These are very different scenarios! An accident isn't parallel to a cognitive error - the response requires knowing how to apologize and attempting to fix the damage if that's possible.I'd use the first and third scenarios as springboards for practicing thinking skills and linking conclusions to evidence. Rather than responding with a statement, my first response would always be a question: (in an inquisitive, not accusatory tone) "What makes you say that?"Their answer will let you know whether it's a mistaken idea or a mistake in language (knowing what a triangle is but using the wrong word) or something else. From there I'd guide them through a reasoning process sticking with questions as much as possible so they can figure out the mistake for themselves. "What makes a triangle different from other shapes?" "Could you draw a triangle?" "How is it the same or different from these pictures of the moon?" As they notice the differences you can note that things that are very different often have different labels, "so we call this a triangle and this a circle..."You can use the same process to challenge the gender slight. Instead of treating the comment as a horrific insult, I'd just treat it as factually wrong. Asking how they know, or what evidence makes them say that will give information about whether this is a general idea they've heard someplace and are testing, or if they're responding to a particular incident that made them mad and they're being mean. The conversation and response continues from there.
Hello All! This may be a long response!
I believe when a child makes a mistake, we can approach them with a couple of options. Firstly, I always acknowledge the mistake and discuss the details of it.Referring to the example, "the moon is a triangle," I wouldn't be too critical at all. I would ask the child, why do they think it's a triangle? And agree to their response with, "I see why you would say that". Then, I would pull out both shapes, the crescent and the triangle, along with a picture of a moon and ask them, which one does the moon looks like?Ofcourse, there are time when an older child knows and they just want to be silly, that I will ignore, because I believe once they see you laugh, they will keep being silly, during circle time.Spilling paint: "Uh-Oh! Let's hurry and get that clean, so paint won't get everywhere." Let's apologize to (child's name) and ask if they're okay.Lastly, kids pick up on what's being taught. So I would reinforce positive discussions about how boys and girls are smart, get books with both gender leaders and occupations.
Thank you all for reading this far!
So far the kids who respond, have to give a credit while as a teacher should bring some project to help them realize if the answer wasn't the same, it is necessary to give the answer right or wrong from the kid perspective will be more developed kid experience of learning skills.
Children who are trying to overcome by using gender should help them realize how to do activity the same project with differences gender. By doing a lot opportunities to realize that's every individual has capable of doing it and at the same times a teacher have to be close to them to help them understanding.