Reflection Sex is the anatomy of the human body that determines whether you’re a female or a male

Please respond to yesensia with 250 words please respond with the citations and references below:

Chapter 7 Reflection Sex is the anatomy of the human body that determines whether you’re a female or a male. I also read that there can be intersex and that is when someone has features of both genders (Derman-Sparks, L., Olsen Edwards, J., 2010). Transgender is when a male or female identify as the opposite sex. “Sometimes a child’s anatomical make-up does not match the gender role he or she identifies with (transgender)” (2010). The video was about a couple who had a baby. The baby was born a girl but she identified as a boy. You can see through the pictures as time went by that she was interested in clothing that males usually wear. The parents supported their child by identifying her as a male. They cut his hair and changed his room. They did everything to support him. I think the parents did the right thing by accepting and loving their child unconditionally. First off, that is one scary-looking Mickey Mouse. The reading was about an investigation of children’s toys in stores. There is a girls section and a boy section. The girl’s section uses colors like pink. For the boy’s section, they use colors like blue or green. What you find in the aisles for girls’ toys are barbies, cleaning kits, make-up, vanity mirrors. For the boys, you will find military toys and things like chess games. You see the same things in stores today. Going back to the children’s toys, these do send messages to the children and what they should play with. For example, the military toys send out messages of power and us versus them (Hofman, S.). It shows them that fighting is ok. This story was about a teacher who guided children in learning about what girls and boys play with. It all started with one child’s question. The child asked why there are game boys and not game girls. The teacher guided the children into doing research about the gendered nature of toys. It took three months. The children had a discussion about why they think there is a game Running head: Chapter 7 Reflection 3 boys and not game girls. They made observations of girls and boys playing outside. They also looked around their classroom to see what girls and boys usually play with. In the end, they came to the conclusion that boys and girls can have the same interests when playing with toys and they had the idea of writing a letter to the maker of Game Boys. Girls and boys do like to play the same things. The teacher got the children involved by having them observe girls and boys playing outside and indoors. She helped them make surveys and guided them by asking questions to have them think about it. This reading was about a preschool whose teachers participated in a research study regarding their children in their classroom. They observed how the children play. They wanted to see how children explore their identities through play. They did so by asking questions, observing, meetings with other teachers, and bringing together everyone’s observations. They did this to help make the curriculum. Essentially, the children are the curriculum. The teachers wanted to understand more about the anti-bias curriculum and wanted to implement it in their classrooms even though most people were white there. They wanted to be able to better point out how the children were reflecting their identities through play. “I wanted us to acknowledge and claim our work as political work- seeing teaching as not only about supporting children’s individual development and learning, but also about cultivating particular values and practices that counter oppression and enhance justice” (Pelo, A.). I would share my own experiences with the children about how I was young and what I liked to do. I like the example from the reading “Playing with Gender.” The teacher shared with the children what she did when she was young. Even though he was a girl she was also described as being a tomboy. She was able to relate with the child. She showed them pictures of her when she was younger climbing trees and playing soccer games. I would do it so they don’t feel like Running head: Chapter 7 Reflection 4 they’re the only ones feeling that way, so they don’t feel left out. The textbook states, “Many preschoolers are not yet clear about what actually makes them a boy or a girl” (Derman-Sparks, L., Olsen Edwards, J., 2010). Because they’re not clear yet about what makes them a boy or a girl I would just want them to know that having those interests is ok and that they’re not alone. Derman-Sparks, Louise (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC: NAEYC. Pelo, A. (2008). Playing with gender, In Rethinking early childhood education. Milwaukee, WI: Rethinking Schools, Ltd, 67-73

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