Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorDimitra Kogkidou
Course ID600017572

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 70
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses424

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID

Class Schedule

HallΕξ αποστάσεως (900)
CalendarThursdsay 12:00 to 15:00
Type of the Course
  • Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Examination)
Learning Outcomes
The special objectives of the course are: This course will give students the opportunity to learn about and reflect on how toys are influenced by gender stereotypes and how children and their families are impacted by those messages. • Students will reflect on how toys are categorized as “girl toys,” “boy toys” or ‘’neutral’’ • Students will develop an understanding of gender stereotyping • Students will explore the concept of gender-neutral toys • Students will reflect on how toy marketing has an enormous impact on girls’ attitudes – and, indeed those of boys – especially on their perceptions about, STEM subjects (science, technology, engineering and math) • Students will reflect on how gendered toys influence career choices
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
Course Content (Syllabus)
Τoy play is a fundamental aspect of children’s daily experience. People might think that toys are more androgynous these days, but if they go into any toy shop they will find separate aisles, and even separate floors, for girls and boys. There is a clear gender divide: princesses and dolls for the girls, superheroes and vehicles for the boys. In our society, very few toys are free of gender packaging and most toys are either associated with girls or boys. The packaging is geared towards either boys or girls by color, wording and the images portrayed on them. This creates the impression that certain toys are just for boys and others just for girls, and so some toys are completely out of bounds. “Girl toys” tend to focus on domesticity, nurturing and appearance whereas “boy toys” emphasize building, action and aggressive play. Does this simply reflect the different interests that boys and girls have? Or are toy manufacturers imposing gender stereotypes on children? Biology doesn’t justify gender divide for toys. Childhood should be a time of creativity, imagination and endless possibilities, but the toy industry limits children’s horizons by pushing outdated gender stereotypes on them. Gender stereotypes in children’s toys have profound implications. Research directly ties gender-defined toys to children’s interests and future aspirations. Studies have found that gendered toys do shape children’s play preferences and styles. Because gendered toys limit the range of skills and attributes that both boys and girls can explore through play, they may prevent children from developing their full range of interests, preferences, and talents. Science shows gender neutral toys empower children, and possibly society at large. There has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum‐related skills. Children's toys also influence their career choices. De-gendering toys allows children to be free to explore their diverse interests beyond the narrow confines of gender stereotypes. De-gendering toys will allow children, and arguably society at large, to reap long-term benefits: when we offer kids equal choices from an early age, it logically follows that they will continue to expect and demand equality in their personal, social and professional lives. Toys are for fun, for learning, for stoking imagination and encouraging creativity. Children should feel free to play with the toys that most interest them. Toy industries should stop limiting children’s interests by promoting some toys as only suitable for girls, and others only for boys. Toys should be inclusive. Rather than relying on and reinforcing stereotypes, children’s toys need to accurately reflect the diverse experiences and interests of children. This would mean moving away from gender-categorization and stereotypical depictions. Gender marketing for children’s toys needs to end. The days of pink and blue toy aisles may soon be a thing of the past, as toy manufacturers and big-box retailers move to eliminate gendered toy marketing. Gendered Toys • The role of play in development and learning • Gender Stereotyping of Children's Toys • Kids’ Toys: More Gendered now than ever before. • Play as Curriculum Gendered marketing of toys • Gender divide: blue and pink sections for “boys'” toys and “girls' toys. • Marketing the gender gap. • Gendered advertising of toys • The ethical implications of gendered toy marketing • Toy manufacturers and big-box retailers move to eliminate gendered toy marketing. Playing beyond gender stereotypes • How gender stereotypes creep into every day play • How our minds, society and neurosexism create difference • Gendered toy marketing contributes to a culture of bullying by reinforcing homophobic and misogynistic beliefs. • Boys are especially stigmatised for crossing the gender line in toys – a fact that seems to arise from misogyny, homophobia and transphobia Characteristics of boys’ and girls’ toys • Different types of toys (‘masculine’ or ‘feminine’) -different features – different skills • Implications