THE LANGUAGE OF PLAY AND GENDER-ROLE

STEREOTYPES

D r . Tarsha E. B luiett
Samford University

Preschoolers construct culturally sanctioned messages regarding

which gender-related behaviors are and are not acceptable (Scott,
2000). While play can bridge differences among children, it can also
emphasize them. When opportunities to explore gender themes in an
open-ended way are provided, children are afforded access to optimal
play settings and learning. This article discusses the importance of pro­
viding play environments that welcome exploration and flexibility of
gender roles through dramatic play.

Although gender is a biological trait,
much gender-related behavior is learned
(Bredekamp, 2014). Just as young children
acquire an understanding of language through
social interactions with parents, peers, and
even the media, so, too, do pre-schoolers
acquire gender knowledge. From very early
ages, children process messages concerning
expectations of girls and boys that influence
their behavior. By preschool age, most chil­
dren recognize their own gender identity.
As they change play items or props such as
clothes, gender identity and play items can
impact play (Bredekamp, 2014). Different
beliefs about learning lead to various per­
spectives on how children acquire gender
knowledge. From the perspective of biolog­
ical theory, (Christie et ah, 2007), children
are bom with inherent gender-oriented roles
which are innate and therefore, unchanging.
This school of thought argues that girls are
bom with feminine, care-giving identities and
are naturally suited to the roles of mothering
and housekeeping, whereas boys are bom
with hunter and protector tendencies that lead
to roles of dominance. For example, Bluiett
(2009) observed females cuddling baby dolls
and males often were observed engaging in
rough play with other males and many times
acted in a callous manner with materials and
objects. Biological theorists would anticipate
that the play of young children, as well as the
language they use during play, would be re­
flective of the static nature of inborn tenden­
cies. A different perspective is held by social
learning theorists (Christie et ah, 2007) who
believe that the acquisition of the concept of
gender occurs as children observe the world
around them. In this example from Bluiett’s
(2009) study, as girls’ interacted while pre­
tending to use cell phones, the language ex­
hibited gender dominance:
JG in loud sing-song voice: “I told you
six times, not to call me!”
RF: “Do you want to play that game?”
CJ: “I want to play it. Boyfriend, I told
you six times, not to call me!”
JG: “Come on, CJ.”
Teacher (SF): “Is that the way to talk to
people on the phone?”
JG: “It’s my boyfriend.”
C J: “I told you six times not to call
me!”

