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This short report presents a small-scale study which may be of interest to teachers and parents who are concerned about the extent to which primary school children's thinking shows, and is influenced by, gender stereotyping. As a descriptive study, the practical applications of its findings will depend upon the views of its readers as to whether or not they see it as part of their role to attempt to influence children's perceptions of gender.Four specially designed tasks were presented to children of between eight and nine years of age. Three tasks addressed the children's perceptions of gender toy preferences and activities and occupations, and one task addressed the concept of colour in relation to sex identification. The focus of the study was cross-gender behaviours and whether the children saw the feminine role as more flexible than the masculine role.Two major findings emerged from the results of the four tasks. First, it was evident that the children clearly differentiated between toys, activities and occupations and colours that they saw as appropriate for males and females. Secondly, it was evident that the children viewed male gender roles and activities as being more rigidly proscribed than those of females.

This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

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