Moving beyond ‘gender-neutral’: creating gender expansive environments in early childhood education

Chapman, Rachel

doi:10.1080/09540253.2021.1902485

Cited by 17 publications

(11 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Póststrúktúralískar feminískar kenningar ganga út frá því að kyngervi sé félagslega mótað í samfélagi undir áhrifum feðraveldis (Weedon, 1987). Rannsóknum sem byggðar eru á slíkum kenningum er aetlað að ögra viðteknum hugmyndum um kynin og kanna kyn og kyngervi út frá þeim valdatengslum sem viðhalda óbreyttu ástandi (Chapman, 2022;Davies og Gannon, 2005).…”

Section: Bakgrunnurunclassified

“…Þess vegna er mikilvaegt að efla gagnrýna hugsun baeði kennara og leikskólabarna um staðalmyndir en ganga ekki út frá því að kynjahlutleysi (e. gender-neutrality) sé við lýði í skólunum. Í nýlegri ástralskri rannsókn Chapman (2022) kemur fram þessi hugsun kennara um að hafa umhverfið sem mest kynjahlutlaust. Tilhneiging kennaranna var að sleppa því sem talið var kynjað eða endurspegla staðalmyndir og með því yrði umhverfið kynjahlutlaust og gaeti ýtt undir jafnrétti kynjanna.…”

Section: Viðhorf Og Starfsaðferðir Leikskóla í Kynjafraeðilegu Ljósiunclassified

See 1 more Smart Citation

„Drasl sem gull“: Áhersla leikskóla á opinn efnivið og val barna á leikjum í kynjafræðilegu ljósi

Pálsdóttir¹,

Jóhannesson

2023

TUUOM

View full text Add to dashboard Cite

Markmið rannsóknarinnar var að skoða leikefni í nokkrum leikskólum út frá kynjafræðilegu sjónarhorni og kanna viðhorf leikskólakennara til leiks og leikefnis barna. Fylgst var með starfi einnar elstu deildar í sex leikskólum hluta úr degi og tekin viðtöl við deildarstjórana. Áhorfið var notað sem umræðugrundvöllur í viðtölunum en einnig voru deildirnar og leikefnið sem þar var að finna skoðað. Fram kom að í leikskólunum var lögð mikil áhersla á að nota bæði margvíslegan opinn efnivið, svo sem kubba, en einnig verðlausan efnivið, svo sem skyrdósir, tauefnisbúta og pappakassa. Mikil áhersla var lögð á það að börnin veldu sjálf hvernig þau lékju sér. Loks kom fram að fremur lítið var unnið að því að skoða starfið markvisst út frá sjónarhorni kynjajafnréttis. Leiða má að því líkum að áhersla skólanna á opinn efnivið og verðlausan efnivið og á það að börnin velji frjálst hvernig þau leika sér geti leitt til þess að síður sé horft á starfið út frá kynjafræðilegu sjónarhorni.

show abstract

Section: Bakgrunnurunclassified

Section: Viðhorf Og Starfsaðferðir Leikskóla í Kynjafraeðilegu Ljósiunclassified

„Drasl sem gull“: Áhersla leikskóla á opinn efnivið og val barna á leikjum í kynjafræðilegu ljósi

Pálsdóttir¹,

Jóhannesson

2023

TUUOM

View full text Add to dashboard Cite

show abstract

“…A lot has changed in ECE in relation to gender equity since the publication of Blaise's (2005aBlaise's ( , 2005bBlaise's ( , 2009) work on gender construction in the classroom. For example, guides and models for supporting gender diversity in ECE have been researched and considered by scholars and educators in the past decade; nevertheless, early childhood teacher education, and guidance for early educators and practitioners, is still limited in its understanding of gender in early childhood (Chapman, 2021) in that gender is often couched within a broad narrative of recognition as a way of addressing contemporary shifts in gender expression and gender-transgressive visibility in early childhood environments. For example, the NAEYC's (2020) most recent DAP position statement suggested that "the historical and current inequitable distribution of societal power and privilege on the basis of race, ethnicity, gender, language, disability, and other social identities results in limited opportunities and harms children" (p. 4) and needs to be "recognized" and "understood".…”

Section: Postdevelopmentalism and Feminist Poststructuralismmentioning

confidence: 99%

Toward Queer Potentialities in Child and Youth Care

Zaman

Anderson-Nathe

2021

IJCYFS

View full text Add to dashboard Cite

Arguably, from the invention of adolescence at the beginning of the 20th century, developmental theory has served as the foundation of disciplinary study and professional practice with children and youth across the global West. Despite their founders’ assertions that development is culturally constructed, in educational and youth work practice contexts stage-based trajectories of normative human growth are largely erroneously accepted as ahistorical, apolitical, naturally occurring, and universally applicable. This paper presents critiques of developmentalism from historical, reconceptualist, and queer perspectives, calling into question the underlying principles of normalcy and abnormality that run through the developmental project. We pay particular attention to the potential of queer theory as an analytic to deconstruct developmentalism in the context of child and youth care, opening new possibilities for critical engagement with children and youth outside the context of development.

show abstract

“…The cognition of gender role is essential to human growth because it will profoundly affect the development of individual socialisation, the integrity of personality and mental health (Chapman, 2021;He, 2019;Wu, 2017). Controversy has always existed among theorists regarding this concept, and various definitions have been given to the term 'gender' (Tayler & Price, 2019;Wingrave, 2018).…”

Section: Introductionmentioning

confidence: 99%

Critically Consider the Role of Gender in Early Childhood Education

2023

RAE

View full text Add to dashboard Cite

This study examines the concept of gender, the factors that influence children's perceptions of gender and the reasons for the imbalance between the number of male and female kindergarten teachers. The study found that Children's understanding of gender can be influenced by the behaviour of parents and teachers and by cues from the media. The low salary and low social status of preschool teachers, as well as the constraints of traditional social attitudes, are factors that may lead to a much lower number of male kindergarten teachers than female teachers. Parents and teachers need to remove the influence of gender stereotypes and create a relaxed and positive environment for children to develop their gender awareness. There is a need for the government and educational institutions to improve the salaries and conditions of male and female teachers and to attract more male teachers to the ECE profession, which will help break down gender stereotypes of children.

show abstract

Moving beyond ‘gender-neutral’: creating gender expansive environments in early childhood education

Cited by 17 publications

References 17 publications

„Drasl sem gull“: Áhersla leikskóla á opinn efnivið og val barna á leikjum í kynjafræðilegu ljósi

„Drasl sem gull“: Áhersla leikskóla á opinn efnivið og val barna á leikjum í kynjafræðilegu ljósi

Toward Queer Potentialities in Child and Youth Care

Critically Consider the Role of Gender in Early Childhood Education

Contact Info

Product

Resources

About