According to urban dictionary, the statement "boys will be boys"
is a "phrase used to explain a boys natural tendency to be adventurous, hyper-active, and do risky activities which potentially result in hurting themselves (such as climbing trees or play-fighting)"
Which is so sad, I have cared for girls who love to climb trees and do risky play too. When I look at bring a new child and family into program, I could careless about the gender, race or religion of the child. I look at whether the child will fit into our program; such as, do they like similar activities.
It seems like I keep getting asked "how do you manage a group for the boys?" Or "oh my word, they're all boys." Who says the boys or girls are that drastically different, in this young of an age, that they would impact one way or another on my program, so here's my thoughts. "Boys will be boys". They will be kind, sensitive, caring, outgoing, and most importantly active. However, guess what little girls have the same traits, the gender of a child does not impact on the ability for them to behave one way or the other, it's by what they have experienced, by how they have learned to reach out in their world, or by developmental delays.
Taking that all into consideration, here's my job I'm their daycare provider. It is my job to give them opportunities to explore out to be all that they can be, to find ways to show empathy, to find ways to be active, to find ways to support their plans, to see them as active and competent learners and most importantly to find ways to simply be who they are and let them explore out from their prior knowledge. It is my responsibility to bridge the way for them to move mountains, like trying to find a missing cat, simply because they care and are worried. These boys or should I say, these children are amazing!
In the How Does Learning Happen? Ontario’s Pedagogy for the Early Years, Document, under "Supporting a Continuum of Learning, Pedagogical approaches and practices that work for young children are similar to strategies that work for learners of all ages, from infancy to adulthood. A common view of children as competent and capable, a shared understanding of the foundations for learning and development, and coherence across pedagogical approaches lead to more seamless programs for children, families, and all learners along a continuum of learning and development. This vision is illustrated below."
For me it is important to support positive children roles, not stereotypical gender roles. I would love there to be a world where children simply are children and their gender did not impact on peoples beliefs if they were bad or good, ruff or gentle, caring or self absorbed.
"Another important thing that parents and teachers must be careful is that we shouldn't call them with some names just based on their genders. For example, when you call a girl just as a princess, she might feel that she has the role of the person who is kinda dependent on compliments or such things by other people around them. When you always choose boys as kings, they might also feel that they are the only people who have the power." How to Teach Children Gender Equality, website
Lesley is a graduate of the Early Educator Diploma course, who excelled in her learning at Conestoga College. Additional has taken Social Work and the Law, Group Dynamics, psychology, Sociology and Redefining Early Learning and Care. She has also taking Reaching In Reaching Out, RIRO 1 and 2. Working within Early Learning and Care framework, as well as, the children and families under that umbrella is a passion of Lesley's.