38
 The Language Of Play And Gender-role Stereotypes / 39

JG: “I told you six times not to call JG: “I am the bride. ” You are the flow­
me!” er girl. “Can you help me put on my
SF: “JG if you called your grandmother dress?”
on the phone, how would you talk to MM: “Okay. Hey, can Zach be in the
your grandmother?” wedding? ”
JG: “Hello. Goodbye! Boyfriend, I JG: “IVo, this is fo r girls only. "
told you six times. I told you not to cal!
MM: “But boys are in weddings, too!"
me.”
The entrenchment of gender-specific ex­
Through watching sex-typed behaviors
pectations and behaviors was noted by Mar­
and observing these behaviors reinforced
tin and Fabes (2001) in their observations
through attitudes and examples in the world
of same-gender play groups. They found
around them, children in this study began to
that children who play more frequently with
imitate and eventually adopt gender specific
same-sex peers tend to demonstrate more gen­
behaviors. In contrast, cognitive developmen­
der-typical behaviors than children who play
tal theorists (Christie et al., 2007) suggest that
with opposite sex peers. Girls, for example,
children participate in the process of gender
who play most often with other girls, tend to
role acquisition by constructing their own
be less active during play and boys who play
understanding of the gender models they see
primarily with other boys tend to be more
around them, rather than being uncontrol­
aggressive during play. Same-gender play
lably shaped by biological or social forces.
episodes revealed patterns of verbal exchange
Children, for example, may say “Boys play
that reinforced gender schemes (Bluiett, 2009).
with trucks and girls play with dolls.” This
Children, for example, were observed while
perspective acknowledges the active partic­
engaging in pretend conversations using toy
ipation of children in making sense of the
cell phones, and differences in oral language
gendered messages they receive. All three
among genders were noted (Bluiett, 2009).
perspectives offer insight into the acquisition
One male began his conversation with anoth­
of gender knowledge and the potential of dra­
er male by saying, “What are you doing, butt
matic play and oral language in minimizing
head?" The two continued to talk in a manner
sex-role stereotyping. Starting around age
that mimicked the language of older teens. In
two and increasing throughout the pre-school
contrast, a girl greeted another girl with a sing­
years, children begin to demonstrate gen­
song, “Whatcha' doin?” and the two engaged
der awareness and gender-role stereotypes
in a friendly exchange of language similar to
(Christie et al., 2007).
mature adult women (Bluiett, 2009).
Accurately or inaccurately, pre-schoolers
Play situations have strong cognitive
construct culturally sanctioned messages re­
and social learning potential because they
garding which gender-related behaviors are
provide natural opportunities for children to
and are not acceptable (Scott, 2000). Children
use language in developing an understand­
develop deeply engrained beliefs about what
ing about their world (Perlmutter & Burrell,
boys and girls should and should not do (Scott,
1995). Not surprisingly, language is a signif­
2000). Often these beliefs are reflected in the
icant factor in social play scenarios in which
oral language used, as well as in the toys and
children take on the gender roles of others.
activities selected for play. For example,
In the following example a boy and a girl
negotiate roles while interacting:
40 / Education Vol. 139 No. 1
OG: “May / take your order? ”
Ml: “Yes, I would like coffee. ”
OG: “ With or without sugar and
cream? ”
MJ: “ With sugar and cream, please. ”
In the context of play, language is used
as children negotiate the scene and learn to
cooperate with each other. It is the means by
which children manipulate and extend the
play scenario, as well as construct gender
schemes (Guddemi, 2000). Attending to the
language children use during play may offer
hope for helping children develop more an­
drogynous ways of thinking and interacting?
Children have been shown to acquire
gender knowledge and stereotypes at a
young age, and teachers will have no easy
task in erasing these deeply held ideas (Van
Hoorn, 2003). Today’s teachers need a tool­
kit of effective strategies for intervening in
the play of young children. Below are a set
of recommendations to promote effective
intervention strategies.
1. During play, help young children
recognize the limitations of exclusive
language and develop the skills of
inclusive language.
Because language plays an important role
in the way in which gender is represented in
our society, how a child uses language during
play can reveal much about his or her notion
of gender. The attentive teacher will listen
for the use of exclusive or inclusive language
as children playfully interact with each oth­
er. If a teacher hears a child say, “Only boys
can play with trucks,” then he or she might
gently counter with, “In our classroom boys
and girls can play with trucks.” It could be
that teachers, as well as students, need direct
instruction in the use of appropriate exam­
ples of inclusive language versus stereotypic
language. What does it mean to use gender
appropriate language? “Let’s all line up,”
rather than “Line up guys.” In daily dialogue
and conversation, young children learn to
model questions as well as how to respond to
them. Sociodramatic play provides children
an opportunity to experiment with dialogue.
2. Use mixed gender groups during
play to demonstrate the integration
of behaviors traditionally thought to
belong exclusively to one sex or the
other.
Eckert and McConnell-Ginet (2003),
suggest “Gender segregation in childhood
almost certainly plays some role in the de­
velopment of gendered verbal practice”
(p. 25). When children are limited in their
interaction with opposite sex peers, this is
reflected in the language they use. Teachers
can guard against this tendency by ensuring
that both play and learning groups include
boys and girls.
Within the groups, teachers should make
sure that girls and boys are provided equal
access and time with toys that are typically
reserved for the opposite sex. In addition,
teachers should, on occasion, quietly in­
tervene to reorganize groups that segregate
themselves by sex. Cross-sex interaction
among children that is guided by a sensitive
teacher can help minimize the gender ste­
reotypes children bring to school. Children
begin to see that both sexes are capable of
engaging in similar activities and accom­
plishing similar tasks. When children coop­
erate in groups to accomplish specific tasks,
teachers should make sure that both girls and
boys have an opportunity to lead. Both may
take on a variety of roles within the group.
3. Provide opportunities to practice
flexible gender roles in the classroom
through dramatic play.
