Being a princess: young children's negotiation of femininities in a Kindergarten classroom in Indonesia

Adriany, Vina

doi:10.1080/09540253.2018.1496229

Cited by 28 publications

(28 citation statements)

References 37 publications

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“…Because the research was conducted in a school setting, the participants did not only include children, but also teachers. In total, there were 29 children (15 girls and 14 boys) and five female teachers who became participants for my research, and they were addressed as 'bunda' (Indonesian for 'biological mother'), a title that may strengthen the idea that kindergarten teachers are an extension of women's role for nurturing children (Adriany 2018). I went to the school every day for 8 months.…”

Section: Methodsmentioning

confidence: 99%

‘I don’t want to play with the Barbie boy’: Understanding Gender-Based Bullying in a Kindergarten in Indonesia

Adriany

2019

Int Journal of Bullying Prevention

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The purpose of this paper is to explore the nature of gender-based bullying in a kindergarten. Such places are often depicted as innocent spaces, and hence, teachers often overlook the fact that bullying could also take place. This paper is based on an ethnographic study, conducted in a kindergarten in Indonesia. Twenty-eight children and four teachers participated in this study. Drawing from feminist poststructuralist approaches, this paper illuminates the kindergarten as a site where heteronormativity is promoted. Using the experiences of young boys who do not conform to the dominant and traditional gender values in the school, the findings demonstrate how gender-based bullying takes place. The findings also reflect how increasing homophobia in Indonesia is channelled in kindergarten. The paper shows how larger socio-political discourses in Indonesia influence the school. Finally, it is suggested that teachers in early childhood education (ECE) should have a gendered lens in understanding children's play to tackle gender-based bullying in the school context.

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Section: Methodsmentioning

confidence: 99%

‘I don’t want to play with the Barbie boy’: Understanding Gender-Based Bullying in a Kindergarten in Indonesia

Adriany

2019

Int Journal of Bullying Prevention

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“…Gender myths enhanced by quantitative research would transform into "a regime of truth" that control how teachers approach reading literacy learning. The gender myths encourage teachers to treat boys and girls differently as shown by Adriany & Warin (2014), Adriany (2017), andAdriany (2019). Different treatment will result in different skills between boys and girls which then will be used to validate the myths.…”

Section: Deconstructing the Myth In Reading Literacymentioning

confidence: 99%

Gender and Reading Literacy in Early Childhood Education

Lestari¹,

Yulindrasari²

2020

Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019)

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This paper investigates how gender plays a role in literacy in early childhood. This paper focuses on reading skill as the first literacy skill. What we mean by reading in this paper includes reading the text, reading illustrated stories and other symbols. According to PISA in 2018, Indonesian children's interest in reading ranks 72nd out of 77 countries surveyed. Thus, increasing children's interest in reading is very important. There are widely believed assumptions that gender is one of the analytical factors in literacy skills. The myth is that boys have lower reading interests than girls. Thus, analysing literacy in early childhood education from a gender perspective would contribute to understanding of literacy development in early childhood education. Through literature research this paper examines how to address gender gap in literacy.

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“…The strong developmentalism discourse is often shown through an understanding that early childhood has parallel stages and development tasks (Burman, 2008). Young children are often considered innocent and not yet able to understand crucial issues including gender (Adriany, 2019a;MacNaughton, 2000). Nevertheless, there are many studies which have proven that young children are an active agent that can construct, negotiate, and deconstruct gender construction (MacNaughton, 2000(MacNaughton, , 2005Adriany, 2019a;Martin, 2011;Paechter, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Young children are often considered innocent and not yet able to understand crucial issues including gender (Adriany, 2019a;MacNaughton, 2000). Nevertheless, there are many studies which have proven that young children are an active agent that can construct, negotiate, and deconstruct gender construction (MacNaughton, 2000(MacNaughton, , 2005Adriany, 2019a;Martin, 2011;Paechter, 2007). The dominant gender discourse in the society affects boys and girls' understanding about how to be boys and how to be girls, which in turn will reinforce the stereotype of gender.…”

Section: Introductionmentioning

confidence: 99%

“…The dominant gender discourse in the society affects boys and girls' understanding about how to be boys and how to be girls, which in turn will reinforce the stereotype of gender. For example, children's preference of toys often reinforces gender stereotypes (Adriany, 2019a;Kilvington & Wood, 2016). Boys often reinforce their masculinity through "masculine" associated toys such as superhero characters, battles, football, lego and blocks, while girls reinforce traditional femininity through Barbie dolls, or toys related to domestic chores (Adriany, 2019a;Early et al, 2010;Martin, 2011;Wood, Desmarais & Gugula, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Gender and Toys in Early Childhood Education

Ramdaeni¹,

Adriany²,

Yulindrasari³

2020

Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019)

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This paper aims to explore how children construct gender through toys. Using a post-structuralist perspective, we look at how power relations are intertwined in children's play activities that strengthen gender binary through toys. This study was an ethnographic study conducted in Bandung, Indonesia. The findings show that toys used as learning media are often gendered. Both children and teachers reinforce gender stereotypes in selecting toys for boys and girls which preserve gender inequality in early childhood education. Based on the findings, we recommend that educators in early childhood education to be more gender aware to be able to provide equal opportunity for boys and girls to learn skills that are important for the children's development.

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Being a princess: young children's negotiation of femininities in a Kindergarten classroom in Indonesia

Cited by 28 publications

References 37 publications

‘I don’t want to play with the Barbie boy’: Understanding Gender-Based Bullying in a Kindergarten in Indonesia

‘I don’t want to play with the Barbie boy’: Understanding Gender-Based Bullying in a Kindergarten in Indonesia

Gender and Reading Literacy in Early Childhood Education

Gender and Toys in Early Childhood Education

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