Effect of Male and Female Early Childhood Education Teacher’s Educational Practices on Children’s Social Adaptation

Besnard, Thérèse; Letarte, Marie-Josée

doi:10.1080/02568543.2017.1319445

Cited by 20 publications

(25 citation statements)

References 44 publications

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“…Brandes et al (2015) conclude that the gender of the practitioner cannot be scrutinised in isolation without considering also the gender of the child. Van Polanen et al's (2017) findings also agree with the suggestion that there is little difference between male and female interactions; Besnard and Letarte (2017) argue that despite this lack of difference, the presence of men in an ECEC setting had a positive influence on children's social development. Huber and Traxl (2018) proposed that mixed gender staffing had a positive impact on children in terms of 'social mobility' although they noted some limitations, both in their own research and beyond, into 'gender-specific analyses of educator-child interactions' (496).…”

Section: A Gendered Contribution To Play?supporting

confidence: 75%

A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play

Josephidou

2019

Early Years

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There is a persistent suggestion that the lack of men who choose to work with young children (0-5 years) is detrimental to children's learning and development. This study analysed whether practitioners believed that men who work with young children adopt specific approaches within a play pedagogy. Practitioner beliefs about how their gender influences their practices were gathered through qualitative surveys and open-ended, photo-based interviews. This paper argues practitioners use conflicting scripts to discuss their gendered approaches to play; it proposes that opportunities to explore gender critically, through gender sensitivity training, are vital for ECEC practitioners to ensure that a high-quality workforce is developed that can be flexible in its practices and pedagogy.

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Section: A Gendered Contribution To Play?supporting

confidence: 75%

A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play

Josephidou

2019

Early Years

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“…Moreover, Shaham (1991) identified the following personality factors for the five male preschool teachers he interviewed: individualism, motivation, social awareness, and nonmaterialism (in Wiest, 2004). Numerous research has shown that female preschool teachers tend to use calm activities, more reading and silent play, while male preschool teachers use more physical activities and more turbulent play (Besnard et al, 2017;Sandberg et al, 2005).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Motivation of Male Students for Preschool Teacher Profession

Tokic¹

2018

OJER

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The number of single parent families is on the rise. There is a lack of father figure both in the family and kindergarten where children are exposed to female influence. Eurostat statistical data (2015) show that female teaching staff is dominant in preschool education with 95%. The number of female preschool teachers in France is 83%, in Netherlands 86.6%, in the United Kingdom 90%. Male preschool teachers are a rare breed in Croatia too, only 2.3% work in preschool institutions. The aim of the research was to examine motivation of male students for preschool teacher profession. Interviews with all male students enrolled at Undergraduate preschool education in Osijek and Slavonski Brod were conducted. The results showed four clusters of male preschool students' motivation. Students are intrinsically motivated and see this profession as a calling. This topic sheds new light on family pedagogy and opens up insufficiently explored area of research.

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“…terkai guru laki-laki di Taiwan yang hanya berkisar pada angka 1,6%. Besnard & Letarte (2017) berhasil menghimpun data minimnya partisipasi laki-laki di berbagai negara dalam PAUD, yaitu 3,4% di Kanada, 2% di Amerika Serikat, 2 % di Selandia Baru, serta 2,6% di Australia. Di Eropa, Sandberg & Pramling-Samuelsson (2005) meyakini jumlah guru lakilaki di Swedia lebih kecil dari data yang disajikan pemerintah Swedia, yaitu 6%.…”

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“…Kepribadian laki-laki diyakini memiliki fitur khusus saat merancang dan mempraktekkan sebuah permainan, hal tersebut disukai oleh anak-anak dan penting bagi perkembangan psikologis anak-anak secara keseluruhan (Erden, 2009;Gray & Leith, 2004;Heikkilä, 2019). Argumen tersebut senada dengan Jensen (1996) (Besnard & Letarte, 2017;Sandberg & Pramling-Samuelsson, 2005).…”

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“…menunjukkan bahwa pada lembagalembaga yang dikelola perempuan, seperti PAUD, anak laki-laki memiliki masalah adaptasi sosial. Hal tersebut telah membuat beberapa penulis berteori tentang hubungan antara tidak adanya pemodelan laki-laki dan kesulitan adaptasi anak laki-laki(Besnard & Letarte, 2017). Oleh karena itu, para peneliti meyakini bahwa peran laki-laki penting dalam PAUD bukan hanya untuk murid laki-laki, tetapi juga tentang keseimbangan peran dan tanggung di sisi lain, guru perempuan dapat melakukan kegiatan pengajaran dan pelatihan yang lebih tenang dalam keterampilan hidup, sehingga membuat model pendidikan lebih lengkap dan ilmiah.…”

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Dominasi Guru Perempuan dalam Pendidikan Anak Usia Dini: Persepsi Stakeholder

Mukhlis

2019

Al-ATHFAL J EDUC CHILD

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This study aims to look at stakeholder perceptions women’s dominance and the lack of male participation as early childhood education teachers (PAUD). Research stakeholders consisted of the main stakeholders, teachers, and administrators of PAUD institutions and students' parents as supporting stakeholders. Although the most of research subjects did not reject male participation in PAUD, the findings of the study indicated that the most stakeholders considered women to have better competence than men in PAUD. Stakeholders also have a perception that men can participate in the development of physical-motor activities, arts, gender roles for male students and also filling leadership roles in PAUD institutions. To overcome the low participation of men in PAUD, it is hoped that government and university policies will be supported in developing male PAUD teacher candidates.

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Effect of Male and Female Early Childhood Education Teacher’s Educational Practices on Children’s Social Adaptation

Cited by 20 publications

References 44 publications

A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play

A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play

Motivation of Male Students for Preschool Teacher Profession

Dominasi Guru Perempuan dalam Pendidikan Anak Usia Dini: Persepsi Stakeholder

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