From summer 2017 to summer 2018 SOSCN carried out a survey with over 600 children attending out of school care across Scotland; the results of this research- “Fun! FUN! Super fun! Children's thoughts on OSC” (SOSCN, January 2019)- are now published. In this blog post we share the perspective of girls and boys about their out of school care services.

In the first instance we asked children whether they were a girl or boy and then asked them to rate statements with either 'yes/maybe/no' answers e.g. 'I am quite happy at the club', 'The staff care about children in the club and listen to us'. We also asked for opinions on what was the best thing about the club and how the club could be improved.

Overall, girls responded more positively to the statements than boys. The top two responses for both girls and boys related to staff and there was a similarity to the overall top responses between the girls and boys. The only significant difference was that girls (84%) were more likely than boys (67%) to agree that they were quite happy at the club.

Top 5 responses from girls

• =1. 'I know I can ask one of the staff if I need help or have a worry' (91% of girls)
• =1.' The staff care about children in the club and listen to us.' (91% of girls)
• 2. 'I am quite happy at the club.' (84% of girls)
• 3. 'I mostly enjoy being with other children at the club.' (81% of girls)
• 4. 'I can choose what play and games I do at the club.' (76% of girls)
• 5. 'Children help choose new things for the club.' (71% of girls)

Top 5 responses from boys

• 1. 'I know I can ask one of the staff if I need help or have a worry' (84% of boys)
• 2. 'The staff care about children in the club and listen to us.' (83% of boys)
• 3. 'I mostly enjoy being with other children at the club.' (76% of boys)
• 4. 'I get a chance to rest and relax at the club.' (72% of boys)
• 5. 'I can choose what play and games I do at the club.' (71% of boys)

'Best thing about out of school care?'

In terms of the 'best thing' about the club, the first 3 responses are the same between girls and boys – 'play/playing', 'friend/friends' and 'toys/games'. After that we can see that there is a split in terms of more typically gendered activities- 'draw/arts/crafts' was much more popular amongst girls than 'ICT/x-box/Wii/Playstation', 'football' or 'lego' and conversely the opposite was true amongst boys.

• Female

• Play/playing
• 29%

• Friends/friend
• 22%

• Toys/games
• 9%

• Snack/food
• 7%

• Draw/arts/crafts
• 7%

• Outside/outdoors
• 7%

• Fun
• 6%

• Staff
• 6%

• Trips
• 2%

• ICT/x-box/Wii/Playstation
• 2%

• Football
• 1%

• Lego
• 0%

• Male

• Play/playing
• 30%

• Friends/friend
• 13%

• Toys/games
• 9%

• ICT/x-box/Wii/Playstation
• 7%

• Snack/food
• 6%

• Football
• 6%

• Outside/outdoors
• 5%

• Fun
• 5%

• Lego
• 4%

• Staff
• 2%

• Draw/arts/crafts
• 1%

• Trips
• 1%

'What could be better about out of school care?'

In terms of 'what could be better about the club', the first 3 responses are the same between girls and boys – 'nothing', 'toys/games' and 'play/playing'. After that we can see once again that there is a split in terms of more typically gendered activities- no girls mentioned 'football', 'ICT/x-box/Wii/Playstation' or 'Lego' as things which could improve the club. Boys however did mention this but did not mention 'draw/arts/crafts'.

• Female

• Nothing
• 15%

• Toys/games
• 9%

• Play/playing
• 5%

• Outside/outdoors
• 4%

• Trips
• 5%

• Snack/food
• 4%

• Draw/arts/crafts
• 3%

• Staff
• 2%

• Friends/friend
• 2%

• Football
• 0%

• ICT/x-box/Wii/playstation
• 0%

• Lego
• 0%

• Male

• Nothing
• 12%

• Toys/games
• 9%

• Play/playing
• 5%

• Outside/outdoors
• 5%

• ICT/x-box/Wii/playstation
• 5%

• Snack/food
• 4%

• Football
• 4%

• Trips
• 3%

• Lego
• 2%

• Friends/friend
• 1%

• Draw/arts/crafts
• 0%

• Staff
• 0%

Common Stereotypes

In 'Gender Equal Play in early learning and childcare' a document published by the Care Inspectorate and Zero Tolerance in December 2018, examples are given of common stereotypes and perceived gender roles:

• BOYS
• GIRLS

• EXPECTATION
• Strong, adventurous, practical, rough, leader, non-emotional 'boys don't cry', like to get dirty, aggressive, independent, dominant, decisive, logical, unemotional, assertive, tough, stoic, active, worldly, boisterous, brave, challenging, loud.
• Sensitive, caring, vain, gentle and 'proper', weak, dependant, passive, kind, intuitive, submissive, emotional, illogical, talkative, indecisive, giving, quiet.

• SOCIALISATION
• Toys focused on: action, construction, technology, fighting and conquering. Social reinforcement through: social media, TV, authority figures (parents and carers).
• Toys focused on: baby dolls, cooking, princesses, art and craft. Social reinforcement through: social media, TV, authority figures (parents and carers).

• GENDER ROLES
• Men must be physically strong, aggression is an acceptable part of male behaviour, a willingness to take risks (superheroes / action figures).
• Women are expected to highly value appearance (being pretty), being compliant (nice, sweet, gentle), submissive roles (princesses).

('Gender Equal Play in early learning and childcare', page 4)

Looking at the results from our children's survey we can see that boys were more likely to favour toys based upon construction (lego), technology (ICT/x-box/Wii/Playstation) and action (football) than girls, and girls were more likely to favour arts and crafts than boys. Whilst it could be argued that these are children's preferences it can also be argued that these are preferences created through socialisation.

Is your club really promoting gender equality?

All out of school care services must provide an inclusive service with the United Nations Charter on the Rights of the Child at the heart of practice delivery and with regards to gender equality this means actively challenging perceptions and attitudes of staff, parents and children themselves about what children can and cannot do.

'Gender Equal Play' states:

“A gender equality approach means helping children to achieve and aspire. We want children to be whoever they want to be and make them feel equally comfortable playing football or taking dance classes and aspiring to a wide variety of careers and pathways.“

“Breaking down gender stereotypes from a young age helps to stop the negative consequences of inequality and discrimination as it can support children grow into adults who aren't limited by expectations based on their sex. By providing children with environments that encourage non- gendered norms and expectations, children can feel more accepted and celebrated for their individuality. They can broaden their aspirations and be more open to a wide range of opportunities.”

(page 5)

The publication, which is constructed around the SHANARRI Wellbeing indicators (similar to other recent Care Inspectorate publications) provides clear steps how to challenge stereotyping and gender roles in childcare services, and examples of how early learning and childcare services are actively changing practice. One of the examples is TASC out of school care service in Glasgow which has recently achieved the LGBT Gold Charter Status.

Steps to challenge gender stereotyping:

• Start with your own perceptions and attitudes.
• Audit your environment and resources.
• Think about your language and interactions with children.
• Improve your gender-neutral language skills.
• Support the children by helping them about their language.
• Tips on planning and organising tole play and storytelling activities.
• Develop a gender equality policy.
• Talk to colleagues, parents and carers.

Read the publications:

“Fun! FUN! Super fun! Children's thoughts on OSC” (SOSCN, January 2019)

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“Gender Equal Play in early learning and childcare” (Care Inspectorate, 2018)

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Additional resources:

Let Toys be Toys campaign

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Letterbox Library: A children's bookseller celebrating equality & diversity

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