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Stage 3. Development of practical skills

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

A group of students is divided into several teams, each of which offers one of the qualities traditionally considered either “female” or “male”, for example: courage, kindness, caring, assertiveness, etc. (you can use “masculine” and “feminine” »Characteristics from the questionnaire S. Boehm). The task of the team is to determine the situation or activity in which this quality will become the key to the success of an individual of the other sex.

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

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

As approximate recommendations that need to be reformulated, the following can be used.

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

2. “A three-four-year-old boy should buy more“ male ”toys. Not only pistols and cars. It is useful to introduce sons to male professions. Among other things, it will distract the child from the computer, from the countless virtual murders that cause only fears and bitterness in the child’s soul. It is very good to combine stories with role-playing games, buying or mastering for them different attributes: helmets of firefighters, the helm of a ship, a police rod ... It is better that these toys are not very bright. Variegation is for girls. Choose calm, restrained courageous tones, because the suggestion is not only at the level of words, but also at the color level.
<...> Tell your son about interesting plot twists of the war game. Romanticize it, inviting him to mentally go back to antiquity, imagine himself an Old Russian knight, a Scandinavian Viking or a medieval knight. For him, craft cardboard armor and a sword. Buy some colorful, interesting book or video cassette that will make his fantasy 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, justify why, and propose their own version of the recommendations taking into account the principles of a gender approach in education.

You can also suggest discussing specific pedagogical situations and real life cases. For instance.

1. Mom drives her six-year-old son from the kitchen, when he expressed a desire to cook soup with her. “This is not a man’s business,” she says. “You are not a girl.” What convincing arguments can this mother give to make her understand why the boy needs home economics?

1 Kudryavtseva E., Ledovskikh N. On the moral education of children of different sexes in a group of peers // Preschool education. 2003. No. 9. P. 26.

2 Shishova T. L. Raising boys // www.portalslovo.ru

2. "How to raise a self-confident child without using strategies for cultivating aggression?" Try to give competent advice on this request.

3. Offer competent recommendations from a gender perspective on the client’s next request: “I have two children, my daughter is 11 years old, and my son is 7. Tell me how to correctly distribute household chores between them. What principle should I be guided by? ”, Etc.

In conclusion, students are invited to draw up two thematic wall newspapers: “Girls can be different,” “Boys can be different.” To do this, they are first given homework to select appropriate illustrations, clippings from newspapers and magazines, which could illustrate the variability of personal characteristics and capabilities of women and men.
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Stage 3. Development of practical skills

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