Children’s Experience Playing Outside Varies by Gender, According to a Study
Boys and girls have vastly different experiences playing outside and one is more supported than the other
There is an implicit bias when designing outside spaces for children, and in teaching children how to engage with the outdoors.
The socially constructed definitions and norms of gender seep into how children are taught to play. Boys and girls play differently, interact with each other differently, and interact with adults differently. Young boys and girls in America are socialized differently, meaning that they are expected to behave differently, talk differently, and engage in different activities.
One thing they would have in common, however, is playing outside. Though, the way young boys and girls play outside is quite different, as a result of socialization.
Boys and girls do not play the same way
Boys and girls engage in play in different ways. Boys typically like to take up more space with their activities and do more hands-on-each other activities, like wrestling. Girls are more likely to play in a smaller space, closer together, and not as actively. Girls like to incorporate elements of creativity and cooperation, and social interaction was more valued.
Girls were more likely to:
- Climb and hang
- Sit and watch
- Socialize with others
Boys were more likely to:
- Play team sports
- Chase, roll, roughhouse
Outdoor spaces are not designed to support the activities most participated in by girls
Some outdoor spaces seemed to show a bias against girls, as the activities that were shown to be most popular with girls were not supported by most spaces.
The spaces that tended to be dominated by boys were large, open spaces that were ideal for activities such as running around and roughhousing. The spaces cater to more sports activities, and it is outlined that girls prefer activities that are more complex and include other elements than just physical exertion.
The most popular activities included elements of social interaction, imagination, cooperation, and creativity. The spaces that lend themselves to assisting with those elements have things to play with, things like swings or tables or even access to natural elements.
Girls typically played closer together and in and around objects, often incorporating those objects. The spaces that catered more to this were playgrounds, some parks, and green spaces with shrubbery and other foliage.
Girls are discouraged from participating in activities that take place in spaces “dominated” by boys
It is not just the design of the outdoor space that hinders girls from participating in activities outside, it is also the interpersonal interactions with others, typically boys, in the same environment.
Girls are not typically made to feel welcome in outdoor spaces that are dominated by boys. The notion that boys dominate spaces designed for them comes from the fact that their activities typically take up more room, leaving less room for girls. Girls can also experience rejection, bullying, harassment, and shaming due to socialized gender norms and ideas.
There is a clear decline in the number of girls that play outside as age increases
Based on the study, girls were less likely to play outside as they got older for a few reasons: fear of harassment, more control from parents, and an inability to move in public spaces freely. All of these reasons are a product of a society that does not value women and their qualities.
As a caveat, though, social norms differ between cultures and this study is mainly speaking to European societal views.
The socialization that girls receive as they grow up into their teenage years does not emphasize the importance of outdoor play. They are pushed into other avenues that focus more on their social status. This highlights how women are pushed away from things that are beneficial for them and led towards things that are beneficial for others.
As a result of socialization and participating in a patriarchal society, girls are often left out of outdoor play spaces
A lot of spaces are not designed with girls in mind, leaving them to make do and feel overlooked. Fear of conflict with boys or others indirectly excludes girls and makes them feel unsafe when in some outdoor spaces.
This exclusion further decreases the space that women and girls are “allowed” to take up in the world. Implying that girls should not be in certain spaces, or teaching them that it is not okay to be in certain spaces leads to women becoming insecure about their existence in the world. Women have intrinsic value and, in the context of environmental science, have historically been important in many environmental movements and in caring for the environment in general.
The exclusion of girls from outdoor spaces compounds into excluding women from issues concerning the environment
To tie this into environmental science, it is possible that the exclusion of girls from outdoor play (whether direct or indirect) leads to their exclusion from fields in environmental science. Since they are not expected to enjoy being outside when they are young, it is assumed they are not interested in environmental science or related fields.
This line of thinking hinders progress in the environmental science field. Environmental science affects a lot of different groups of people and therefore involves very complex issues dealing with multiple perspectives. Women have long been supporters of the environment and there are a lot of perspectives that women can contribute when figuring out solutions to intersectional issues.
Women and girls are important to the field of environmental science and are important protectors and participants of the environment
It is important that we work to dismantle misogynistic sentiments so that growth can continue and the world can be made a better place for everyone.
Helleman, G. (2022, June 8). Girls and outdoor play: Looking for more equality and equity. Girls and outdoor play: looking for more equality and equity. Retrieved October 12, 2022, from https://urbanspringtime.blogspot.com/2022/05/girls-in-public-space.html
