Patriarchy in the preschool classroom: Examining the effects of developmental ideologies on teachers’ perspectives and practices around play and gender

Abstract

Child development ideologies have long informed early childhood education, shaping teachers’ perceptions of children and their classroom practices through teacher education programs and education policies. Following the rise of post-developmental perspectives in the early childhood literature, the author uses a critical feminist lens to examine the gendered implications child development ideologies have had on teachers’ perspectives and practices in a Canadian metropolis. Drawing on data collected in four preschool classrooms, the author argues that the preschool teachers’ reliance on child developmental logics inadvertently perpetuated a patriarchal culture in their classrooms, as gendered power dynamics went unnoticed and unaddressed in children’s play. The author concludes by exploring the possibilities that MacNaughton’s concept of the feminist pedagogic gaze may afford early learning practices and future directions for research.

Early childhood educators reflect on their conversations with parents about children’s diverse gender expression

“…However, recent research reveals that many preschool educators demonstrate discomfort and often reluctance to educate on gender diversity (Neary & Rasmussen, 2020). One constraint that preschool teachers experience is the long history of childhood innocence and the protection of heteronormativity within developmental pedagogies (Dyer, 2017;Prioletta, 2020). For example, teachers often turn to developmental logics when addressing unequal gendered power dynamics during unstructured play (Prioletta, 2020).…”

“…One constraint that preschool teachers experience is the long history of childhood innocence and the protection of heteronormativity within developmental pedagogies (Dyer, 2017;Prioletta, 2020). For example, teachers often turn to developmental logics when addressing unequal gendered power dynamics during unstructured play (Prioletta, 2020). When children are viewed as innocent, dependent individuals, attention seldom is given to the messy entanglements of gender in early childhood settings (Dyer, 2017;Prioletta, 2020;Russell, 2011).…”

“…For example, teachers often turn to developmental logics when addressing unequal gendered power dynamics during unstructured play (Prioletta, 2020). When children are viewed as innocent, dependent individuals, attention seldom is given to the messy entanglements of gender in early childhood settings (Dyer, 2017;Prioletta, 2020;Russell, 2011). Horton (2020) identifies the requirement to move beyond discussions of gender stereotypes in primary schools and explore the everyday experiences of gender diverse children and the complexity of gender in primary schools.…”

“…It acknowledges that ECEs' subjectivities, knowledges, and positionalities are expansive and filled with complexity when supporting children's gender expression. The turn towards using a critical queer childhood framework is particularly pertinent as previous work shows that educators can feel limited in their practices when applying developmental logic yet fear the repercussions if they veer from these dominant discourses in early childhood education (Blaise, 2005;Prioletta, 2020).…”

Plastics, Birds, and Humans: Awakening and Quickening Ecological Minds in Young Children and Their Teachers

“…Further, we see developmentalism as conceptualized under the imperial gaze and patriarchal ideologies (Burman, 2017) that lead to neoliberal thinking of the binary or lock step (MacNaughton, 2000;Prioletta, 2020;and Russell, 2011 to start!). This pedagogical gaze harkens to growing toward more and to becoming the next-level version of oneself that is "better, " more "sophisticated" or "civilized. "…”