the global community idea in the children’s mind.
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Reflecting on my own classroom, I can see how gender stereotypes begin to influence children from a very young age. For example, during free play, some boys were reluctant to use the home corner because they believed it was “for girls,” while some girls hesitated to join construction activities because they felt these were “for boys.” These attitudes were not intentional but reflected messages they had absorbed from the world around them.
Development Education methodologies can play an important role in challenging these stereotypes. By using stories with diverse characters, role play, cooperative learning, open discussion, and questioning, children can explore different perspectives and recognise that interests, abilities, and careers are not determined by gender. Providing a classroom environment with inclusive resources and encouraging all children to participate in a wide range of activities helps promote equality and respect. As teachers, we can also model inclusive language and challenge stereotypes when they arise. By doing so, we help children develop empathy, confidence, and the understanding that everyone should have equal opportunities to learn, play, and succeed regardless of gender.
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Gender stereotypes can influence children from a very young age by shaping their interests, confidence and expectations. The module notes that stereotypes are often reinforced through toys, activities and messages such as telling boys not to cry, and that they can later affect children’s career and life choices.
One example I have seen is during playtime when some pupils said that football was “for boys” while caring for dolls was “for girls.” These comments may seem harmless, but they can discourage children from exploring activities they genuinely enjoy. I would use Development Education methodologies such as discussion, questioning, role-play and collaborative group work to challenge these assumptions. Pupils could examine pictures of people in different jobs, discuss whether interests belong to a particular gender and hear stories that present boys and girls in varied roles. The aim would be to create a safe space where children can question stereotypes and recognise that everyone should have equal choices and opportunities. This reflects the module’s focus on exploring whether boys and girls can enjoy the same things.
Development Education could also feed into SSE through pupil surveys, classroom observations and reviews of books, displays and school activities. The school could then set targets to improve representation, participation and equality. -
Gender sterotypes can have a significant impact on kids from a young age. They can influence kids on how they see themselves, their interests, subjects, careers and what they believe they are able to achieve. Boys might feel they have to take on a very physical career and feel the need to be less emotionally expressive whereas girls may feel they need to be in a caring profession or a creative role. These sterotypes can limit children’s confidence, opportunities and may contribute to inequality later in life. I often see it in my Junior Infant classroom that the children have this idea that the boys are not allowed to play with the baby dolls and the girls shouldn’t like Marvel toys. They seem to have a certain assumption about colours too that ‘blue is for boys’ and ‘pink is for girls’. These gender stereotypes even translate into sports and cartoons that they watch.
Development Education methodologies can help challenge these stereotypes by encouraging children to think critically about assumptions and biases. Children can explore different perspectives and question traditional ideas through discussion, storytelling, role-play and inquiry based activities. This promotes values of equality, inclusion and respect. If these values are taught throughout the school by teachers then it would help to reduce these gender stereotypes.
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Our theme for the fortnight was ‘People Who Help Us’. So for role play activities I had toy tools, construction hats, dolls, and medical kits on a table. Several boys immediately picked up the tools, while many girls chose the dolls. That in itself showed me how already at that young age boys and girls are being veered towards certain types of toys. Then when one of the girls reached for a construction hat, a classmate said, “Girls can’t be builders.” I briefly dealt with the situation and told the child that she of course can be a builder but then left it at that.
After completing this module and reflecting on it I can see how we as teachers can challenge biased comments in a supportive way, provide non-stereotypical learning materials, and create opportunities for all children to participate equally. The sample lessons given in this module are excellent for this and definitely something I will use going forward. This helps foster empathy, confidence, critical thinking, and respect for diversity from an early age.
Development education can combat gender stereotypes by questioning stereotypes and recognising equality, fairness, and respect for everyone. Through inclusive stories, discussions, cooperative play, and exposure to diverse role models, children learn that interests, careers, and abilities are not determined by gender
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I can really relate to what some of the teachers have said in their response to gender stereotypes. I totally agree with you Niamh Flynn, I have noticed some of the same things in my Junior Infant classroom, where the boys will choose the building blocks and the girls will play with the dolls. Sometimes I find that the children don’t even realise they gravitate towards these toys but I find that there will always be someone to make a comment about it in the class at the start of the yea “No, boys don’t play with dolls”. That’s why it is so important for us as teachers to explain to the children that it’s ok to play with whatever toys you like. I find as the year progresses that this then is not an issue and the children gravitiate towards whatever toy takes their liking.
I love Louise Hallahan’s idea about having a classroom displays and books in the library that do not reinforce gender stereotypes. I will definitely be using these ideas in my own classroom, as it will help the children to think more critically and open the children’s minds.
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I recently taught junior infants and I noticed how early gender stereotypes can influence children’s choices and interactions. During Aistear I noticed that when things like cars or construction were part of it, the girls weren’t as interested. I teach in an all-girls school. But when it was small world, dolls, colouring etc they loved it. In my discussion with the children as I walked around the stations, they would say to me ‘cars are boys toys’, or ‘this isn’t for girls’. This is a notion that is ingrained through daily life and it is something that needs to be worked on as a society.
This made me aware of how important it is for teachers to challenge stereotypes in everyday classroom life. Development education methodologies can play a valuable role by encouraging children to think critically about fairness, equality, and inclusion. Rather than simply telling children that everyone can play with every toy, I could use picture books that challenge traditional gender roles, facilitate discussions where children share their ideas, and ask open-ended questions that encourage them to think about why they believe certain toys or jobs are for boys or girls.
I think it is important to provide a classroom environment where all children are encouraged to explore different activities without judgement can help break down these stereotypes. Rotating play areas, celebrating diverse role models, and modelling inclusive language also reinforce the message that interests and abilities are not determined by gender. We as teachers need to be good role models and play an important part in helping the children grow and learn.
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100 per cent right about how early it starts and how important it is to challenge them. It is so deeply-rooted in society, people are blind to it. Even dividing our education system in 2026 into a system that still entertains gender-divided schools is so questionable. I say this with no disrespect to your all-girls school. It simply reminded me. In the recent primary school survey, it was alarming to me looking at the results, that some people still don’t want co-educational learning environments – it beggars belief!
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One example of gender stereotypes that I have seen in the classroom happened during a science lesson with a class of 6th class girls. As a starter activity, I asked the children to draw a scientist in two minutes. When we looked at the drawings together, I noticed that most of them had drawn a man. Many of the pictures also showed the typical “mad scientist” with messy hair, glasses and a lab coat. Only a few pupils had drawn women.
This activity made me realise that gender stereotypes can influence children’s thinking from a young age, even if they are not aware of it. The images they see in books, films and the media can shape who they think belongs in certain jobs or careers.
After the activity, we talked about famous scientists from different backgrounds, including many women who have made important discoveries. It led to a good discussion about why we often picture scientists in one particular way. It reminded me how important it is to challenge these stereotypes in the classroom so that all children can see themselves in any career they choose.
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Hi Aoife I really enjoyed reading your post. I think that drawing activity is such a simple but effective way of highlighting the stereotypes children can have without even realising it. It shows how much influence the media and the world around them can have on their thinking.I also like how you used it as a discussion rather than just telling the children they were wrong. Introducing them to female scientists and people from different backgrounds is a great way to challenge those ideas and broaden their view of what is possible. It’s a lovely reminder that small classroom activities can have a big impact on children’s confidence and aspirations.
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I enjoyed reading your post. I think this is a good example of how gender stereotypes can affect children’s thinking from a young age. I like how you used the drawing activity to start a discussion with the class. Learning about female scientists helped to challenge these stereotypes and showed the children that anyone can become a scientist. I think activities like this help children understand the importance of equality and encourage them to respect everyone, regardless of gender.
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This is a topic that I am regularly found on my soapbox about and I have had many discussions with my colleagues and friends about. Gender stereotypes are everywhere! From the second the child leaves the womb (and even before!), they are subject to gender stereotypes, from the types of clothing put onto them to people describing infants as behaving x y and z way because they are a girl/boy etc. Children are exposed to this constantly and often coming from adults that they trust. It then often continues right on into adulthood. Gender stereotyping in turn leads to gender inequality. I recently saw a reel where a man explained it very well. He was doing the grocery shopping accompanied by his small children, where he was met with comments about ‘how great he was for doing that’ and how wonderful he was for having the children with him at the same time. He commented about how his wife would never be met with these comments and he described very simply how the ‘social bar’ is set much lower for men and the inequity that exists for women even in the simplest of tasks.
