Preschool teachers' approaches to care and gender differences within a child-centred pedagogy: findings from an Indonesian kindergarten

Adriany, Vina; Warin, Jo

doi:10.1080/09669760.2014.951601

Cited by 31 publications

(42 citation statements)

References 23 publications

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“…ECE is still dominated by females and excludes males from entering the profession (Brownhill, 2014;Hellman, Heikkilä, & Sundhall, 2014;Warin, 2006). Research by Browne (2004), Blaise (2005Blaise ( , 2013, Paechter (2007), Adriany (2013), Adriany and Warin (2014), Blaise (2005Blaise ( , 2013, Browne (2004), Paechter (2007), and Warin and Adriany (2017) also illuminate the extent to which ECE has been very much gendered. Some spaces in the kindergarten are dominated by boys, leaving girls with no access to them (Paechter, 2007).…”

Section: Theorizing Social Justice In Ecementioning

confidence: 99%

“…Despite the fact that Indonesia had its first female president in 2000, discrimination against women continues to take place within many settings, including the educational field (Blackburn, 2004;Robinson & Bessell, 2002). Research done by Adriany and Warin (2014) illuminates the gendered nature of ECE in Indonesia and how kindergarten becomes a space where traditional gender norms are perpetuated.…”

Section: Research Contextmentioning

confidence: 99%

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Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Solehuddin

Adriany

2017

SAGE Open

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The notion of social justice has often been overlooked in the field of early childhood education because many teachers think that it is too early to introduce the concept to young children. Using multicultural theories, this article attempts to explore kindergarten teachers' perceptions on the issue of social justice. The method adopted in this research is case study. Thirteen kindergarten teachers from five different schools in three different cities in West Java, Indonesia, are selected as participants. Data are collected through semistructured interviews and analyzed using a grounded approach. Findings of this study highlight the extent to which kindergarten teachers understand issues of social justice in terms of equality of treatment. The findings also illuminate complexities faced by the teachers in negotiating social justice in their teaching. The findings also indicate the need to reform curriculum for teacher training programs to include matters like social justice.

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Section: Theorizing Social Justice In Ecementioning

confidence: 99%

Section: Research Contextmentioning

confidence: 99%

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Solehuddin

Adriany

2017

SAGE Open

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“…The kodrat concept is also applied to the child and supports the strong child-centred approach that was upheld in Kopo (Warin and Adriany, 2014) emphasizing the principle that the child's essential character should not be disturbed or forced. This belief meant that the teachers felt they should not use their professional power to challenge children's traditional gender practices.…”

Section: Yes As I Said Today Things Have Changed In Terms Of Occupamentioning

confidence: 99%

Gender flexible pedagogy in early childhood education

Warin

Adriany

2015

Journal of Gender Studies

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Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver 'gender flexible pedagogy', a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discussed drawing on data collected in discussions with pre-school teachers in order to understand the potential of this principle and identify how it can be practiced. The paper is based on two different interview based studies, one conducted in an Indonesian kindergarten and the other with Swedish preschool pedagogues. The findings suggest that gendered practices in ECE are 2 rooted in teachers' implicit gender beliefs influenced by larger socio-political discourses.Early childhood educators must develop an explicit gender consciousness before they can deliver a gender conscious pedagogy.

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“…By teaching the children can take responsibility in the household affairs, then to form a perception and develop into a tradition that every woman where the activity is at home, while men have freedom because since they childhood has been given freedom by parents to play outside the home. These conditions affect the emergence of gender inequalities in education (Adriany & Warin, 2014).…”

Section: The Gender Concept Of Early Childhood In Indonesiamentioning

confidence: 99%

The Parent’s Role and Children’s Understanding of Gender Concept; A Correlational Study in Indonesia

Nurhafizah

2019

JCET

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The purpose of this study is to find out the extent of the relationship between the role of parents and understanding of the gender’s concepts of children in kindergartens. This research was conducted on 30 selected kindergarten students by using proportional random sampling technique. The type of this research used is quantitative research with correlation method. The populations of this study were children in Kartika 1-63 kindergarten of Padang, and the samples were children of kindergarten group B using the technique of proportional random sampling in groups B1, B2, B3, and B4. The research data was collected by using Parent Role Inventory (PRI) and Childhood Gender Concept (CGC) Inventory. The analysis of data was done validity and reliability testing and using the normality test, homogeneity test, and hypothesis test. Research data were analyzed by regression analysis. The findings of the study indicate that there is a significant correlation between the role of the parent towards the understanding of gender concepts for the children in kindergarten group B, Kartika 1 - 63 kindergarten, Padang, with correlation coefficient ry. 1 = 0564 of alpha 0.05 and Ŷ = 52, 13 + 0.445X; Based on the results of this study it can be concluded that parent have a significant role for children understanding about the concept of gender.

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Preschool teachers' approaches to care and gender differences within a child-centred pedagogy: findings from an Indonesian kindergarten

Cited by 31 publications

References 23 publications

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Gender flexible pedagogy in early childhood education

The Parent’s Role and Children’s Understanding of Gender Concept; A Correlational Study in Indonesia

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