Abstract

[Gender inclusive learning in principle is how to position women and men based on the proportions that exist both for women and men in all matters relating to social reality. Specifically in the process of early childhood learning, a teacher must be able to place positions where there is interaction between boy and girl in students, there are no gaps in accessing and obtaining education. Teachers must be sensitive to the potential for injustice or gender inequality that appears in the games played by their students. The teacher must be able to arrange the learning program in such a way that the gaps in the growth of gender inequality and the root of the habit of gender bias from an early age can be anticipated starting from when the child is at the preschool level. Gender issues in education are important to solve. A good understanding of gender can help everyone in school play a better role in improving the quality of education, and at the level of early childhood education can be the basics of a good understanding of children, about patterns of gender-equitable social relations. It can be started by creating learning that supports the same participatory treatment between boy and girl students. This study wants to see the practice of gender inclusive learning in early childhood education institutions, which nuances of gender segregation and unification in the form of structured game programmed by preschool.]