of gender stereotypes in children’s toys • Gender-defined toys and children’s interests and future aspirations • Gender differences in children’s toy requests • The construction of children’s experiences and interests with ‘’feminine’’, ‘’masculine’’, and neutral toys • The impact of colour on children’s toy preferences ‘’Girl toys / Boy toys’’ or ‘’ Gender -Neutral’’ • Pink v blue - are children born with gender preferences οr preferences for pink / blue are socially constructed? • Pink and gendered marketing: how pink became “girly” • The Princess culture • Barbie and others fashion dolls: how they affect girls’ ideas of their future capabilities. • Dolls with more realistic, “body positive” images of girls • Dolls who empower children • The gendered marketing of toys and the early sexualisation of young girls • Superheroes -The making of men: masculinities, sexualities • Gender –Neutral toys Toys and gender gap • Why it’s imperative to teach empathy to boys • Toy ‘’for girls’’ has an enormous impact on girls’ attitudes about STEM subjects (science, technology, engineering and maths) • Lego -STEM toys for girls: girls are only interested in baking, decorating houses and getting their hair done at a salon? • The War on Pink: STEM toys for girls are good for girls? Dolls, Trucks and the Workplace Gender Divide • Gender, toys and learning • The educational value of toys and their impact on learning • The science gender gap and toys • The impact of gender stereotypical play on children's future subject preferences and job prospects The fightback against gendered toys • Why it is important to break down gender stereotypes in children’s toys? • Ending gender-based toy marketing • “Let Toys Be Toys”: leader in the campaign against gendered marketing of toys
Gendered Toys, Gendered marketing of toys, gender stereotypes, Toys and gender gap
Educational Material Types
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Student Assessment
Course Organization
Reading Assigment301
Written assigments301
Student Assessment
The evaluation of the students is based on critical issues’ development.
Student Assessment methods
  • Written Assignment (Formative)
  • Performance / Staging (Formative)
Course Bibliography (Eudoxus)
Δήμητρα Κογκίδου (2015) ‘’Πέρα απο το ροζ και το γαλάζιο. –Όλα τα παιχνίδια για όλα τα παιδιά’’. Θεσσαλονίκη: Επίκεντρο. ISBN 9789604586004 Κωδικός στον Εύδοξο: 50657756
Additional bibliography for study
ΒΙΒΛΙΟΓΡΑΦΙΑ Ξενόγλωσση/ Ελληνόγλωσση Αυγητίδου, Σ. (2001). Το παιδικό παιχνίδι: διερεύνηση της συνεργατικής δόμησης του κόσμου των παιδιών στην προσχολική εκπαίδευση. Στο Σ. Αυγητίδου (Επιμ.) Το παιχνίδι: Σύγχρονες ερευνητικές και διδακτικές προσεγγίσεις (σ. 179-154). Αθήνα: Τυπωθήτω- Δαρδανός. AAUW (2010), “Why So Few? Women in Science, Technology, Engineering and Mathematics”. Washington, DC: American Association of University Women. Abbott, N. & Cameron, L. (2014). What Makes a Young Assertive Bystander? The Effect of Intergroup Contact, Empathy, Cultural Openness, and In-Group Bias on Assertive Bystander Intervention Intentions. Journal of Social Issues, 70, 167–18. Alexander, A., & Morrison, M. (1995). Electric toyland and the structures of power: An analysis of critical studies on children as consumers. Critical Studies in Mass Communication. 12, 344–353. Almqvist, B. (1989). Age and gender differences in children’s Christmas requests. Play and Culture, 2, 2–19. American Institutes for Research (AIR) -Turk-Bicakci, L. & Berger. Α.(2014). Leaving STEM: STEM Ph.D. Holders in Non-STEM Careers. Στο: American Psychological Association, Task Force on the Sexualization of Girls. (2007). Report of the APA Task Force on the sexualization of girls. Στο: Anders N. (2005). Children’s toy collections in Sweden –a less gender typed country? Sex Roles, 52(1), 93 – 102. Auster, C. & Mansbach, C. (2012). The gender marketing of toys: An analysis of colour and type of toy on the Disney Store website. Sex roles, 67 (7-8), 375-388. Archer, L., Dewitt, J. & Willis, B. (2014) Adolescent boys’ science aspirations: Masculinity, capital and power. Journal of Research in Science Teaching, 51 (1), 1–30 Archer. L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. & Wong, B. (2013) Not Girly, not sexy, not glamorous: Primary school girls’ and parents’ constructions of science aspirations. Journal of Pedagogy, Culture & Society, 21 (1), 171–194. Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). “Balancing acts”: Elementary school girls’ negotiations of femininity, achievement, and science. Science Education, 96, 967–989 Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. & Wong, B. (2012). Science Aspirations and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908. Aspires (2013) What shapes children’s science and career aspirations age 10–13? Interim Research Summary. London: King’s College London Bandura, A. (1977) Social learning theory. N.J.: Prentice Hill Bachen, C. M., & Illouz, E. (1996). Imagining romance: Young people’s cultural models of romance and love. Critical Studies in Mass Communication, 13, 279-308. Barnett, R. C., & Hyde, J. S. (2001). Women, men, work, and family. American Psychologist, 56, 781–796. Βecky F. (2010). Gender, toys and learning. 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