Behavior management strategies: beliefs and practices of male and female early childhood teachers

Sak, Ramazan; Sak, İkbal Tuba Şahin; Yerlikaya, İbrahim

doi:10.1080/1350293x.2015.1043807

Cited by 22 publications

(10 citation statements)

References 22 publications

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“…As Sak (2015) reports in this issue, the number of male workers has increased substantially over the last decade -without any governmental actions. This can be interpreted in the context of a developing country, where the growth of the ECEC sector is part of a process of fast modernization.…”

Section: Turkey: No Measures Huge Results?mentioning

confidence: 99%

Gender balance in ECEC: why is there so little progress?

Peeters

Rohrmann

Emilsen

2015

European Early Childhood Education Research Journal

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Social attitudes about male participation in the upbringing of children have changed considerably over the past few decades. Men are now seen as important for children's development and learning. Research from many countries worldwide shows that in early childhood care and education (ECEC), male workers are welcomed by female colleagues and parents. In the last two decades there have been initiatives for more men in ECEC in several European countries. Nevertheless the proportion of male workers ECEC remains low worldwide. This article questions the persisting gender imbalance in ECEC and analyzes ambivalences regarding more men in the field. Based on recent gender theory, efforts and limits of strategies for more male students and workers in ECEC in Belgium, Norway and Germany are discussed. It is concluded that deeply held gendered attitudes and practices in the field of care and educational work with young children have to be put into question. More space in ECEC for embodied subjectivities is needed to overcome essentialist conceptions of differences between body and mind, women and men.

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Section: Turkey: No Measures Huge Results?mentioning

confidence: 99%

Gender balance in ECEC: why is there so little progress?

Peeters

Rohrmann

Emilsen

2015

European Early Childhood Education Research Journal

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“…Little 2015). Nonetheless, although gender differences continue to be challenged and reshaped in the West (see for example, Brandes et al 2015;King 2004;Robb 2001;Sak, Sak, and Yerlikaya 2015), based on the participants in this research, it appears less optimistic that in reality ECTs of both genders would challenge the established gender stereotypes in China.…”

Section: Discussionmentioning

confidence: 86%

An exploratory study of gender and male teachers in early childhood education and care centres in China

Waniganayake

2017

Compare: A Journal of Comparative and International Education

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An exploratory study of gender and male teachers in early childhood education and care centres in China This paper explores the impact of gender on the employment of men in early childhood education and care (ECEC) centres through the voices of male and female Early Childhood Teachers (ECTs) working in China. Gender imbalance in the ECEC workforce is a global phenomenon, and little has been researched about it in countries such as China. This study was based on online interviews with 16 ECTs from three major cities in China. Findings indicated that ECTs' perceptions conformed largely with traditional gender stereotypes in Chinese culture. Western expectations that men's participation in ECEC could challenge traditional gender stereotypes and promote gender diversity were not reflected in either Chinese academic literature reviewed or the participants' views captured in this research. The appreciation of masculinity in Chinese culture and implied disadvantages are considered within a global context of empowering women and girls.

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“…than men (Aylor, 2003). However, numerous earlier studies have argued that male and female preservice teachers do not differ in the way they choose behavior management models (O'Neill & Stephenson, 2012;Şahin-Sak et al, 2018) and interact with children (Brandes et al, 2015;Sak, Şahin Sak & Yerlikaya 2015;Toran & Gençgel Akkuş, 2016).…”

Section: Child-centered Discipline Modelsmentioning

confidence: 99%

Preschool teachers’ preparation programs in Turkey: A multi-level analysis of variables on classroom management models

Karademir

Saatçioğlu

2021

eccd

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This quantitative study aimed to address variables related to six classroom management models used by 1323 preservice preschool teachers: behavioral change theory, Dreikurs, Canter, Glasser, Kounin, and Gordon models. Data were collected using a demographic characteristics form and the Classroom Management Strategy Determination Scale. Data were analyzed using hierarchical linear modeling. Results showed that the classroom management course taught by experts helped preservice preschool teachers choose the right models. Gender played a role in Dreikurs' social discipline model, while undergraduate education played a role in Canter's assertive discipline model.

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Behavior management strategies: beliefs and practices of male and female early childhood teachers

Cited by 22 publications

References 22 publications

Gender balance in ECEC: why is there so little progress?

Gender balance in ECEC: why is there so little progress?

An exploratory study of gender and male teachers in early childhood education and care centres in China

Preschool teachers’ preparation programs in Turkey: A multi-level analysis of variables on classroom management models

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