In my own classroom (Senior Infants) recently, we had worked a lot on discrimination, whereby work on racial discrimination in turn led to discussions on gender discrimination. We discuss the ideas of ‘boys toys’ or ‘girls toys’, haircuts, nail varnish etc. All the children by the end of the lessons knew the ‘right’ answer to give but as teachers, we also recognise that just because they know it, does not mean that they will embody it. Last year, a boy in the class arrived in wearing a skirt. While one or two children remarked that he was (more in observation and a kind of admiration than criticism), he was supported by a classful of children who accepted that he was simply wearing clothes, not ‘girls’ clothes. On yard however, he was met with three boys from another class who tried to belittle him. However, this was met with strong disapproval from the children in my class. The child in question was fully supported and the other children were educated in the concept of gender stereotyping. When speaking with the child’s mother later that day, she explained that wearing perceived ‘girls’ clothes was something that he had always liked to do but not long before Junior Infants, he felt shamed in the playground about it and had stopped. Due to feeling safe and supported, he now confidently comes to school in the clothes that he felt most comfortable in. This really highlights how harmful gender stereotyping can be from such an early age and equally the power we hold as educators in creating that positive, safe environment for children free from gender stereotyping.
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I really liked your example from the playground. It really highlights how early children can experience gender stereotypes, but also how much of a difference a supportive classroom can make. It’s encouraging to see how your class stood up for their classmate, and it shows that the conversations we have in the classroom really can have a positive impact.
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After reflecting on gender stereotypes, I realised how early children begin to absorb ideas about what boys and girls “should” like or be good at. Even in primary school, I hear comments like “football is for boys” or “pink is for girls.” Although these comments are usually innocent, they show how stereotypes are already influencing children’s thinking. One situation I have noticed is during free play, where some children assume boys should choose construction toys and cars while girls choose dolls or arts and crafts. I like to ask open-ended questions such as, “Why do you think that?” This encourages children to reflect on their own assumptions. I think Development Education is a great way to challenge these stereotypes through discussion, questioning and stories that show a range of different role models. It also links well with School Self-Evaluation (SSE), as schools can reflect on whether their teaching, resources and classroom environment promote equality and inclusion. Helping children challenge stereotypes from a young age creates a more respectful and inclusive classroom for everyone.
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Hi Chantelle,
Thanks for sharing your thoughts here. I think its fair to say that some of these innocently-intended stereotypes start long before a child enters an infant classroom. Marketing is everywhere around us, and creates subconscious bias in us all around what roles, toys, colours, etc. are fixed towards certain genders. One flick through the Smyths magazine at Christmas will clearly point towards certain toys being geared heavily towards girls and others towards boys. It’s certainly a hard cycle to break, but I like your idea of raising awareness and the profile of this through the SSE cycle.
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I really enjoyed reading your reflection. I agree that children begin to absorb gender stereotypes from a very young age, often without realising it. I especially liked your example of asking open-ended questions such as, “Why do you think that?” as it encourages children to think critically about their assumptions rather than simply being told they are wrong. Your point about using Development Education through discussion and diverse role models is very important, and I also agree that linking this work to the School Self-Evaluation (SSE) can help schools create a more inclusive environment. This is a thoughtful and practical approach to promoting equality in the classroom.
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Gender stereotypes are a huge factor nowadays in the primary classroom. I think there is that stereotypical culture that comes from society and from home that some toys, things, sports and activities are for girls only and others for boys only. A scenario I have witnessed in the classroom is during playtime with infants. The children picked roles and toys for the boys and ones for the girls then. This was decided by a group of children and there was no reasoning as to why these roles were given bar their gender. I think as a teacher, it is super important to tackle stereotypes and ensure your classroom resources and activities represent diversity. Show the children role models and show them that there are male and female workers in all areas. We did a home project a few years ago for STEM week and interviewed a lot of mothers and female STEM workers and this was portrayed around the school. It led to many classroom discussions and got the children to reflect on gender stereotypes and challenge them.
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This module helped me to develop my understanding of gender stereotypes and how they can affect children from a very young age. I learned that children can be influenced by the messages they hear at home, in the media and from their peers. As teachers, it is important that we help children understand that everyone should have the same opportunities, regardless of gender.
In the classroom, I have noticed that boys often choose construction toys or football during playtime, while girls are more likely to choose the home corner or art activities. I have also heard children say that some toys are “for boys” or “for girls.” I think these comments show that gender stereotypes are already influencing children’s choices. It is important to encourage all children to take part in a wide range of activities and to remind them that everyone can enjoy different interests.
I think Development Education methodologies can help challenge these stereotypes. I would use storybooks, class discussions and group activities to encourage children to think about fairness, equality and inclusion. I think these activities would help children respect one another and understand that everyone should be treated equally.
Overall, I found this module very informative and practical. The gender module can support our School Self-Evaluation (SSE) by helping teachers reflect on how equality and inclusion are promoted throughout the school. It can also encourage schools to review their resources and classroom practices to make sure all children feel included, respected and valued.
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Gender stereotypes can influence children’s confidence, interests, and participation from a very young age. In my classroom, I noticed a situation during a STEM activity where several boys immediately took charge of building a bridge while some girls stepped back and offered to decorate or write labels instead. No one explicitly assigned these roles, but the children seemed to follow traditional gender expectations. This highlighted how deeply stereotypes can shape children’s choices and self-belief.
Development education methodologies can help challenge these stereotypes by encouraging critical thinking, inclusion, and equality. Through discussion, cooperative learning, and the use of diverse role models in books, videos, and classroom displays, children can see that everyone is capable of succeeding in any subject or activity regardless of gender. As teachers, we should also reflect on our own language and expectations to ensure we provide equal opportunities for all pupils. Rotating classroom roles, encouraging mixed-gender group work, and celebrating achievements across all areas of learning can help break down stereotypes. Creating an inclusive classroom where children feel free to explore their interests without fear of judgement supports confidence, participation, and respect for diversity. By addressing gender stereotypes early, we can help children develop more positive attitudes towards themselves and others.
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It’s funny how so many of the stereotypical activities are still seen as for being ‘just for boys’ or ‘too girly’. I see my own son sometimes picking up his sisters dolls and brushing hair or wanting to set up the dolls house but I also noticed that he doesn’t do it in front of other males. I try to encourage mixed activities for all, my own daughter is a huge football fanatic and is happy to play along with the boys. This is something I tell that kids at school so that they see different activities as being ok to try regardless of their gender. I feel it is good to lead by example in school and try different things or ask a male colleague to model different activities so it becomes more ‘acceptable’ for the boys to try.
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This module made me reflect on gender stereotypes in a different way. To be honest, I don’t hear many comments in school about certain toys, games or activities being ‘for boys’ or fir girls’. In my experience, the children generally play and learn well together, and we encourage everyone to take part in everything. My concern is more about what happens when they leave school.
Many of the children I teach come from families with strong cultural and religious traditions, and while these are an important part of who they are, there can sometimes be different expectations for boys and girls as they get older. It makes me think about the role school has in helping children see that there are many different opportunities open to them. We may not change what happens outside school, but we can help broaden children’s horizons while they are with us.
I think this is where Development Education can really make a difference. It’s not about criticising family beliefs or telling children that one way of life is better than another. For me, it’s about creating opportunities for children to think, ask questions and see positive role models in a wide range of careers and roles. The books we read, the people we talk about and the examples we use in class all matter.
The biggest takeaway from this module is that schools can quietly challenge stereotypes by creating an environment where every child feels that their interests, abilities and ambitions are valued equally. Even if those conversations seem small at the time, they can help children realise that they have choices and that their future doesn’t have to be limited by expectations. -
During free play in my classroom (Junior Infants to Second Class), I set out building blocks, a construction set, dolls, and a small kitchen set. Straight away, I noticed the boys gravitate to the blocks and cars, while the girls headed for the dolls and kitchen area, without me saying anything to guide them there.
