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I find the same in my classroom that the boys are always interested the the hands on, building and construction roles when it come to free play. I also think that it comes down to the home environment and what is thought there.
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.
I really like the idea you have shared Fiona of sharing resources on the school drive. I think it will give all teachers a chance to access and promote global development in the classroom and I also believe that it would make children feel more welcome.
Reading The Role of Global Citizens in Today’s World (Ehigie, 2021) highlighted the importance of preparing students to become informed, empathetic, and responsible global citizens. Development Education encourages students to think critically about issues such as equality, sustainability, diversity, and human rights while recognising the connections between local and global communities.
In my own teaching, I would embed Development Education across the curriculum by using real-life examples, promoting discussion, and encouraging students to reflect on global issues and how they can make a positive difference. Small activities linked to the curriculum can help students develop empathy, respect, and critical thinking skills.
I would also encourage colleagues to include Development Education through shared resources, collaborative planning, and whole-school initiatives such as themed weeks or cross-curricular projects.
Development Education links closely with the School Self-Evaluation (SSE) process by supporting priorities such as inclusion, student wellbeing, and active citizenship. Using SSE to review these areas can help ensure that Development Education becomes part of everyday teaching and contributes to a positive, inclusive school culture.