By Lindsay Henson | Executive Director
Through LvA's work in Early Child Development (ECD) centres in Diepsloot, we have observed that, even from a young age, bullying and other forms of aggressive behaviour are informed by prescribed gender roles. For example, male learners were expected to be aggressive, while aggressive behaviour from female learners was discouraged and resulted in social exclusion. In order to reduce violence and other forms of agressive behaviour and to increase prosocial behaviour among ECD learners, LvA is currently implementing an intervention in ECD centres in Diepsloot that explores the intersections of bullying and gender.
At each ECD, LvA’s drama therapist, assisted by a social auxiliary worker, will begin by observing ECD learners over a two-week period to assess learners’ needs and any specific challenges facing the ECD Centre. Following the observation period, LvA will conduct a series of eight workshops with smaller groups of ECD learners. As ECDs in Diepsloot have an average of 50 learners enrolled, learners will be divided into smaller groups with a maximum of six learners per group to allow for individualized attention to maximise impact.
During these workshops, learners are given an opportunity to interact with a persona doll with androgynous characteristics. Persona dolls, first introduced in South Africa in 2004, serve as an interactive tool that provides a non-threatening way for children to ‘unlearn’ prejudice, challenge discrimination and develop prosocial behaviours. Dolls help children express their feelings and ideas, think critically, challenge unfair treatment and develop empathy with people who are different to themselves. Further, the doll’s androgynous characteristics allow learners to engage critically with prescribed gender roles. Through ongoing engagements with the persona doll, learners are encouraged to foster empathy and other prosocial behaviour with the persona doll that may be practiced with their peers. Learners also engage in a process of cooperative play where they conceptualise and enact a community they wish to live in. Through this process, learners explore concepts of safety and treatment of different individuals based on characteristics such as gender, role, and relative positions of power. Ideally, learners are able to work together to complete this exercise without opting for aggressive behaviour. Further, learners have opportunities to challenge gender stereotypes through the assignment of roles within their created community.
Following the workshop series, LvA will meet with the ECD principal and other educators to evaluate the impact of the intervention, including any observed reductions in aggressive and/or violent behaviour towards other learners as well as any positive changes in learner behaviour. Through this intervention, learners are able to foster empathy and compassion for their peer, as well as positive expressions of gender identities. This, in turn, should lead to reduced levels of aggressive and/or violent behaviour and an increase in prosocial behaviours, thus preventing gender-based violence as a specific form of violent behaviour in the long-term.
In addition, recognising high rates of child abuse in Diepsloot, LvA will also facilitate psychoeducational workshop at each ECD to capacitate educators to identify and support learners who have experienced abuse. LvA will encourage educators to foster healthy working alliances with learners so that learners feel comfortable disclosing any abuse to an educator. In addition, educators will be trained on a drama exercise that can be used in the classroom to cultivate an environment where learners are able to express themselves freely. Lastly, LvA will establish systems whereby educators can report any confirmed or suspected cases of child abuse to LvA for further assistance.
To date, LvA has implemented the intervention in one ECD centre with 39 learners and plans to implement the intervention in two additional ECD centres in 2022.
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By Lindsay Henson | Executive Director
By Lindsay Henson | Executive Director
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