One of my Second Class boys went over to the dolls, but two of his classmates laughed and said “that’s for girls.” He quickly dropped it and joined the boys at the blocks instead. I have a lot of EAL pupils and I have noticed that boys from some cultures in particular are more likely to act and play with what they perceive as ‘masculine’. I do try to encourage trying new activities and during RSE lesson at the end of term we had a ‘bathing babies’ lesson to discuss male and female body parts, quite a few of the boys wouldn’t wash the dolls and pretended to be drowning them or were quite rough with them. -
This module made me think about how early children begin to pick up gender stereotypes, often without even realising it. One example I have seen in the classroom is during Aistear or free play. Some children will automatically say that the construction area or superheroes are “for boys”, while the home corner or dolls are “for girls”. Even at a young age, they can have quite fixed ideas about what boys and girls should like. This year I had a 5<sup>th</sup> class group and we engaged with an engineering project from a university. As part of the study the children were asked to consider what an engineer looked like. Almost all children drew a man building a bridge. Only one girl drew a girl.
I think Development Education can help by encouraging children to question these assumptions instead of simply accepting them. As teachers, we can provide books and stories that challenge stereotypes, make sure all children are encouraged to try every activity, and have open discussions about how everyone has different interests regardless of whether they are a boy or a girl. Sometimes children just need to see positive examples that go against the stereotypes they have picked up elsewhere.
I also think this links well with School Self-Evaluation. It gives schools an opportunity to reflect on whether our resources, displays and teaching approaches promote equality and inclusion. Small changes across the whole school can help create an environment where every child feels free to be themselves without being limited by gender stereotypes.
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I totally agree with the careful selection of the displays and teaching resources. Spending a little more time ensuring that equality has been considered when putting up displays or in case studies creates a welcoming environment and encourages confidence in students whose interests maybe don’t align with current gender stereotypes.
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Gender stereotypes can influence children’s attitudes, interests and confidence from a very young age, often without them even realising it. These stereotypes may shape how pupils see themselves and others, affecting the activities they choose, the subjects they enjoy and the careers they imagine for their future. As teachers, we have an important role in creating an inclusive environment where all children feel free to explore their interests without being limited by traditional gender expectations.
One scenario I have observed in the 334¾ was during free play, where many of the boys immediately chose construction toys and building blocks, while most of the girls gathered in the home corner to play family roles. Although this happened naturally, it reflected the gender roles that children often see at home, in the media and in society. On another occasion, a boy who wanted to join the role-play area hesitated after another child commented that it was “for girls.” This highlighted how quickly stereotypes can influence children’s choices and confidence.
Reflecting on this experience, I realised the importance of actively challenging gender stereotypes rather than assuming children will naturally move beyond them. I would encourage mixed-group activities, rotate classroom roles, provide books and resources that challenge traditional gender roles, and celebrate a diverse range of role models. By modelling inclusive language and responding positively when children choose activities outside stereotypical expectations, teachers can help create a classroom where every child feels valued and confident to develop their own interests and abilities. In doing so, we promote equality, respect and a more inclusive learning environment for all pupils.
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Hi Claire,
The scenario you mention from your own experience is all too common, unfortunately and would be closer to the rule than the exemption. A Canadian researcher named Doug Clements has some really interesting insights on this, and his findings speak to how this ultimately creates a gender gap in maths and other STEM subjects as these children get older. Boys experience in construction play actually develops their spatial reasoning skills at a far greater level than girls. What might seem inconsequential can actually have far reaching impacts on children as they progress through school.
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Gender stereotypes are something that is still a huge thing in society today. In my current role in an all boy school at times I can see resistance to some subjects which may be deemed as ‘girly’, mainly the creative subjects such as art, music and drama. This is more of a common sight as you go up the classes and boys become more aware of their peers and seek to ‘be cool’. This limits their learning opportunites massively and oftentimes can stop them fulfulling their potential.
As a teacher is it our jobs to ensure that we are allowing each student their best chance to grow in every aspect of the curriculum. Focusing on their interests , creating lessons based around topics that relate to themselves and assessing in fun methods will allow for the students to forget about the prejudice ideas that they have towards certain subjects and ensure that they enjoy them in a manner where they are relaxed and calm about the situation.
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I see the same thing in my classroom. As children get older, they can become more aware of what their friends think and sometimes avoid certain activities because they are seen as “for boys” or “for girls”. This can stop them from trying new things and enjoying different parts of the curriculum. I think it’s really important that we encourage all children to take part and remind them that their interests and abilities are not based on gender.
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As a 3rd/4th class teacher in a DEIS Band 1 school, I have seen how gender stereotypes can influence children from a young age. In my classroom, I have noticed that some boys feel pressure to be “tough” and show strength. In the area where I teach, boxing is very popular, and some children believe that fighting or being aggressive is part of being a boy. I have also seen stereotypes where girls are expected to be quieter or more caring.
Development Education can help challenge these ideas by encouraging children to question stereotypes and understand equality and respect. Using diverse stories, classroom discussions and mixed-group activities can show children that everyone can take part in any activity, regardless of gender. It also links with SSE by encouraging schools to review their practices and resources to ensure all pupils feel included. By promoting inclusion, we can help children develop confidence to be themselves.
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I work in a Junior DEIS Band 1 setting. I have had children refuse to sing, refuse to use the colour pink, refuse to sit beside someone because of their gender, not let another child play because of their gender, and the list goes on. I fully plan to implement explicit lessons around gender, such as the ones shown in this module. We already have a lot of conversations around gender and fairness in the classroom, and I have found the most successful tool to be modelling. I’ll say things such as “I need to use blue next. Some people think it’s just a colour for boys, but I love it and I love how it makes my picture look”.
One thing I find particularly difficult in my setting is that I have encounters a number of young boys who do not have a father or adult male permanently present in the home. With me (a female) as their teacher, they often see adult females as the main authority figures in their lives and from here, contention begins to build. Honestly, I’m still not entirely sure how to apply development education to best combat this dynamic, but hopefully will find more research in my offline time. Any replies with advice or insight on this are welcome!
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In my experience as a primary school teacher, gender stereotypes often emerge at a very young age. During free play, I have heard boys describe the play kitchen as “for girls,” while some girls avoid construction or STEM activities because they see them as “for boys.” These views are usually shaped by family, media and peer influences rather than children’s own interests.
Development Education offers effective ways to challenge these stereotypes through discussion, critical thinking, cooperative learning and reflection. Rather than simply correcting children, it encourages them to question their assumptions and explore different perspectives. Stories, role-play and activities focused on equality and children’s rights help pupils understand that interests, abilities and future careers should never be limited by gender. They also promote empathy, respect and an appreciation of diversity.
This module reinforced for me that gender equality is about creating equal opportunities for every child. It also highlighted how Development Education can support our School Self-Evaluation, particularly within the Wellbeing and Equality dimensions. By reviewing classroom resources, teaching approaches and participation across all areas of school life, schools can identify and address gender bias, creating a more inclusive environment where every child feels valued and encouraged to reach their full potential.
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Gender stereotypes can influence children from a very young age, influencing the activities they choose and the way they view themselves and others. During my time in a Junior Infant classroom, I observed boys saying that they could not play with the dolls during playtime because they believed dolls were “for girls.” However, I also noticed that when they thought their peers were not watching, they happily engaged in imaginative play with the dolls. This highlighted how early children become aware of social expectations and how these ‘expectations’ can limit their choices and activities. As a teacher, I have always encouraged boys to play with dolls by creating an environment where all toys are available to every child and where children get the opportunity to choose during free play. Rather than drawing attention to boys playing with dolls, I treat it as a normal part of classroom play. By avoiding any reaction, I aim to encourage the boys to play with the dolls if they wish. I also would often state that the dolls are for everyone to play with.
Development education can play an important role in challenging these stereotypes by promoting equality, inclusion, and respect for diversity. Through carefully chosen stories, discussions, and play-based learning, children can learn to question stereotypes and appreciate that everyone should feel free to explore their interests without fear of judgement or exclusion. -
I think that I would leave lots of toys of various types dispersed in a classroom for golden time so there is no female or male areas. I would also ensure that children were encouraged to be themselves despite gender roles. I would also champion the STEM subjects and encourage scratch and coding for all genders not gender specific. I would also encourage the arts subjects as these are very important for creative expression which are very important across all genders. Regarding the SSE process I would encourage STEM, robotics coding and lego across the curriculum aa I think stem and the arts are good ways to build a good overlap of gender specific roles and would encourage creativity and problem solving across the curriculum. I also think sports that are not gender specific mixing male and female teams for padel for example may be another way to bridge the gender gap.
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I really like your idea of having all toys available to everyone instead of having “boys’ toys” and “girls’ toys.” Giving children the freedom to choose what interests them helps break down gender stereotypes from an early age. I also agree that encouraging all pupils to take part in STEM, coding, robotics, and the arts is so important. Children often discover talents and interests when they are given the chance to try something new. Your point about mixed-gender sports is a good one too, as it encourages teamwork, inclusion, and respect for each other’s abilities rather than focusing on gender. Small changes like these can make a big difference in helping children feel confident to be themselves and take part in any activity they enjoy.
