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Stage 3. Mastering practical skills

As a warm-up, you can start with the exercise “Personality”.

A group of students is divided into several teams, each of which is offered one of the qualities traditionally considered to be either "female" or "male", for example: courage, kindness, care, assertiveness, etc. »Characteristics from the questionnaire S. Bem). The task of the team is to determine the situation or activity in which this quality will be the key to the success of the individual of the other sex.

Exercise is carried out two or three times. According to its results, students are led to the idea that any human quality may be required by a specific situation and be necessary in the life of a girl / woman and boy / man.

After the warm-up, students are given individual tasks to reformulate recommendations from a gender perspective.

As an example of recommendations that need to be reformulated, you can use the following.

1. “Children need to be seated in pairs - a boy with a girl. <...> The teacher emphasizes that the children should make the order together, distributing the work among themselves so that everyone does what he does better. He approaches each pair and says: “Cutting cardboard is difficult - this is work for a boy.” Or: “It is necessary to make a mosaic of grains very carefully, carefully - this is work for a girl”. However, we must strive to ensure that children independently distribute work according to the principle of complementarity ”1.

2. "A three-four-year-old boy should buy more" male "toys. Not only guns and cars. It is useful to acquaint sons with male professions. Among other things, it will distract the child from the computer, from the countless virtual murders that only fear and bitterness in the child’s soul create. It is very good to combine stories with role-playing games, buying or making different attributes for them: fireman helmets, ship's steering wheel, police baton ... It is better that these toys were not very bright. The diversity is for girls. Choose calm, restrained courageous tones, because the suggestion is not only at the level of words, but also at the level of color.
<...> Tell your son the interesting plot twists of the war game. Romanticize her, suggesting that he mentally travel back to antiquity, imagine himself with the ancient Russian knight, Scandinavian viking, or medieval knight. Make him for this cardboard battens and a sword. Buy some colorful, interesting book or video cassette that will make his imagination work ”2.

In the process of reformulating recommendations, it is important for students to determine what exactly does not suit them in the proposed recommendations, to justify why, and to offer their own version of the recommendations taking into account the principles of a gender approach in education.

You can also offer to discuss specific pedagogical situations and real life situations. For example.

1. Mom shooes her six-year-old son from the kitchen when he expressed a desire to cook soup with her. “It’s not a man’s thing,” she says. “You're not a girl.” What convincing arguments can be brought to this mother, so that she understands why the boy needs housekeeping?

1 Kudryavtseva E., Ledovskikh N. On the moral education of children of different sex in the peer group // Preschool education. 2003. № 9. S. 26.

2 Shishova TL. Boys' Education // www.portalslovo.ru

2. "How to raise a confident child without using the strategy of cultivating aggression?" Try to give a competent advice on this request.

3. Offer competent recommendations from the standpoint of gender approach to the following client request: “I have two children, daughters 11 years old, my son - 7. Tell me how to properly distribute household duties between them. What principle should I follow? ”, Etc.

In conclusion, students are invited to issue two thematic wall newspapers: "Girls are different," "Boys are different." For this, they are given homework beforehand to select appropriate illustrations, clippings from newspapers and magazines, which could illustrate the variability of the personal characteristics and capabilities of persons of female and male sex.
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Stage 3. Mastering practical skills

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