12 introduction
an assortment of ideas, reflections, and suggestions have come out of
caring for and educating young children in an ever-changing and evolv-
ing world.
We start out with an in-depth examination of the history of gender
education in our field. The chapters that follow discuss ways teachers
talk or behave with children that either reinforce gender stereotypes or
try to change traditional modes of communication about gender; explore
how girls and their teachers relate to learning mathematics; examine the
portrayal of gender through children’s books and how picture books and
literacy activities influence the development of gender identity; and talk
about gender roles and healthy sexual development. In addition, the
authors give concrete suggestions to help us become more aware of how
and why we shape children’s understanding of their gender identity.
From Plato to Vivian Gussin Paley, Blythe Hinitz and Dorothy
Hewes describe the history of gender in early childhood beginning with
Spartan and Roman education and continuing to the current debate
about the different physical needs of boys and girls (“Practical Applica-
tions from the History of Gender and Early Childhood Education”).
This chapter provides a foundation for the complexity of gender per-
spectives in early childhood. Hinitz and Hewes show us that through
the ages societal influences were powerful in shaping our expectations
about gender roles and gender identity. As I read the in-depth account
of gender history in this chapter, I am in awe of our profession and the
important task we have in caring for and educating young children. I am
even more convinced that teachers’ self-reflection about their relation-
ships and interactions with children together with acquiring knowledge
about girls’ and boys’ developmental needs are key to unlearning biases
or stereotypes from a very early age.
Eila Estola discusses gender with early childhood teachers from two
different child care centers (“Discussing Gender”). Estola hails from
Finland, and in the introduction to her chapter, she describes the early
childhood policies of her country. It is thought provoking to compare
the differences between early childhood education systems and poli-
cies in the United States with those of another country and especially
interesting to note the similarities between us when it comes to gender
stereotyping. Estola explores different aspects of gender bias through
descriptions of discussions with teachers of young children. She asks
readers to reflect on many different questions that arise. For example,
how do we support the individual development of both masculine and
feminine qualities in children when most of the care and education of