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I think gender stereotypes are generally already embedded in children before they enter primary school and even preschool. From the moment a child is born the colour of the clothes is pink for girls or blue for boys, toy ad’s show girls playing with dolls and boys playing with footballs or bricks.
I have also noticed that certain extra curricular sports can be quite gender dominant- for example dance (ballet) seems to be very much a female sport, while rugby and boxing can often be considered and sport for boys (Akthough there has been a shift in these views in the last number of years) . It is worth noting however that for young children these extra curricular activities are predominantly influenced by those at home.
I think that in the classroom we can provide the children with opportunities to explore their likes and dislikes in a safe, non judgemental environment. We should continue to provide opportunities for all classes to experience activities that society perceives as gender specific. Gender equality topics should be embedded in various lessons allowing time for children to discuss and critically reflect on these issues.
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Right from birth, we display gender stereotypes towards babies through the gifts that we buy and the toys that we provide. Blue for boys and pink for girls is something that we subconsciously steer towards. As children get older, we continue this trend. Celebrating ‘Engineering Week’ or ‘Science Week’ every year in school is an excellent opportunity to show how gender inequality exists in the workplace and the importance of having more women in higher roles in STEAM. Children need to explore the many opportunities in these areas from a young age so that we close the gap between men and women in these careers. Integrating history and literacy during science week and exploring ‘Famous Female Engineers’ is one such way of promoting gender equality. Encouraging children to explore their talents in STEAM and how they can aspire to achieve careers in this area, which is traditionally geared towards men.
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I agree with this Eimear. It starts so early, doesn’t it? Even the colours, toys and comments children hear when they are very young can quietly shape what they think is “for boys” or “for girls”. Science Week and Engineering Week are great chances to challenge that a bit. I like your idea of bringing in examples of famous female engineers, because children need to actually see those role models and not just hear that “anyone can do it”.
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How do gender stereotypes affect children?
In the society we live in today children, especially those who have access to smart phones and devices can access information that is unfiltered and bias. Children are being exposed to some very strong characters online with millions of followers who may be preaching about certain gender stereotypes and what they deem to be the correct way to live. It is vital that we as educators, discuss how to access content online and how to understand what is appropriate for their age also. This also ties in with a home/school link.When children are younger they explore with lots of different toys, as they get older they seem to categorise boys and girls toys as opposed to just toys. I think having access to a variety of toys and materials in our classrooms is very important. Also representation when learning, about space not just male astronauts, look at female ones too. Celebrating sporting achievements of both male and female competitors is also vital for children to see.
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You make some important points, Mairead. Children are seeing so much online now, and not all of it is balanced or age-appropriate. Some of the messages around boys, girls, behavior, and “how you should be” can be very strong, especially when they are coming from people with huge followings. I agree that we have a role in helping children question what they see online, not just absorb it. It definitely links with home as well, because so much of that content is being viewed outside of school.
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The topic of gender equality is a fascinating one as often in Ireland we look at it from a historical point of view. We have come a long way in recent years to bring about better gender equality.
Recently when teaching 1st class about female historical figures, the topic of their formal education came up. Many of these women were not accepted into certain courses, had to pretend to be men or had to fight hard for basic educational rights. The girls and boys in the class thought this was so unusual and strange. Why would girls not be allowed become vets or scientists? It was a very worthwhile lesson to show the children just how far we’ve come and how hard people had to work to get us here.
On the other hand, day-to-day we see small acts, hear tiny comments that really show we’re not fully equal yet. I work in a coed school so children are educated with the opposite gender from a very young age. Many mixed gender friendships are made and in many areas there is a huge sense of equality. On the topic of sports however, there is a noticeable difference. When discussing sports teams, the boys would prefer to play with other boys on their team. If there is a girl who is good at sports the phrase “she’s actually good” is used when describing her abilities. This obviously has an effect on how boys and girls interact and the hobbies they might choose to pursue.
We’ve come a long way in our country but we still have a very long way to go. It’s important to teach this topic and draw children’s awareness to it. There are certain parts of the world where gender inequality is a huge problem. While it might not directly affect the children in our class, we all need to be aware of it and help bring about change.-
The part about the children being shocked that women couldn’t study certain subjects or follow certain careers really stood out for me Anna. It shows how strange and unfair it seems to them now, which is a good sign in itself.
I also think you’re right that the bigger historical examples are easier for children to notice, but the smaller everyday comments can be harder to challenge. Phrases like “she’s actually good” can sound harmless, but they do say a lot about what children have picked up somewhere along the way.
Sport is definitely an area where these attitudes can still come through, even in schools where boys and girls mix well in lots of other ways. It’s a good reminder that we have to keep an eye on the little things, not just the obvious examples of inequality.
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One example I see regularly is during lunchtime football. Girls often want to join in but are told that football is “for boys,” or the boys won’t pass them the ball. After a while, some girls stop playing altogether because they feel left out or think they aren’t good enough. Another frequent one along the same line is during P.E some boys not being too pleased if there are ‘too many’ girls on their team, again coming from this stereotype that boys are naturally better at sport.
During golden time I’ve also noticed boys avoiding certain toys because they think it’s only for girls, while some girls are less confident joining construction or STEM activities because they believe boys are better at them.
I think development education methodologies are a great way to challenge these stereotypes. Rather than just telling children that boys and girls can do the same things, it’s more effective to get them thinking about why they believe these ideas in the first place. For example, during circle time or SPHE lessons, we can ask questions like, “Why do people think football is only for boys?” or “Can anyone be good at football if they practise?” These discussions encourage children to think critically and realise that these ideas come from society rather than being true.
Using mixed-gender groups in PE and classroom activities also helps. If everyone has an equal chance to take part and contribute, children begin to see each other’s strengths instead of focusing on whether they are a boy or a girl. Reading books and sharing stories about female footballers, male nurses, or women working in science can also help children see that people can follow any interest or career.
Our school took part in Olympic movement breaks as part of active schools this year. It was wonderful to see the mix of Olympians involved in that initiative and it gave the children some great male and female role models to look up to in Irish sport. -
Gender stereotypes definitely impact children from a young age. I have noticed in my own teaching that many of the SESE books have stereotypes and are biased. For example, we tend to focus on men in history, in STEM etc. When teaching children about gender stereotypes, I asked the children to all draw a picture of a scientist. In a class of 28 where 14 girls and 14 were boys, most of the class drew a male scientist. I found this incredibly sad and disheartening but it was an excellent starting point for my lesson to teach children about gender stereotypes and introduce them to lots of females working in STEM. Development Education offers really useful ways to challenge these stereotypes. Using discussion, stories, role play, projects, videos and cooperative learning gives children the chance to question their assumptions and hear different viewpoints. An excellent video to show the class is the NIKE ad “run like a girl”, it is a great starting point for talking about stereotypes and how they influence the way we think.
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This is a really strong example, Emer. The “draw a scientist” activity says a lot, doesn’t it? It must have been disappointing to see so many children draw a male scientist, especially with an even mix of boys and girls in the class, but it also gave you a very real starting point for the lesson.
I agree with you about SESE books too. Sometimes the bias is not obvious at first, but when you start looking closely, men are often shown much more in history, science, and discovery-type roles. Children pick up on that without us even realising. I like that you used it as a chance to introduce female scientists and women in STEM. That kind of follow-up is so important, because it helps children see that their first idea of a “scientist” might be quite limited. The Nike “like a girl” video is a great suggestion as well. It could easily allow you to have a good discussion about the phrases children hear and how they can affect confidence.
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Gender stereotypes are very evident from an early age. I teach in a Deis band 1 junior school and I see and hear these stereotypes daily in my classroom. For example I would have boys who wouldn’t play with dolls/prams etc as their daddy told them boys don’t play with these toys they are for girls. Now during the parents introduction meeting I make sure to explain how we play/ what we play with etc to try and encourage more flexibility from home as I feel in my own school this is where the problem begins.
Then using different methodologies in in the classroom I encourage the children to play with all toys, it’s a relaxed environment with plenty of choice which I feel in turn leads to children experimenting and playing with all toys and resources. I use circle time slot to introduce new concepts and to have open discussions around this topic which doesn’t make it such a ‘big deal’ then when children do choose to play with different toys.
