Children thrive in inclusive settings where each child is an important part of the community. When there are some differences and similarities discovered children learn to values themselves appreciate their peers and develop meaningful and significant relationships with one another. Some research indicates that promoting positive contact and cooperation between people of different groups can improve intergroup attitudes and relationships (Cameron & rutland 2008; Gaertner et al. 2008). Gender and early peer relationship, as early as the preschool years children tend to play with and befriend same sex companion.
This is well documented phenomenon known as gender segregation, which becomes even more prevalent across the elementary years and generally persists throughout life (vandell, nenide, &van winkle 2006; Mehta & strough 2009). Also, adults often dismiss gender segregation as part of childhood, one concern is that boys and girls may be socializing in different ways, learning and practicing relationship skills in isolation from one another. Why do children segregate? Children are natural character they tend to group people and things in to simple categories in order to make sense of their world.
Gender is an outstanding category for grouping people because it is visual, concrete, and simple (Bigler &liben 2007). Also, preschoolers identify with and grow in a meaningful in their understanding of their own gender. Children who see the similarity between them they ties member of a group together with the once commonly have the same way of thinking. For example, boys when the play together they play loud and girls when they play with a soft voice. But they don’t see that there are some girls are loud as well as them and some boys are soft talkers.
Another example, at the preschool i work in they play together at the house keeping and at group time and they are ok playing with boys toys or girls toys. Bringing boys and girls together, teachers have a good opportunity to prepare children cross gender interactions and friendships. When doing some kind of activities and planning, people can encourage children to build a social world characterized by meaningful relationships with peer of both sexes. In conclusion, if the teachers have planning and a good environment for children to interact with each other it will lead to a good pportunity for peer experiences between boys and girls. For example, we have snack time we put one girl then one boy next each other same for the rest of students. Another thing, is when we play outside I try to let girls and boys play with each other and that is a good experience between them. Also, it will help them build relationships that are meaningful, positive and successful for all children. For example, when I was a child I was playing with boys more than girls because I wasn’t interested playing at the house keeping with the girls so the teacher did some kind of activity brings us all together.
Then I played with them because I made a good connection with my classmates. Sometimes it’s hard to start a conversation and tell that you want to join them with their play like you don’t have the
courage to ask. Reference 1. Cameron, l., & a. rutland. 2008. “an integrative approach to changing children’s intergroup attitudes. ” Chap12. In intergroup attitudes and relations in childhood through adulthood, eds. 2. Brining boys and girls together supporting preschoolers’ positive peer relationships page: 14.