A Critique of Normative Play Constructs and Their Impact on Gender Diverse Children

Abstract

The paper examines how play in the early years contexts continues to be informed and governed by parents and professionals through normative gender play constructs. It explores how psychologies of development read play in particular ways that can impact how children learn about gender especially when their movements and interests are corrected by adults in their lives. Play through a dominant developmental psychology approach is a mechanism for assessment where diversions of play outside normative gender play expectations can be questioned and lead to intervention. With play at the centre of practice in the field of early childhood education, it is critical to examine how normative pedagogical structures of play informs children’s gender expression. This research aims to examine what happens when children’s play is viewed predominantly through a traditional developmental psychology approach and how these perspectives are detrimental to young children’s sense of self. The data is derived from a qualitative research study that used semi-structured focus groups with 15 early childhood educators (ECEs) who work with young children, ages 3-5 years, at licensed early childhood centres in Nova Scotia, Canada. ECEs play an important role in shaping young children’s understandings of gender, therefore it is necessary to learn more from their lived experiences. The findings show that when play is structured predominantly through heteronormative forms of gender categorization it can stifle children’s diverse gender expression. This research concludes by arguing that diverse forms of play that support gender fluidity for young children is crucial to liberate children from traditional gender normative play paradigms.