Questions:

1. Some of the children are the bosses who can decide who can play and who can’t, who is wanted and who is unwanted. Then the teacher has to deal with children like Clara, who is hidden in her cubby. What are the strategies proposed by Paley to deal with this type of situation?
2. What are some examples of rejection in a classroom? Who was affected? The whole classroom or just the student who has been rejected?
3. The understanding of other people’s perspectives being different from one’s own, requires flexible thinking that can be developed through socio-dramatic activities where children act out imaginary situations and stories and interact with each other, becoming different characters and pretending they are in different locations and times and trying to understand what’s going on in the minds of others. How important is that this type of activities and dynamics start early in the life of children to promote inclusion, diversity and empathy?
4. Many of the children in Grade 4 believed that in order to the new rule :You can’t say you can’t play to be effective it needed to begin in the early grades. This is because  a few mentioned “it‟s too late to give us a new rule”and, “if you want a rule like that to work, start at a very early age” (p. 63). Consequently, Paley is convinced of two certainties: first, the rule is critical, and second, it must begin in the early years, such as kindergarten. Do you think that the reaction of children in Grade 4 is due to the powerful and progressive social hierarchies that are often developed in classrooms as children grow up?  Why is that?
5. The younger children in grades 1 and 2 readily identified with the notion of “bosses” and “owners.” As she engaged in conversations with children in Grade 3 the habit of rejection became more public, and the children quickly identified those who were most often rejected. Some children in Grade 4 noted that exclusion is more noticeable and practiced more often among the female children in the class as one girl admits, “the boys accept themselves much more…we‟re definitely meaner to each other. A girl is more likely to tell another girl she can‟t play” (p. 59-60). Is rejection more common among girls? Why do you think this happens?

I’m interested in fashion and children. Thus, I would like to prepare my presentation on the topic of  “Children’s Clothing.” Some of the questions that I would like to analyze are: Why and what is the purpose of gender agreements in clothing? What is the meaning of colors in clothing.? Also, as we all know, unlike older children, babies and toddlers do not have interference in choosing their clothing, which reflects the attitude and beliefs of adults. Consequently, I would like to discuss the connections between the history of gender differences in dressing and the culture of  children’s clothing, and their role in gender identity during early childhood. In addition, I would like to explore the history of children and consumerism in the fashion industry and its interferences in clothing behavior. I think it will be great if I can also show how children’s clothing has changed through the years in terms of colors and styles. If you like the topic, let me know. Thank you.