When the body evolves and is capable of reproduction, the crucial difference between a male and female becomes more apparent, thus, clearly separating a girl from a boy. Naturally, the body will experience metamorphosis effortlessly, and this distinction is illusive and indubitable to others. However, becoming socially gendered requires more than anatomic changes. There are other facets to determining a gendered body apart from physical attributes. In the article, "Becoming a Gendered Body: Practices of Preschools," researchers examine how and when bodily differences are assembled, and whether or not gender inequality is being taught and eternalized in preschool. In addition, they studied how, through everyday interactions with teachers and each other, girls and boys are taught the differences in gender in relation to their roles in life. How do gendered differences come to feel and appear natural? What role does preschool have in gendering a child? What process produces adult gendered bodies? Martin (1998) explores how factors such as everyday movements, manner, and how children consume physical space become gendered. She established five routines that conceive gendered bodies: 1. Dressing up, 2. Permitting relaxed behaviors or requiring formal behaviors, 3. Controlling voices, 4. Verbal and physical instructions regarding children's bodies by teachers, and 5. Physical interactions among children. Research Method The research method used by researchers was participant observation, which can be defined as: "(a) qualitative method of research (that) calls for the Sociologist to join a social group for an extended period and to record his or her observations of that group systematically.  (Argosy University, 2012) The goal of the participant observation method is to acquire accurate knowledge of a particular group of people through experience awareness and steady involvement over a specific period of time. Three classrooms for a total of five different sets of 15-18 teachers and children were observed. The information gathered was through extensive research and analysis of this diverse group. In total, there were 5 female head teachers, 9 female teacher's aides, and 112 children (42% girls and 58% boys). (Martin, 1998) There were many similarities and differences between all classrooms, including: schedule, routine, instruction (religious or not), activities, and rules. Results Family and other social ties including church groups or sports teams contribute in the gendering of children's bodies. Likewise, preschool also breeds manageable, adaptable, and gendered children. Martin (1998) claims that "hidden curriculums  are present in pr