Introduction

Gender stereotypes are perspectives on the norms of an individual’s characteristic which is based on gender; these can include both negative and positive consequences (Brown. C. S, Et al, 2011). From around the age of two years children tend to decide on the toy they wish to play with based on gender appropriateness (Blakemore. J., Et al, 2012). This study will aim to identify how theoretically gender identity is developed in children and how it affects their development. The study will also explore the policy context which relates to the equality and inclusion for all genders and how practitioners support it, it will identify the main influences on gender based choices reported by parents and look at policy which could minimise inequalities.

This particular topic strikes interest to me as through working in a preschool setting I have often experienced gender based choices such as boy’s playing with trucks and girls playing with princesses’ and boys believing they cannot express emotions due to their gender and I believe it could affect the way in which a child develops.

Tickell (2011) discusses her beliefs on how early intervention has a huge impact on a child’s later development (Ruble. D., Et al, 2007). Looking through the perspectives of the children, parents and staff I will be able to gather research based around gender stereotypes and the effects these stereotypes have if intervention is not taken earlier and all play is not made inclusive, from this the study will conclude a more reliable opinion based on research and wider reading to answer three questions based around this topic.

• Examining theoretically how gender role is developed
• Identifying policy context relating to equality and inclusion for boys and girls and how practitioners can support it.
• Examining the main influences on gender which parent report.

The study will gather data by interviewing all staff to receive data based on whether they support gender inclusion throughout their practice. I will be exploring ways in which gender inclusion can be preformed within a setting then using interviews to determine whether this is supported for children.

The Equality Act (2010) supports the inclusion for all genders and sets out policy which practitioners should abide by to ensure that inclusive practice is carried out regardless of gender. Equality and inclusion is vital to ensure a good quality of practice in early year’s settings. During Ofsted inspections they will thoroughly check the steps taken by settings to ensure they are carrying out measures and meeting the requirements for equality and inclusion (Osler, A., & Morrison, M, 2000). I will be interviewing staff members to build on this study and to gather research to determine how practitioners support gender equality in a preschool setting.

From observing and interviewing children it will allow me to develop a clear vision of how gender based choices affect the children’s development, it will assist me in understanding whether the choices children make due to gender, delay them in reaching basic milestones set out by the early years framework. I will develop an understanding of how gender role behavior is formed in early years by asking children several questions during play based on choices made and recording my findings, this will allow me to view how gender role behavior is formed.

Interviewing parents will allow for data to be received on whether parents feel there are key influences on why children make gender