EDU2206: Social Perspectives of Childhood and Education in Early Years

This essay examines the social perspectives of childhood and education, focusing on gender stereotyping within early years settings. It analyzes a case study involving a child facing gender-based assumptions, exploring how these perspectives are shaped by societal norms and socialization processes. The essay delves into sociological theories, including gender socialization and feminist perspectives, to understand the impact of such stereotypes on children's development and experiences. It references relevant legislation like the Equality Act 2010 and discusses the importance of inclusive practices in early years education. The essay also highlights the need to challenge traditional gender roles and promote a more equitable environment where children can explore their interests freely. Furthermore, it emphasizes the role of educators in fostering an understanding of gender diversity and promoting children's rights and autonomy.

SOCIAL PERSPECTIVE OF
CHILDHOOD AND
EDUCATION

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................7

INTRODUCTION
The social perspective is defined as the inclusion and exclusion behavior of society and
community among the individual belief and their norms. Moreover, the social perspectives of
childhood which are based on their gender can create various circumstances and consequences.
However, the sociological use of childhood and age generally take the view that human being is
usually a potential outcome from nature and the social aspect which belongs to society and life
(Babbitt and et. al., 2018). In this, they both are interconnected to each other whereas it shows
the nature and nurture are usually not differentiate from each other. As per this, the integrated
part of the society is to take a belief on the gender which are not equal behalf of the male and
female. In this, the social perspective of childhood with the basis of gender can create various
consequences. In this, gender stereotyping is always the base of social aspect in which the
perspective state that gender is not equivalent to taking the prospects and regulations of the
community. They are different and they have theirs on stages and phases. In this case study,
Salma is used to be facing these contemporary issues in nursery school with their batchmate Jon.
In this, the proper discussion and social perspective of childhood education based on gender are
used to be discussed inappropriate way with the evidence-based data (Clark and et. al., 2017).
MAIN BODY
As per the regards of case study, Salma is a child girl which is shown positive thinking and
used to develop new and learning based on activities and she is always interested in avoiding
gender stereotyping. Moreover, due to some circumstances, she faced some of the statements
from his batchmate John regarding gender stereotyping in which he uses to state that this is not
fair from any way that a girl plays with the screwdriver. This is only that thing in which Salma
reply about that girl can play with the screwdriver because my mum fixes things (Steegh and et.
al., 2019). In this, the statements showed about Jon who believes in the social perspective of
gender which is usually created by the gender socialization which occurs in the various
community and social group in which it is differentiated into four major components which are
family, education, peer groups, and mass media. In this, each element reinforces gender roles by
creating and maintaining normative expectations for gender-specific behavior. This social
perspective of Jon when he used to see Salma to the screwdriver and put off the things. They
used to remind the gender socialization which is happening in the society among the number of

populations in which the socialization of the social group is well determined based on gender-
specific behavior (Eagly and et. al., 2020). They use to differentiate work ethics and norms based
on gender. So, during the education of childhood, it is necessary to eradicate this type of
inequality with a better understanding and defining the sense of humor which is not developed
by knowing the fact and figure which is associated with the exposure of such secondary element.
Sometimes the religion and the workplace are also approached during the studies of childhood
apart from gender stereotyping the religion and culture are also initiated for the stereotyping. In
this, Jon believes in gender socialization. As per this, the tutor must focus and concentrate on this
regarding gender stereotyping and they must provide sufficient understanding to Jon regarding
this.
This essay will be evaluated based on history in regards to the relevant and appropriate
sociological theories legislation policies and practices. Moreover, the topic is related to gender
and early years settings. Moreover, this essay is used to provide and the proper key concept with
the exploration such as inclusion qualities which is the main consideration and which is applied
on the case study and Salma experiences there is several confined debates are ongoing based on
gender and sex (Girvan and et. al., 2019). Whereas, sex is defined as the biological differences in
the genetic composition and the parts of reproductive anatomy and functions. This is helpful to
differentiate between the male and female in which the gender refers to the social approach to
make a differentiation where the two sexes are not appropriate for the single characteristics in
which their behavior and characteristics are changed based on social norms. As per this, the
perspective arises is sex might be something biological that is optimized during the born but
gender is a social construction that differentiates and create circumstances. The theory of
feminist Simone defines that woman is not born knowing how to act feminine but due to the
social aspect and behavior which develop the characteristics of female to the social norms and
their teachings (Rogus-Pulia and et. al., 2018). Whereas, this concept is usually applied in the
case studies of Salma's experiences his batchmate Jon is used to observing that the girls cannot
do such things because they are feminine and this is due to gender socialization. As per this, Jon
stated that it is a dad thing which clearly states about the differentiation is optimize and observe
during childhood that can have a different perspective due to their characteristics and behavior.
As per this, Jon is not a single individual who thought about such a kind of social perspective but
several individuals think about the characteristics of females that they are not capable to do such

