The influence of gender on the choice of constructive play: The role of space and materials in kindergarten

Abstract: Play in early childhood education serves as a key context for learning and social development, yet it may also reproduce existing social and gender stereotypes shaped by the physical and pedagogical environment. This case study examines how modifications to classroom space and materials influence children’s choices relating to free constructive play.. The research was conducted in a public kindergarten with 21 children aged 4–6 years. Data were collected through systematic field observations using a structured checklist across three phases: an initial month of baseline observation, a two-week spatial and material intervention informed by the Mosaic approach, and a final month of post-intervention observation following three months of free engagement in the redesigned environment. The intervention involved the enrichment of construction resources—including loose parts—as well as the reconfiguration of the classroom space to support children’s autonomy and free movement between learning areas. Findings indicate an overall increase in participation in constructive play, with a particularly notable rise in girls’ engagement. These changes appear to be associated with the expanded material diversity, the child-centered spatial design, and the integration of interconnected play areas. The study highlights the importance of democratic, flexible learning environments that encourage inclusive participation and diminish gendered patterns in children’s play.