Gender
Equity
Even though girls and boys may typically
prefer different activities, it is very important to make sure that
all children are provided with genuine access to all activities.
The computer is no different from other areas of the early childhood
classroom in this sense. Just as it is important not to turn the
Lego or block area into a boys-only space or the kitchen and dress-up
area into a girls-only space, it is important to make sure that
girls and boys feel comfortable with the computer.
Equal access does not mean merely being
allowed to participate. It means having full opportunity to explore
and to discover one’s own preferences and talents. It is inequitable,
for instance, if the only way boys are allowed into the kitchen
area is by playing "the dog" or "the baby." For true equity, boys
need opportunities to see themselves as nurturers, as people who
can provide food and care to the people they love, not just as passive
recipients of food made by the women in the family.
In the same way, computers allow children
to express themselves, to learn important skills and to solve problems.
Different children prefer different uses of the computer, but this
is the medium in which much of the communication and information
exchange takes place in the adult world — and increasingly in schools.
All children need to make this technology their own in ways that
suit their needs and interests.
At this age, girls as well as boys usually
enjoy playing with the computer. Without teacher supervision, however,
the computer easily can become the boys’ domain. Boys tend to be
more insistent about their turn, while girls tend to be more likely
to yield their turn and be satisfied with a more passive role. Not
all girls are passive and not all boys are insistent, of course,
but there is often a pattern of unequal use among children.
To explore another Web site that deals
with this issue, please visit:
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