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I think this is a really honest example, Emma, of how early these ideas can come in. It’s mad how quickly children pick up the message that certain toys are “for boys” or “for girls,” and often, as you said, it’s coming from home rather than from the children themselves. I like that you mention it at the parents’ meeting. That’s a really good way to set the tone early and explain that play in school is about learning, exploring, and developing skills, not about certain toys belonging to certain children. The relaxed classroom approach sounds lovely too. If children have plenty of choice and it isn’t made into a big issue, they are probably much more likely to try different things naturally.
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I really liked your point about involving parents from the beginning, as home has a big influence on children’s attitudes. I also agree that providing a relaxed, inclusive classroom and using circle time to discuss these topics helps children feel comfortable exploring different interests without stereotypes limiting their choices.
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I think it is a very smart idea to involve parents in this process. Clear expectations ensure that children in your class can explore without that fear of gender stereotypes, it also gives parents something to think about too. It may have been a generational thing, how they were brought up and I think is a wonderful way to be upfront from the beginning – perhaps it will help to break the cycle.
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Gender stereotypes can affect children from a very young age. In my classroom, I have noticed that during STEM activities, boys are often the first to volunteer to use the iPads or build models, while some girls are happy to watch or let others take the lead. This is not because the girls are less able, but because children can be influenced by the messages they see at home, in the media, and in society.
Development Education can help challenge these stereotypes by giving children opportunities to think, ask questions, and share their ideas. For example, we can read stories about female scientists or male nurses and talk about why people sometimes think certain jobs are only for boys or girls. We can also make sure boys and girls work together in groups and all have a chance to be the leader or use the equipment.
As teachers, we can encourage every child to try new things, challenge unfair comments, and show that everyone can succeed, no matter if they are a boy or a girl. This helps children become more confident, respectful, and open-minded.-
This is a very familiar example, I’d say, Eimear. Even when nobody is saying it directly in the classroom, children can still pick up the idea that boys are “better” at building, technology, or taking the lead in STEM tasks. I like that you pointed out that the girls are not less able. It’s more about confidence, habit, and the messages children are getting from different places. Sometimes they just need a bit of encouragement and the chance to take on those roles themselves. I think your point about group roles is really practical. Making sure everyone gets a turn to lead, build, use the iPad, or share back to the class could make a real difference over time. Small changes like that can help children see themselves as capable.
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Hi Eimear,
I enjoyed reading your reflection. I liked your example from the STEM lesson, as it is something I have noticed in my own classroom too. Your point about children being influenced by the messages they see at home, in the media and in society is so true. I also agree that using real-life role models and ensuring boys and girls have equal opportunities to take on leadership roles or use equipment during group work are simple but effective ways to challenge stereotypes. These everyday experiences can make a real difference in helping children develop confidence and recognise that their abilities are not determined by gender.
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Reflecting on gender stereotypes, I think children can be influenced by them from a very young age through toys, media, and even everyday language. In the classroom, I have noticed situations where boys automatically choose construction activities while girls choose arts and crafts or role-play. Sometimes students also make comments like “that’s for boys” or “girls can’t play football,” showing how stereotypes can affect their choices and confidence.
Development Education methodologies can help challenge these stereotypes by encouraging discussion, critical thinking, and inclusion. Using storybooks with diverse role models, cooperative group work, and open conversations about fairness allows children to question assumptions and recognise that everyone should have equal opportunities regardless of gender. As teachers, we can also ensure that classroom resources, language, and activities are inclusive and encourage all students to explore different interests.
The gender module can also support School Self-Evaluation (SSE) by helping schools review their policies, classroom practices, and learning environment to ensure they promote equality and inclusion. This encourages a positive school culture where all students feel valued and supported.
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I think this is something most teachers will recognise, Chloe. Children can pick up ideas very early about what boys and girls are “supposed” to like, even when nobody has directly taught them that. The examples you gave around construction, arts and crafts, and comments like “that’s for boys” are very real. They might seem small at the time, but they can definitely affect what children feel confident trying. It’s often the small things in the room that are worth a second look. The words we use without thinking, the pictures the children see in their books, and whether it’s always the same few getting asked to take on certain jobs. Tweak and change those, and the classroom starts to feel a bit more open to everyone.
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Hi Chloe, I notice that same dynamic in my classroom especially during are play and group activities. I really like your emphasis on using cooperative group work and diverse storybooks as development education methodologies to break down those barriers. Giving them the space to question ‘why?’. Also, auditing our own classroom language and resources as teachers is a great way to build inclusive school culture.
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Teaching 6th class has really highlighted to me just how much gender stereotypes influence children, even before they reach secondary school. At this age, they’re becoming much more aware of what their peers think, and it’s obvious that many of their ideas about gender have already been shaped by social media, family, friends, and wider society.
One thing I notice quite often is comments during PE or games about girls not being as good at sport as boys. Some boys automatically assume they’ll be better or should be picked first, even when that’s not the case. I also hear children describe certain activities, colours or interests as ‘girly’ and boys can be reluctant to get involved because they don’t want to be teased. As they’re getting older, there’s also a noticeable pressure on boys to act tough, avoid showing emotions, and not appear ‘weak’.
I think development education methodologies can really help challenge these attitudes because they encourage children to think critically about the messages they hear and the assumptions they make. Through discussions, group work, role-play, and using examples of people who break traditional gender stereotypes, children can begin to question these ideas and see that interests, abilities and emotions aren’t determined by gender.
It has also made me reflect on my own practice. Sometimes, without even realising it, we can reinforce these stereotypes ourselves. For example, it can be easy to ask girls to help tidy the classroom or work with younger children, while asking boys to move tables or carry heavier equipment. These decisions are often made without much thought, but they can unintentionally send messages about what we expect from boys and girls. It’s something I’ve become much more aware of and I’m trying to be more mindful about giving all children the same opportunities and responsibilities, regardless of gender. I think challenging stereotypes isn’t just about responding to comments children make but it’s also about reflecting on our own habits as teachers and making small changes that help create a more inclusive classroom for everyone.-
I agree with what you have said Síofra about children’s beliefs around stereotypes not being influenced solely by the school environment but also by social media, their family and friends. It’s important as you said to ensure that we don’t reinforce those stereotypes ourselves and are making small changes to create a more inclusive classroom.
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I think gender stereotypes can influence children from a very young age, often without them even realising it. Throughout my experience teaching mainly 5th and 6th class over the past seven years, I have noticed that some children still associate certain activities, jobs and school subjects with being for either boys or girls. One example that stands out each year is some girls thinking that Maths, STEM, SESE topics were moreso for boys and that the boys would be “better at it.” This created an opportunity during SPHE to discuss how interests and abilities are not determined by gender.
Development Education methodologies such as discussion, collaborative learning and critical thinking can help challenge these stereotypes in classroom lessons. By encouraging children to question stereotyped assumptions, they can begin to recognise that these assumptions are often unfair and limiting. They can recognise that these stereotypes often affect both sides too. Using books, real-life role models and current events also provides opportunities to challenge traditional views and promote equality in lessons.
I have seen over my years teaching how important it is to create a classroom where every child feels equally encouraged to participate, lead and succeed, regardless of gender. Small everyday interactions, such as ensuring all children to take on different roles and believe in their abilities regardless of their gender can help foster a more inclusive classroom environment.
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I think this is where Development Education can really help. It encourages children to think about fairness, equality and respecting differences. I really enjoyed the resources shared in this module and would definitely use them with my class. There was a great variety of stories, visuals and activities that encourage discussion and reflection in an age-appropriate way. These resources would help children to challenge stereotypes and see that everyone should feel free to enjoy the same toys, activities and opportunities.
This also links well with School Self-Evaluation. If a school is focusing on inclusion, wellbeing or pupil voice, promoting equality and challenging stereotypes can become part of everyday teaching. Small conversations and activities can make a big difference in helping children respect themselves and others.
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Having taught in an all-boys primary school for the past number of years, I have seen how gender stereotypes can influence children’s behaviour from a young age. Some boys are reluctant to express their emotions when they are in the blue zone of regulation or participate in activities such as art or drama because they worry these interests are ‘not for boys’ and believe only subjects such as science or PE are. These attitudes often reflect messages they receive from society rather than their own individual preferences.
By using methodologies such as books with diverse role models during Development Education, it encourages students to question these stereotypes and develop empathy and respect for others. It would help boys in my school for example to better understand that interests, emotions, and abilities are not defined by gender.