work and tasks. Moreover, this social perspective is also related to the number of exclusion
criteria in which it is also found in the color. Whereas, it is stated that the pink is a girlish color
and black is a boy color this is a social perspective based on gender which regulate various
hindrance on the existence of female and its unbelievably create gender stereotyping and
discrimination among the works within the early years (Holder and et. al., 2017).
With this, there are various observations which are used to be supportive, and this can be
challenged as this limit gender to simply boy and girl, not including the identification which is
neither gender and prefer the term social perspective which may use to read the difference
among the various process but right now the girl is used to commit and they follow the
workplace structure and this show equivalent strength with the boys. It may also encourage
children into thinking that boys and girls are the normal genders which are not acceptable in the
current generation because this is the relevance of discrimination (Kafili and et. al., 2020). As
per the current situation, it is well analyzed that there isn't any social perspective about the girl
and boy in which they used to do their education as same as a boy and the full fill their dreams
and expectations which is followed from the early years. So, it is very essential to provide
education in the early years about that there is no discrimination is followed and there any
condition within the children and this is usually encouraging and motivate the children for their
aim and objective which help to develop career opportunities. In this, one of the protected
characteristics is gender reassignment which protects the people from discrimination. However,
there is various criticism are used to take in the society and community about gender. This social
perspective used to be eradicated to improve gender identification and determination (Mello and
et. al., 2019).
CONCLUSION
As per the discussion, this is well analyzed that the condition associated with the social
perspective of gender can create various hindrance in the growth and development of children
during the early years. In this, it is very necessary to provide the knowledge and information
about that the social perspective which is followed the characteristics and behavior differences is
bi social group and community. Moreover, intersex is an origin which is formulated during the
bone of child and after that, the gender is usually created by society by taking the aspect of
famine in and read the difference of behavior and characteristic among male and female. So,
during the early years of education, this knowledge is must provide to every child while

encouraging and motivate them to achieve their aim and objective by eradicating such type of
unethical and social norm which can render the scope and opportunities for the future. Because
the gender is stereotyping is a kind of disease which can disturb the various process of thoughts.

REFERENCES
Books and Journals
Babbitt and et. al., 2018. The role of gender in racial meta-stereotypes and stereotypes. Social
Cognition, 36(5), pp.589-601.
Clark and et. al., 2017. Gender stereotypes and intellectual performance: Stigma consciousness
as a buffer against stereotype validation. Journal of Experimental Social
Psychology, 68, pp.185-191.
Eagle and et. al., 2020. Gender stereotypes have changed: A cross-temporal meta-analysis of US
public opinion polls from 1946 to 2018. American psychologist, 75(3), p.301.
Girvan and et. al., 2019. Clearing up the bullshit: Deconstructing'feminisation', gender
stereotypes, and gender biases within UK veterinary surgery.
Holder and et. al., 2017. Gender and ethnic stereotypes in student teachers’ judgments: A new
look from a shifting standards perspective. Social Psychology of Education, 20(3),
pp.471-490.
Kafila and et. al., 2020. Comparative Analysis of Gender Stereotypes of Superior Thinking in
men and Emotions in Women among Students. Cultural Psychology, 3(2), pp.91-107.
Mello and et. al., 2019. Gender stereotypes and preconception health: Men’s and Women’s
expectations of responsibility and intentions to engage in preventive
behaviors. Maternal and child health journal, 23(4), pp.459-469.
Rogus-Pulia and et. al., 2018. How gender stereotypes may limit female faculty advancement in
communication sciences and disorders. American journal of speech-language
pathology, 27(4), pp.1598-1611.
Steegh and et. al., 2019. Gender differences in mathematics and science competitions: A
systematic review. Journal of Research in Science Teaching, 56(10), pp.1431-1460.