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ERIC Number: ED411044
Record Type: Non-Journal
Publication Date: 1997
Pages: 250
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-205-18155-4
ISSN: N/A
Together and Equal: Fostering Cooperative Play and Promoting Gender Equity in Early Childhood Programs.
Schlank, Carol Hilgartner; Metzger, Barbara
Noting the need to promote gender equity and foster cooperative play between boys and girls in early childhood programs, this guide presents ways that teachers and parents of young children can help all children realize their potential, regardless of gender, and help children learn to work and play together. Chapter 1, "Teaching for Change," focuses on self-evaluation of gender stereotyping, language use, classroom rules, and teacher intervention to support gender equity. Chapter 2, "Arranging for Change," addresses setting up the classroom to encourage cooperative cross-gender play and discourage gender stereotyping, including materials to acquire and those to avoid. Chapter 3, "Togetherness," presents activities to encourage cross-gender play; included are needed materials and brief descriptions. Chapter 4, "Updating Circle Time," describes activities to develop understanding of and respect for boys and girls, including the use of win-win games and musical instruments. Chapter 5, "Storytime Revisited," discusses book selection and contains an annotated bibliography of appropriate books. Chapter 6, "Building Compatible Partnerships with Parents," focuses on introducing the program to and communicating with parents, and encouraging parent involvement. Chapter 7, "Heightening Your Awareness," presents guidelines for self-evaluation, makes suggestions for staff development, and contains a bibliography for building awareness of gender issues. Each chapter contains references. (Author/KB)
Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02194-2310 ($24.95).
Publication Type: Guides - Classroom - Teacher; Reference Materials - Bibliographies
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A