Thinking in a more challenging way about gender in early childhood can be daunting but is vital to real understanding, say Kath Tayler and Deborah Price

It is the morning in an early years setting and the children have recently arrived and chosen what activities they wish to engage with. The children are all three to four years old. Lisa is playing with the bricks. She tells her friend Molly that she is building a house for her guinea pig, Squish. Molly sits beside her, picks up a brick and places it next to Lisa’s building.

Lisa ‘No, it can’t go there, it’s in the way. Squish likes to run so we have to leave lots of room.’

Molly ‘Can I put it here?’ (Molly holds a brick above one placed by Lisa).

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