From an SSE perspective, schools can use pupil voice and classroom observations to reflect on participation and inclusion. This can then help us to take action and begin to introduce programmes or workshops that promote equality and challenge stereotypes.
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I really enjoyed reading your post. Your examples show how early gender stereotypes can shape children’s attitudes and choices, particularly around expressing emotions and taking part in certain subjects. It highlights how important it is to create a classroom where all pupils feel comfortable exploring their interests without fear of being judged. I also like your suggestion of using diverse books and role models to challenge these stereotypes in a positive and age-appropriate way. Your point about using pupil voice and classroom observations as part of the SSE process is excellent, as it allows schools to identify areas for improvement and take meaningful action.
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Hi Louise,
I work in a mixed DEIS Band 1 Junior school but have had similar experiences with the boys in my class. Participation and fear of looking silly or ‘girly’ often hold boys back from participating in anything performance related.
There have also been issues with boys becoming embarrassed when overwhelmed and they become really afraid that they might cry in front of their peers. This then manifests in anger and they often argue and take it out on each other, both verbally and physically.
I think using role models would be a great idea to encourage boys to process their emotions and to engage in activities that they deem ‘girly’. I’ll definitely do more research on this to see if there is a local sports person who could come in and chat about wellbeing.
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Children can be highly perceptive to their surrounding environment and quickly absorb ideas about identity like race, gender culture from media and society long before they enter the classroom. so by the time they arrive, gender stereotypes are often already form, shaping how they interact with each other and how they see themselves. A scenario I’ve often seen in the primary classroom is during free play, art, or group work, where children make offhand, sweeping statements like “girls are just better at drawing” “girls just like the game dress to impress” or “boys are better at sports”. Which can place artificial limits on what children think they can or should do. This is where Development Education methodologies really come in handy. Instead of just telling them “that’s not true,” development education encourages us to use critical questioning and participatory learning. Using tools like circle time, or open ended stories, we can pause and ask: “Why do we think that?”, “Can anyone be good at drawing if they practice?”. By creating a space for child-led discussion and bringing in books or real-life stories that challenge these rigid ideas, we help young learners think critically about fairness and equality from an early age. I really like utilising my local library for books to read for story time or a stimulus for Global Citizenship.
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This is a really valid point, Peace. Children pick up ideas about gender, race, culture, and identity so early, often well before we cop on to it, and by the time they come out with something in school, they may already have it down as fact. The examples you gave are very familiar. “Boys are better at sports,” and “girls are better at drawing.” They can sound harmless enough in the moment, but they do quietly shape what a child feels comfortable having a go at. I like that you leaned towards questioning them rather than just correcting. “Why do we think that?” or “Could someone get better with practice?” is a far better way of getting children to do the thinking themselves. Circle time would suit this really well, especially if they can talk it out in a relaxed sort of way. And I love the idea of using the local library, as a good picture book will often open up a conversation far more naturally than any formal lesson would.
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Working in an infant school, I already see how gender stereotypes can influence children’s behaviour. For example, during free play, the girls often choose the home corner while many of the boys head straight for the construction area. On one occasion, a boy wanted to play with the dolls, but another child told him that “dolls are for girls.” It was a reminder that children can pick up gender stereotypes from a very young age.
Development Education methodologies can help challenge these stereotypes by encouraging discussion, questioning assumptions and using inclusive resources. Reading books that show boys and girls in a variety of roles, providing a wide range of toys without labelling them, and encouraging all children to explore different activities can help break down these ideas. Asking open-ended questions such as “Can anyone be a firefighter?” or “Can dads look after babies?” also encourages children to think critically about stereotypes.
This module has made me more aware of the importance of challenging gender stereotypes early. It also links well to our School Self-Evaluation (SSE), particularly in promoting inclusion, equality and pupil wellbeing. Reflecting on our classroom environment, resources and language can help ensure all children feel valued and free to explore their interests without being limited by gender expectations. -
Gender stereotypes can influence children’s attitudes and beliefs from a very young age. Often shaped by society and the messages they see around them, these stereotypes can limit children’s confidence, aspirations, and perceptions of what they can achieve. As educators, it is important that we challenge these ideas and create a classroom where every child feels valued, included, and free to pursue their interests, regardless of gender. Development Education provides valuable opportunities to explore these issues and promote equality in a meaningful way. I remember teaching first class a few years ago when we were talking about different jobs. I was surprised by how strongly some of the children believed that certain careers were only for men or only for women. It really highlighted how early these ideas can develop and reinforced the importance of addressing them in the classroom. One effective way to challenge gender stereotypes is by using a wide range of inclusive books, learning materials, and real-life examples that represent people in a variety of roles and careers. Introducing children to diverse role models helps them see that interests, talents, and career choices are not determined by gender. By encouraging open discussions and exposing pupils to different perspectives, we can help them develop a more inclusive outlook and recognise that everyone should have the same opportunities to follow their ambitions.
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Having taught in primary and asd for over 15 years, I would endeavor to remove gender biases in play based teaching and methodologies. I would encourage individual preferences and also encourage children especially girls into STEM subjects from a young age. I would foster enquiry based learning for fun and creativity to develop. I would foster learning journals and interest questionnaires to foster their own creative talents and preferences.
From an SSE perspective, I would foster these learning logs digitally as part of stem and encourage digital storytelling as a form of self assessment. I would foster their own skills and creativity to help them be agents in their own lives and learning and to foster careers they are interested in as opposed to moving in to suit their specific parental preferences.
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Gender stereotypes can impact children’s confidence and choices from a very young age. In the primary classroom. I once saw this during an art lesson when a boy wanted to use pink as the background colour for his painting. However, he hesitated because he was worried that other boys in the class might mock him. This showed how early children can become aware of gender expectations and feel pressure to conform.
Development Education methodologies can help challenge these stereotypes by encouraging pupils to question unfair assumptions, value diversity, and develop empathy. Through discussions, inclusive stories, and open-ended creative activities, children can learn that colours, interests, and talents are not limited by gender. As teachers, we can create a classroom environment where every child feels respected, confident, and free to express themselves.
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This is a great example of what actually goes on in classrooms, Andrea. Something as simple as picking a colour can often turn into a big deal for a child if they’re worried about what the others will say or think. As you say, stories, discussion and open-ended art are a nice gentle way to push back on it and it doesn’t have to become a big production every time. Even a small thing dropped in like “sure, colours are for everyone” helps set the tone. Building a room where children feel free to choose and make and express themselves without minding the gender rules is so important.
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Gender stereotypes is ‘alive and well’ in the classroom particularly amongst the Junior classes. We see from a very young age how gender stereotypes begin to influence children and how they see themselves. In the classroom I have noticed how children align certain games, activities, toys etc to a particular gender. When the children are engaged in free play it is particularly noticeable how certain roles are presumed to be either male of female and certain toys e.g. Construction or medical roles and the children are very often reluctant to engage in roles which they perceive as belonging to the opposite gender. It is important through discussion, stories, real life examples and role play that children learn to understand that particular interests. Activities, jobs etc are not determined or reliant on a particular gender. Development Education can help children understand this and challenge stereotypes. It is important to create an inclusive classroom where children feel at ease in exploring and respect the interests choices of others.
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Michelle it has been a while since I was in a junior classroom. I had presumed that gender steriotypes would get progressively worse and more deeply routed as children get older. However, now that I think back to doing Aistear on school placement, it was always the girls doing the cooking/organising of activities and boys recieving the food or doing more boisterous activities. You are correct, through the modelling of different genders doing different roles and jobs we can help them see that anyone can do anything. Picturebooks would be a good way to incorporate this.
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Getting boys to carry heavy things, giving art projects to the girls, giving the football to the boys. A lot of the actions that teachers make are subconscious and not necessarily deliberate. However, when this happens repeatedly over time, is reinforces expected behaviours for children based on their gender. I watched a documentary called ‘No More Boys and Girls’. It recorded a teacher during the day, and one of his subconscious behaviours was addressing girls as “darling,” “princess,” or “sweetie,” while boys are addressed as “mate,” “mister,” or “dude.” It is no surprise that these actions have a knock on effect on children. I once gave my class an outline of 6 bodies. They had to draw and name 6 characters: a dancer, a builder, a doctor, a nurse, a babysitter and a teacher. Unsurprisingly, EVERY child made the dancer, nurse and babysitter a female ( bar 2 children) and the builder and doctor male. Teacher was the only one that is 50/50. Does this mean that children can’t see themselves in these carriers based on gender?
