Researchers from Pennsylvania State University found that when teachers used gender-specific language, such as greeting girls and boys separately, children were more likely to have stereotypical ideas about what activities were appropriate for boys or girls and which gender they preferred to play with.
The researchers observed children aged three to five years from two nurseries over two weeks.
In one nursery, practitioners were asked to use gendered language and divisions, such as asking boys and girls to post their work on separate display boards or getting them to line up on different sides of the room. In the other setting they were told to avoid making any references to gender.
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