What's In This Kit?
This training kit provides teachers with strategies for promoting mixed-gender play in the
block area. This training program contains the following components:
- Expected training outcomes and learning objectives
Training research, models, benchmarks
- Preparation and implementation steps
- The article "Block play: It's not just for boys anymore" by Barb Tokarz
- References and resources
- Training Certificate for Learner — Certificate of Attendance and Participation
Who's the Target Audience?
The target audiences for this training kit are beginning and intermediate Learners who are
working with preschoolers (3-5 years). This kit is designed to help participants observe gender
participation during block play and to encourage mixed-gender play options in the early
childhood classroom's block center.
|Teacher Skill Level
|Children's Age Level
||birth to 8
Preparation time for this kit is estimated at 1.5 hours. Implementation and actual training
time is 5.0 hours, which includes 2.5 hours of face-to-face training and 2.5 hours of independent
study and an action research project.
- Learner will define nature-deficit disorder and list one way to remedy this disorder.
- Learner will document incidents of gender participation and styles of play observed in
block play using time sampling.
- Learner will describe at least 2 characteristics of play styles for both boys and girls.
- Learner will describe at least 2 ways to change the block center and/or involve
children in new experiences that will promote mixed-gender play choices.
These training outcomes address the following:
- National Association for the Education of Young Children's (NAEYC) Standards and Accreditation
Performance Criteria (2005). www.naeyc.org.
- Using developmental knowledge to create healthy, respectful, supportive, and challenging
- Knowing about and using observation, documentation, and other appropriate assessment tools and
- Head Start Performance Standards (Federal Register, Nov. 5, 1-6, Volume 6), Number 215). www.acf.hhs.
- Progresses in understanding similarities and respecting differences among people, such as genders,
race, special needs, culture, language, and family structures.
- National Accreditation Commission for Early Care and Education Programs, National Association of Child
Care Professionals (2005). www.naccp.org .
- Written observations are made on each child's actions, abilities, and knowledge as the child engages
in the classroom and in routine outdoor settings (D2).
- The arrangement of the classroom encourages children to become engaged and promotes childcentered
Note: It is important to determine any additional state and local standards that relate to
this topic or requirements of other regulatory bodies specific to your program.
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