Development education methodologies could help to challenge this by encouraging children to question assumptions and think critically about the messages they receive from society after completing this drawing and naming activity. This participatory approach is useful because it allows children to share their own experiences and listen to different perspectives rather than simply being told what is right or wrong. Development education also encourages empathy, equality and respect for diversity, which can help children become more aware of how their words and behaviour may reinforce stereotypes. By creating space for children to question and challenge these ideas from a young age, we can support them in developing more inclusive attitudes.
Development Education can be incorporated into School Self-Evaluation by helping schools identify areas where students may experience inequality or stereotypes and then using this information to plan improvements. For example, if a school notices through observations, student voice or classroom discussions that gender stereotypes are influencing how children participate or how they are treated, this could become an area for reflection within the SSE process.
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This really makes you think about the little things we do without even noticing, Eimear. Asking boys to lift something or handing the football to them first might seem harmless, but as you said, those messages build up over time. The activity with the six characters is a great one. The fact that nearly every child followed the same pattern says a lot about the ideas they have already picked up. It would be interesting to repeat it after exploring a few different role models and see if their drawings change. I liked your point about asking questions rather than simply telling children they are wrong. A discussion about why they chose a man or woman for each job could really get them thinking about where those ideas came from.
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This module made me think of a young boy I taught last year in first class. He was a quiet, sensitive child who did not share the interests and temperaments of many of the other boys in the class. He loved to draw, he regularly chose to use pastel colours in his art, he had a pink schoolbag and lunch box, and chose to wear pastel pink runners on PE days. Thankfully, nobody ever made any direct comments to him, and I was delighted to see his confidence develop as the year went on. He was clearly conscious of being different, as he would often come to tell me things in private and didn’t want others to overhear. He began to tell me that he loved to sew, had got a sewing machine for Christmas, and was working on making new clothes for his collection of Barbies. He told me he had lots of dresses at home but only one friend knew about that. I love that he trusted me enough to tell me these things, but I was conscious that he didn’t feel safe talking openly among his peers.
I feel that a unit of work on gender as part of development education would be hugely beneficial to children like this boy, and to their classmates. Children accept what they see and hear and, unless we challenge the norms, they will never know any different. Our society is increasingly becoming more diverse, and we need to become more open-minded and accepting of difference to make that work. Open discussion, cooperative group work, role play, critical thinking skills and diverse role models are just some ways of tackling gender assumptions.
SSE should always endeavour to evaluate any new initiatives, resources, books, posters etc. to ensure that they portray diverse role models and use appropriate gender sensitive language. Staff should be reminded to use gender neutral language and to be mindful that they do not inadvertently reinforce negative gender stereotypes.
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It’s so sad, that in the world we are currently living in, children even as young as 1st class and possibly even younger and conscious of how society thinks and don’t feel safe being open about their likes and dislikes. This is a clear example of why it is so important for gender stereotypes and assumptions to be challenged and discussed on a daily basis and development education helps with this.
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Thanks for your post, Aine. It’s lovely that he trusted you enough to share those parts of his life with you, but also quite telling that he only felt comfortable doing so privately. I think you’re right that children need to see a much wider range of interests and personalities presented as normal. Drawing, sewing, football, dolls, or particular colours shouldn’t have to belong to one group of children. The point about classroom books and displays is a good one too. We probably don’t always notice the messages they send until we deliberately stop and look. A simple review of the books, posters, and language used around the school could be a good place to start.
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I really enjoyed reading your reflection, particularly the example of the young boy in your first-class class. It highlights how gender stereotypes can affect children even when nobody is directly making negative comments. I think it is particularly important that he felt safe enough to share his interests with you. I agree that DE provides a valuable opportunity to challenge these assumptions from an early age. I also really like your point about SSE and ensuring that school resources represent diverse role models. Creating an inclusive environment requires consistent messages from all staff.
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Working in an all boys school can present many examples of gender stereotypes and challenges in tackling gender stereotypes as there can a lack of balance and some limitations in class discussions as they can be one sided. Not having girls in the class to share their experiences and challenge the sterotypes can limit the change in mindset already established for some boys. Some gender stereotypes may not be challenged, as resources, toys and activities are planned for boys only on a daily basis also. These activities can also be planned based on assumptions of what we think boys would like. Rewards are usually linked to extra time playing football or more time is spent on games often preferred by boys. Providing activities and opportunities for discussion, like the lessons discussed in this module, will hopefully initiate discussion and initiate a growth mindset around gender stereotypes. As some of the boys will move on to all boy secondary schools too, links with all girl schools or mixed schools might be beneficial during these lessons and activities to form a balanced discussion and hopefully not make assumptions on opinions. It’s important to provide resources and toys that would normally be seen as girl toys for children even in an all boys school. These could be made available up through the years too and not just for during aistear and younger classes.
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Gender stereotypes definitely affect children even from a young age. I completed an SPHE lesson in school last year based on stereotypes and every child in the class had the same answers. The questions asked were what colour is associated with boys and girls. How boys and girls react to getting hurt (girls cry, boys are brave), Favourite toys of girls and boys (girls =dolls, boys= footballs/cars). Its amazing that from such a young age children have views on what ways boys and girls should act and what they should play with etc. This stereotype might affect children in lots of ways. There might be a girl who is really good at football but doesn’t have the confidence to play as its ”for boys”. There might be a kind caring boy who when he grows up would love to be a nurse and help people but this job is perceived to be for girls. Development education methodologies can help combat stereotypes by encouraging people to question assumptions, understand different perspectives, and engage critically with global issues.
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From my experience in the Infant classroom, many children start school already influenced by gender stereotypes — especially around colours and toys. Each year you can see it clearly: pink and purple bags for the girls, blue and black for the boys. I often hear comments like “You can’t use that crayon, it’s pink,” which shows how early these ideas form. Society reinforces this, even during the back‑to‑school shop.
Aistear has made a real difference. Through play‑based learning, children naturally explore roles that break stereotypes. It’s lovely to see boys pushing baby dolls and girls wearing hard hats and building. When given freedom, they quickly realise that jobs and activities are for everyone.
Development Education supports this by encouraging children to question stereotypes and understand equality. Inclusive resources help too. One example is Prince Cinders, which the children enjoy — it gently shows that boys can also be central characters in fairy‑tale roles.
As educators, we need gender‑neutral classrooms that promote inclusion and equality, which links strongly with our SSE work. Emma Watson’s speech on gender equality is powerful and age‑appropriate; it highlights messages all pupils should hear as they grow.
Overall, promoting gender equality in the early years helps children develop confidence, empathy, and a sense that they can be anything they choose
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Gender stereotyping is an issues across the primary school at all ages, and is often promoted, unwittingly, by staff. I teach at the senior end of the school and at times a colleague may come in to the room to ask for a ‘a few strong boys’ to help moving furniture etc. Boys will also often be asked to get PE equipment from the PE hall rather than girls. These seemingly small matters can deepen the idea that boys are strong and sporty while girls are not.
I have also seen it happen that when a girl behaves in a similar way to the boys she will be given out to while the boys would not be. This indicates an expectation that boys can be loud, rough, energetic and it is not seen as problematic, just typical boy behaviour. While a girl behaving the same way is being ‘bold’ or bad mannered.
I feel that often the young people are more in tune with gender issues, particularly in the senior end. For example, they are often more accepting of trans-issues than many of the staff are. In conclusion I would suggest that staff’s own prejudices are challenged, as well as challenging the children to think and see outside of gender stereotypes.
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Mairead, the ‘few strong boys’ comment you mention other staff using affected something deep inside me there! I actively encourage the girls and boys I teach to carry out the same tasks around the school and am quick to react to some staff when these gender stereotypes are attempted to be reinforced. I remind the girls (and the staff!) they are ‘strong, independent women’ and can do physically challenging tasks. I try to model gender equality myself, taking on tasks some of the male staff would generally gravitate towards. One of the best things we have started in the school is hire a local boxing coach. He is great for putting all the (similarly sized) boys and girls together to do their training and even spar with each other. This, and regular discussions of the success of Irish female boxers, challenges the stereotypes around boys are sporty and girls are brainy.
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Gender stereotypes can develop from a very young age and influence how children see themselves and what they believe they can achieve. The module made me realise how easily these ideas can be picked up during childhood and how important it is to challenge them early.
