Does a child’s gender impact on how they play?

This chapter focuses on research which suggests that boys and girls play differently. It considers whether there is evidence to suggest that this is inherent or a result of children’s socialisation. It explores assertions that young boys need more physical play or that young girls are more drawn to imaginative play. It questions whether certain areas of provision in an early years setting are dominated by one gender and, if so, what the implications of this are. It suggests that some practices and ways of talking about gender in the early years setting may reinforce differences in gender play, arguing that child-centred ideologies may sometimes prevent practitioners from challenging gendered discourses.