Why do boys and girls play differently in the school age years? Explain and analyse the gender differences in school-aged children using a relevant play theory or theories./Identify and discuss 2- 3 issues that educators may face in promoting non-gendered play in school aged children/Make five recommendations that are relevant to both families and educations to address gendered play in school-aged children, and support them with related theory and literature

Why do boys and girls play differently in the school age years? Explain and analyse the gender differences in school-aged children using a relevant play theory or
theories./Identify and discuss 2- 3 issues that educators may face in promoting non-gendered play in school aged children/Make five recommendations that are relevant
to both families and educations to address gendered play in school-aged children, and support them with related theory and literature

Questions must be addressed fully in the essay :-1500 word approx. 5-6 pages with using almost up to 10-15 references for a high mark 
1. Why do boys and girls play differently in the school age years? Explain and analyse the gender differences in school-aged children using a relevant play
theory or theories.
2. Identify and discuss 2- 3 issues that educators may face in promoting non-gendered play in school aged children
3. Make five recommendations that are relevant to both families and educations to address gendered play in school-aged children, and support them with related
theory and literature
4. Must have introduction, body and conclusion and uses APA reference both in text referencing and also the last page with all the used references again APA style
Play has an essential role in children’s development and gender differences. As Emolu(2014) mentioned play assist in determining the child gender characteristic s
and specific roles in this particular community(Emolu,2014).This essay will address and analyze the gender differences in school-aged children using the most relevant
play theories and how both gender play differently in the school age years. It will also discuss the main issues that educators may face in promoting non-gendered play
in school aged children. Finally, this essay will suggest different strategies for educators and families to support children’s gendered play in the early childhood
settings.
Children nurture and progress differently. Each child has a separate life and character skills. Therefore, boys and girls play differently in the school age years.
Barbu et al.(2011) mentioned that there are a number of issues that influence play differences between the gender such as physical development, cognitive development
as well as social development. They also indicated that in the beginning of childhood ,boys and girls segment a numerous characteristics and also participate in
various type of play activities such as playing in an ordered games and even occupied accommodatingly in small groups, however as they grow older boys and girls start
to show differences in their behaviors, in accordance Sax(2010)stated that girls have better sense of hearing instructions than boys ,which explain why girls achieve
the play instructions clearly without disruption than boys. On the other hand, Nugun et al. (2011) found that boys are more expected to utilize one lateral of the
brain for a specific task or activity, however girls apply both sides of the brain, this explains why boys favor information in an impartial and oriented style where
girls can use both feeling and thinking at the same time even if the presented information for a play or activity was large. There are a number of theories that may
analyses the gender differences in school-aged children such social learning gender theory, cognitive-development theory as well as the hormonal or biological theory.
Social learning gender theory has been proposed by Albert Bandura in (1977) who stated that children learn things by detecting similar behavior in other models such as
from the same gender and also this behavior is most likely to be reiterated. The other crucial theory is Kohlberg cognitive-developmental gender theory. Kohlberg
theory highlighted three main stages for obtaining gender constancy such as gender individuality which explains that boys and girls are different in terms of their
physical appearances, gender stability where gender will gradually realize that they will always persist to be the same as in boys will grow up to be men and girls to
be women, last but not least gender consistency where the child will know that they will stay the same regardless of their changes in play activities or even during
play appearances, for example a boy reject to stop playing with dolls even dolls as a toy are for girls,howvever this boy seems to favor the cross sex behavior in
selecting dolls as a toy to play with as long as he wants to practice doing that behavior(Hughes,2010). Moreover, hormonal or biological theory states that sex
hormones distress the sexual variation of the brain during the serious period of gender development, which results in gender behavior transformation(Hughes,2010).
Other important theories such as Piaget theories. Piaget theory initiate that gender variations are very essential in terms of observing the differences in play and
social communication, he concluded that girl’s games are simpler and less anxious with legal elaborations, Piaget saw that girls ethical understanding is more
progressive than boys(Reilly,2010). Play theories assist educators in creating self-assured children who can be an active representative in the society by
understanding the gender differences in terms of play and how they communicate differently in this particular society. Never or less, educators are still experiencing
various issues in promoting non-gendered play in school aged children such as popular culture and social aspects; it is very essential for educators to consider the
child’s culture and social desires, for example some cultures require boys to play with certain activities such as blocks or even train sets while girls need to play
with Barbies or home corner activities. (Olaiya E&Petronella A,2011). This aspect of connection will advance the idea of gender bias that creates children with less
use of different choices and even insufficient independency (Olaiya E&Petronella A,2011).Other issues may include things such as families anticipation on their
children’s play behavior that may create a stressful environment for their children as well as failure and less attachment to any new required task or play activity
(Halim&Ruble,2010),it will create a sense of less protected relationship with other members of the community (Halim&Ruble,2010).Last but not least, resources and
materials availability within the area of play may not be sufficient for both gender,this will create a negative outcome on children involvement in the daily
activities and even in the children’s thinking and understanding of the real world and how different gender can work or be an active member in the same field(Olaiya
E&Petronella A,2011),for example a study has been made on a Korean immigrant girls who perceived that a female can’t be a president of the United States because the
teacher has displayed male presidents posters in the class room (Lee,2008). In accordance to Ann Oakley (1981), she claimed that children are entertained based on
their gender roles and therefore their gender identities by their families can be done in four main process. Firstly, is the manipulation process where families
started to inspire their children to behave according to their gender, for instance praising a boy for finalizing a complicated activity or course while discouraging a
girl to complete this obstacle activity. Secondly is the canalisation process where parents start to channel their children’s interests and activities based on their
gender for example encouraging a girl to play with dolls while boys can play with football. The third process was verbal appellations and that is giving children play
nicknames that is suitable for their gender for example little angel for girls but little monster for boys. Fourthly was the different activities and that is when
parents started to encourage their children to get involve by themselves with various activities such as girls can stay indoor with their mothers to collect the
Barbie’s costume while boys can go outdoor with their fathers to clean the backyard (Mushibwe,2014, pg95).By looking at Oakley arguments, gender inequality has been
introduced such as limiting the children’s activities choices based on their gender differences in the canalisation process. Therefore, it is important for both
educators and parents to communicate effectively by providing various resources both at home and school area to support gender differences and to develop a healthy
gender attitude(Spjeldnes,Koeshe&Sales,2010), such as books that has many images with diverse characters and play roles concerning gender bias ,by doing so educators
and families can administer children to realize and think positively about the differences in gender, this will promote antibias gender attitude (Olaiya E&Petronella
A,2011).Also it is important for skilled educators and parents to discuss confidently with children about nonstereotyped play, this will enhance the cross-gender play
in centres and in real life (Hei Li& Wong,2016).Cultural and ethnicity respect is another recommendation for educators to promote a healthy gendered play in school-
aged children, this help individuals from both gender to feel valued within their community as well as addressing a clear understanding about the interest of each
child and families who may come from different background and have different perspective about gender role within the community, it can also help the educator to
address any complications and discriminations that might occur with the early childhood centre or settings(KidsMatter Australian Early Childhood Mental Health
Initiative,2016). In conclusion, play is visualized as an essential tool to realize and understand the gender stereotype within the early childhood settings. Each
theorist voiced their ideas on how gender stereotype can influence play, from these theories observations and experiences have been viewed to understand how gender
stimulate play. The essay also has addressed that educators can still have issues in endorsing play within the gender stereotype aspects. Finally, the essay has
demonstrated the strategical ways in supporting gender differences within play context.

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