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Curriculum for elementary school and children aged 4-6 years
Know some of the things that make them special and can speak about some of the resemblances and disparities in terms of boyfriends or girlfriends. Kids know that other kids don't always have the same things and are sensible to them. The majority of kids in this age group will be able to grasp the idea in this unit outline.
Lead a specific item (e.g. a shell) around a ring - ask the kids to describe their coat - first give some samples (short and braun, long and blond with barrettes, on my shoulder and brown-black, dark and smooth and in a horse's tail, fluffy and red golden-brown etc.).
Question: "Do we all have the same hair?" Would it be tedious if we all had the same hair?" (You might want to paint or show two very basic images with two very basic hairstyles on the plank. Either show a series of images of different toys or place a series of genuine toys in the center of the wheel.
Do you ask the kids who this plaything is for? Speak about the fact that there are so many different toys in the whole wide variety of the planet that we can really appreciate - there are no "boy" and "girl" things - as we are all different, the toys that we all like are different.
It' s okay to like some toys instead of others - but you can always choose all the toys you like, regardless of the color, the material they are made of, whether they look "boyish" or "girlish", etc... You could tell older kids that toys have age ratings, e.g. toys with small parts - we should think about that when we choose toys for ourselves or when we have toys with younger kids who know them.
As the kid draws, say how we all like different toys. Name a few samples of toys that you liked as a kid, that your brothers and sisters liked, or that your own kids liked. Trim off photos of toys you like from a variety, paste them onto a sheet of paper (Note: Try not to use toys catalogs because they are often open or discretely stereotyped - screenshot photos or use clipart photos or on-line photos that are more general (e.g. no apparent color backgrounds).
The first year can be as a follow-on from the whole grade entry; more capable Y1's could post among the first two activites what toys they like and why. Make a "provocation box" - a small choice of toys for the group. Either select whether you want to present the toy as a non stereotype toy set or as two sets of girls' and boys' toys.
Kids can easily research and look at them, or they have some sort circles or stalls so they can sort the toy in different ways (soft, wood, electronically, animals etc.). The smaller toy works best. Track large silhouettes of basic toys - puppet, auto, teddy, bal.
Kids can help to draw or make collages in high contrast colors, e.g. a lilac colored automobile with gel stains, a red colored bears with rose fly, a black colored puppet, etc. You can use some of the above works for a classic screen called " We all love many different toys" or the like.
Remark: The kids who make decisions that we think are "stereotypical" are just as applicable, and at this young age grown-ups can bring in their own thoughts and ask further question about their decisions, but be careful when it comes to the obvious or discreet "acceptance" or "rejection" of any of the children's commentaries (from your words, voices, expressions ) during all of the above mentioned outings.
Empower mothers, fathers, employees, and older students to be aware of how younger kids can be less gender-specific. Let Toys Be Toys created this curriculum.