I noticed this in my 2nd class classroom when we were researching famous sportspeople. I heard comments such as “boys are better at sports”. Although these comments were made quite casually, they made me think about how children can develop ideas about what boys and girls can and cannot do.
Development Education could help challenge these ideas through simple discussions and activities. We could look at a range of male and female sportspeople, discuss their different strengths and achievements, and ask whether being good at a sport depends on gender or on things such as interest, practice and ability. This would encourage children to question their own assumptions and consider different perspectives, which links well with the module’s focus on challenging stereotypes.
I also think this could feed into SSE by looking at how gender equality is currently promoted across the school, identifying areas for improvement and agreeing on actions.-
Hi Ellen,
Thanks for sharing this experience. While the comments are made casually and often without any malice intended, it does speak toa wider societal attitude towards gender roles and the areas in which men and women are seen to be successful. Thankfully, ladies sport has such a larger platform in recent years – the phrase of needing to see t before being it is so true. Our young girls now have so many role models to look up to who are achieving great things on the national and international stages.
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The students in my class are aged 14-16, and we have discussed gender stereotypes before when engaging with StandUp Awareness Week (against LGBTQ+ Bullying). When asked to discuss gender stereotypes they all had strong convictions on what they perceived to be equality between the sexes in Ireland. Due to their maturity, they all believed (with a typical teenage smugness) that girls could do anything boys could do and didn’t buy into the idea of gender stereotypes when it came to children in Irish society. Interestingly these stereotypes did not change when we discussed becoming parents one day: Dads should have equal involvement in child-rearing as the Mams. The male students really surprised me, and I was proud of this generation for their openness to equality when it came to raising the next generation. However, I think they would all be shocked to learn of the level of gender inequality outside of Ireland: access to education, training, employment, and social status.
I would involve Maths topics on statistics and graphs to explore global gender inequality. To assess prior knowledge, I would use DevelopmentEducation.ie 10 Myths About Womens Rights Quiz. From here, students could do independent or paired research to find current statistics on different regions, classes and sectors where gender inequality exists. They could create graphical displays using the statistics they gather, and offer written or verbal feedback using the head, heart, hands approach: what have you learned, how does it make you feel, what are you going to do about it?
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Gender stereotypes can influence children from a very young age, often through the language, toys, activities and expectations they experience at home and in school. In an Irish primary classroom, I have seen examples where children associate certain activities with a particular gender. For example, during free-play activities, some boys may say that the construction area or football is “for boys”, while some girls may feel that the art or role-play areas are more suitable for them. Another example can occur during PE, where boys may be more confident joining football or competitive games, while girls may be encouraged towards activities such as dance or gymnastics. These attitudes can limit children’s confidence and discourage them from exploring interests outside traditional gender roles.
Development education methodologies can help challenge these stereotypes by encouraging children to think critically about fairness, equality and diversity. Using discussion, cooperative learning, stories and role-play can provide opportunities for pupils to question why certain activities are labelled as “for boys” or “for girls”. Teachers can also choose books and resources that represent diverse gender roles, such as female athletes, male dancers, female scientists and male nurses. Creating an inclusive classroom where every child is encouraged to participate in all activities can help challenge stereotypes and promote equality, respect and empowerment from an early age.-
Hi Amy,
Thanks for your post and for articulating so clearly how pre-conceived gender roles can have such a negative impact on all of our children. The word ‘limiting’ is mentioned in your post, and I feel this is such an accurate description of what stereotypes in this area can cause. It’s incredible to think that a child’s gender might mean that they never get to pursue a particular, career, sport or hobby which may bring fulfilment to their lives. Working to ensure all children are able to engage in all activities they wish is such as important step but is challenging, as many societal factors are pulling against this.
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Gender stereotypes can begin to influence children from a very young age and can affect the activities they choose, the subjects they feel confident in and how they view themselves and others. In the classroom, I teach first class and I have noticed that children can sometimes associate certain activities or interests with a particular gender. For example, during play or free-choice activities, some children may say that certain colours, toys or roles are “for girls” or “for boys”. I have also noticed that some boys can be reluctant to take part in activities such as art or dance because they believe these activities are more suited to girls.
Development Education can help challenge these attitudes by encouraging children to question stereotypes and think about fairness, equality and respect. Using stories, discussions and role-play could give pupils opportunities to explore different perspectives and challenge assumptions about what boys and girls can or should do.
Through collaborative and inclusive activities, pupils can learn that their interests and abilities should not be limited by gender. Creating a classroom environment where everyone feels comfortable making their own choices can help children develop greater confidence, empathy and respect for others. -
How can gender stereotypes affect children?
I teach in an all girls schools and am very aware of the impact that gender stereotypes can have on them. Girls can often be put in a certain box or that they only like certain things so I try to encourage the girls to push those ideas when it comes to themselves or others. As a teacher of an all girls school we can sometimes push typically girly interests on to them. I try to make all of the girls feel included as some may not be into these typically girly things. For example, I taught a girl who absolutely loved football. Unfortunately, there was no books about football in my class library but lots of books about ponies, fairies, kittens etc. and she would ask me where were all the football books. I then made a conscious effort to encourage other interests in the class that weren’t typically girly. I also bought new books to reflect these interests including some football books.
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Having taught Senior Infants for many years, I have encountered children at a very young age who are already conforming to gender stereotypes. I think these stereotypes are most prevalent when children are engaging in free play activities. It is always interesting to see how girls will gravitate towards the dolls and babies and boys will be more interested in cars and blocks. Is this because they have been subconsciously introduced to these types of toys at home already? Or has someone told them what is appropriate for them to play with? Or is it their own natural interest?
I think by educating children, even at a young age about the idea of gender and stereotypes, it will show them that it is OK for boys and girls to be interested in any kind of toys they like. It is important for them to explore and play at this age and they should not feel pressured into liking or disliking particular things. I plan on carrying out the lesson plan in this module with my class in order to explain to children that they have a choice and that we are all equal and have the same opportunities.
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A few years ago, in the Infant Classroom, we conducted a little experiment – essentially the experiment outlined in lesson three of the Plan International Pack. It was remarkable to see the images which the children presented. Jobs which involved a caring element such as nursing, teaching and child care were almost always presented as women whereas those jobs which usually attract greater pay such as engineering, medicine, dentistry etc were almost universally depicted as men.
During freeplay activities in Junior Classes, it is quite common to see girls gravitate towards certain toys and games and boys towards others. Girls often choose activities such as drawing and colouring or using beads to make items whereas boys tend to opt for construction activities or things which facilitate movement such as playing with cars and trucks.
The clothing which children wear is also stereotypical with boys wearing items which are darkly coloured and girls wearing brighter colours. Boys tend to have dark coloured stationery items and girls have fluffy brightly coloured items.
The talk and discussion facilitated in Lesson Three of the Plan International pack provides a really useful way of combating these stereotypes. Also, the lesson adopts a playful approach, provides an opportunity to question the stereotypes and seeks a variety of perspectives on the issue. All of these approaches are helpful development education methodologies which can help combat the stereotypes.
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I really agree with your point about how early children can begin to conform to gender stereotypes. Your observation about free play is particularly interesting, as it makes us question where these ideas come from and whether they are influenced by what children see and experience at home, in the media or in wider society.
As I teach in a multicultural school, I also think it is important to recognise that children come from different cultural backgrounds where expectations around gender can vary. This can make these conversations particularly interesting, but also something that needs to be approached sensitively and respectfully.
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Reflecting on gender stereotypes, I think they can affect children from a very young age, particularly as children are influenced by the attitudes and expectations they see around them. As I teach in a multicultural school, this is something I find particularly interesting and important. My students come from a variety of cultural backgrounds, and different cultures can have very different views and expectations around gender roles and stereotypes.
I have noticed situations where children may make comments such as certain colours, toys, activities or jobs being “for boys” or “for girls”. While these views may come from what children have experienced at home or in their communities, I think the classroom provides an opportunity to explore these ideas in a respectful and sensitive way.
Development Education methodologies can help us to do this by encouraging children to ask questions, listen to different perspectives and challenge assumptions. Through stories, discussion, role play, cooperative activities and exploring diverse role models, children can see that there is no one way to be a boy or a girl. It is important that we respect different cultural perspectives while also promoting equality, inclusion and the idea that every child should have the freedom to develop their own interests and abilities. By creating a safe environment for discussion, we can help children become more open-minded and respectful global citizens
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