Do boys that play with dolls become girls? Gender differences in the play of 4-5 year-old children

Abstract

This text is derived from a study conducted for a final course project in pedagogy that focused on gender in early-childhood education. It sought to understand how children interact with toys brought from home or offered at school and examine if boys and girls choose different toys. Moreover, it investigates whether there is a relationship between toy colors and gender differences. We have adopted a qualitative approach, since  we are interested in the singularity of children’s expressions, movements and speech. We have used a cartographic methodology, which allows a sensitive listening and an attentive look at the territories to be investigated. Children’s attitudes and reactions have been observed and recorded during school playtime, whether it was free or defined by the study. The research revealed that children do not propose marks of gender differences; but they emerge from the environment, particularly from parents and society in general. We also perceived that when this topic is discussed, children seem to understand and question the gender stereotypes seen in the context through toys. They also understand that playing is a free expression that does not have to be marked by gender stereotypes. Finally, we highlight that child education researchers should give more attention to gender studies, and everyone involved should discuss this theme more often.