Teachers can foster productive, literate
play by designing classroom physical struc­
tures and play tools that are conducive to
 The Language Of Play And Gender-role Stereotypes / 41
playful learning. Play episodes, such as the
post office event in this study, were observed
to allow children to take more defined roles
in their play. It is important to consider how
classrooms are structured so that spontaneous,
literate language interactions can thrive. Scott
and McCollum (2000) suggest that teachers
should “eliminate the assignment of sex-ste­
reotyped tasks and provide opportunities for
all children to participate in all activities” (p.
186). Bluiett (2009) found it evident that both
genders used language to “test” or even “fix”
problems that occurred in play episodes or to
keep the play episodes moving, so teachers
should consider watching how children are
able to use language to solve problems. For
example, JG told MJ, “1do not want boys fol­
lowing me.” During instances of this nature,
teachers often reminded children to “use their
words” if emotions became too strong during
play interaction.
4. During play, handle the management
of inappropriate behaviors equitably.
Teacher expectations about appropriate
classroom behavior can either serve as a
positive role model for gender equity or can
inadvertently reinforce unhealthy stereotypes.
Teachers should discourage the same inappro­
priate classroom behavior equally in boys and
girls. Whether dealing with loud and bois­
terous behaviors or quiet, deferential behav­
iors, teachers should hold similar classroom
expectations for both girls and boys. Inap­
propriate aggression should not be tolerated,
and extreme passivity challenged equally for
both girls and boys. “Teachers should provide
all children with opportunities for engaging
in and receiving praise for such behaviors
as curiosity, cooperation, assertiveness, and
helpfulness, ‘in this manner, the teacher
demonstrates appropriate school behavior,
not gender behavior” (Scott & McCollum,
2000, p. 177).
Growing up in a diverse society makes
it imperative for children to develop gender
equity schemes. Pre-school teachers have a
responsibility to foster language develop­
ment and social interactions of their young
students. Genishi and Dyson (1984) reported
that language specialists have become very
aware of the social context of development
including adult-child interaction and child-
child interaction in home and out-of-home
settings, pointing out that “when studying
children’s language, we take into account
both linguistic and social abilities” (p. 12).
Social situations and interactions can have
tremendous effects on the child’s language
development and the kinds of language the
child produces, such as non-gender stereo­
types. If children can learn to use language
in varied situations, adults can facilitate that
versatility by providing opportunities for
play and talk (and later reading and writing).
Research on play and its relationship to
social and language development has been
conducted by many (Pellegrini, Vulkelich,
& Neumon, 1998). Current research on early
literacy outcomes shows a relationship be­
tween active socially engaging play and ear­
ly language development. Social skills, oral
language development, and sociodramatic
play go hand in hand. Children who are pro­
vided with play opportunities in multi-age
settings broaden their own understandings
of the social world and of language diversity
(Roskos, 1995). The growing emphasis on
the teaching of early language and literacy
skills in child care, pre-school, and other
learning settings stems from important re­
search linkage (Neuman & Roskos, 1993).
Social play is a significant contributor to
early language development and later lit­
eracy indicators (Christie, 1998; Morrow,
2001; International Reading Association,
2002; Strickland, 1997). A noted group of
early literacy specialists (Christie, 1998;
Morrow, 2001; Neuman & Roskos, 1993;
42 / Education Vol. 139 No. 1
Strickland & Strickland, 1997) documented
the significant effect of hands-on socially
engaging early literacy experiences on the
literacy readiness and pre-reading skills of
young children in pre-school and kindergar­
ten settings. Although not always regarded
as “reading” in a formal sense, acquisition of
these print meaning associations is viewed
as an important precursor to more skilled
reading (Goodman, 1986).
References
Bluiett, T. E. (2009). Sociodramatic play and the poten­
tials o f early language development o f preschool
children (Unpublished doctoral dissertation). Uni­
versity of Alabama. Tuscaloosa, Alabama.
Christie, J. F. (1998). Play as a medium for literacy de­
velopment. In d. Fromberg & D. Bergen (Eds.), Play
from birth to twelve and beyond (pp. 50-55). New
York: Garland.
Christie, J., Enz, B,. & Vukelich, C. (2007). Teaching
language and literacy: Preschool through the ele­
mentary grades (3rd ed.). New York:AIlyn & Bacon.
Eckert, P., & McConnell-Ginet, S. (2003). Think prac­
tically and look locally: Language and gender as
community-based practice. Annual Review of An­
thropology, 21, 461-490.
Genishi, C., & Dyson, A. H. (1984). Language assessment
in the early years Norwood, NJ: Ablex Publishing.
Goodman, Y. (1986). Developing the writing of pre­
schoolers: children as active learners Education
Digest, 18,44-52.
Guddemi, M. P. (2000). Recess: A time to learn, a time to
grow. Boston: American Press.
International Reading Association. (2002). What is ev­
idenced based reading instruction? Newark: DE:
International Reading Association.
Martin, C. L„ & Fabes, R. A.( 2001). The stability and
consequences of young children’s same-sex peer
interactions. Developmental Psychology, 37(3),
431-446.
Morrow, L. (2001) Family literacy: Connections in
schools and communities. Boston: Allyn & Bacon.
Neuman, S. B„ & Roskos, K. (1993). Descriptive ob­
servations of adults’ facilitation of literacy in young
children’s play. Early Childhood Research Quarter­
ly, 8, 77-97.
Pellegrini, A., Vulkelich, C., & Neurnon, S. (1998). Play:
A context for exploring the functions, features, and
meaning of writing with peers. Language Arts, 70,
386-392.
Perlmutter, J. C., & Burrell, L. (1995). Learning through
“play” as well as “work” in the primary grades.
Young Children, 50(5), 14-21.
Roskos, K. (1995). An inventory of literature behavior
in the pretend play episodes of eight preschoolers.
Reading Research and Instruction, 30(3), 39-52.
Scott, E. S., & McCollum, H. (2000). Making it happen:
gender equitable classrooms. National Society for
Study o f Education, 92, 174-190.
Strickland. D. (1997). Language and literacy: The poetry
connection. Language Arts, 74(3), 201-205.
Van Hoorn, J. (2003). Play at the center o f the curric­
ulum (3rd ed.). Upper Saddle River, NJ: Merrill
Prentice-Hall.
Copyright of Education is the property of Project Innovation, Inc. and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.