For a long time, I
have held a strong opinion that today's children simply are not allowed to
enjoy the innocence of childhood. Children are constantly exposed to messages
about sex and violence from a very young age, and these messages are confusing
and scary for children (Levin & Kilbourne, 2009). As I read our course
readings that discussed this issue this week, I found myself aligning with
Levin and Kilbourne (2009) and did not want to stop reading when the
introduction to the book ended. I may have to put this book on my "To read
soon" list, since this is an issue I think children struggle with at
increasing rates every day. The messages children receive from movies, television
shows, popular video games, and toys sends the message that for girls to be
feminine, they must be beautiful, thin, and sexy and that their accomplishments
and intellect do not matter (Levin & Kilbourne, 2009). This is an extremely
narrow definition of femininity, and is one that needs to be contradicted
strongly and with great urgency. Similarly, a narrow definition of masculinity
is being conveyed, with messages that to be manly you must engage in acts that
demonstrate physical prowess, insensitivity, and even violent behavior (Levin
& Kilbourne, 2009). Children learn that to fit in they must conform to
these rigid ideals, and many struggle to fit in. They learn that relationships
should be based on sex and do not have to contain emotions, attachment, love or
friendship. This is extremely detrimental to children's development because it
takes away from other developmental tasks children need for healthy
development.
To illustrate
children's exposure to a highly sexualized environment, I offer the following
examples:
1) Elementary
school students in our district, ages 6 through 10, have demonstrated the acceptance of these
rigid gender roles. Girls discount their intelligence, accomplishments, and
even their athletic performance in favor of dressing provocatively (I've seen
girls as young as third grade in shorts and skirts that left nothing to the
imagination, and make comments about how beautiful and sexy they look), wearing
makeup.
2) Children's
movies and television shows sensationalize male choice and female sacrifice.
This is further illustrated in the discussion of children's Disney movies in
Lee (2008). Disney movies such as The Little Mermaid, Beauty and the Beast, The
Lion King, and Aladdin sensationalize male choice in life and women's
sacrifice. Women do not hold leadership roles. Even in the three Toy Story
movies, that tries to portray a strong female character (Jessie), she takes a
backseat to the male characters in the story, and sexual relationships are
suggested between Jessie and Buzz, and of course Barbie and Ken.
3) This leads me
to children's toys and games. Video games are increasingly violent and
desensitize children to violence. Barbie and Ken (by Mattel) show impossible to
obtain physiques that lead to feelings of inadequacy for children that extend
into teenage years and adulthood. In the relationship between Barbie and Ken,
appearance is significant. Barbie is beautiful, fashionable, slender, and
portrayed as someone who does not think for herself. Ken, also attractive, well
dressed, and very masculine, is more powerful.
This is not the
messages we want to send to our children. We want them to grow up to be healthy
adults capable of engaging in healthy, fulfilling relationships that contain
key elements such as friendship, trust, love, and being true to yourself.
Therefore, as
early childhood professionals, we must reduce the negative impacts of the media
on children by engaging children in discussions that center on gender equity
and fairness. We can also observe children's play, and encourage children to
engage in activities that are not typical
for those assigned to their gender. For example, Derman-Sparks and Edwards
(2010) recommends observing children's activities during free choice time, and
making sure girls are engaging in activities such as blocks and building or
other action activities that are typically dominated by boys, and boys are
engaging in puzzles, dramatic play, art and small manipulative materials
typically dominated by girls.
References
Derman-Sparks, L., & Olsen
Edwards, J. (2010). Anti-bias education for young children and ourselves.
Washington, D.C.: National Association for the Education of Young Children
(NAEYC).
Lee,
L. (2008). Understanding gender through Disney’s marriages: A study of young
Korean immigrant girls. Early Childhood Education Journal, 36(1), 11-18.
Levin,
D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new
sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf
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