Children’s Critical Reflections on Gender and Beauty Through Responsive Play in the Classroom Context

Flint, Tori K.

doi:10.1007/s10643-020-01039-3

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Davies (1989) concluded that the problem was that boys and girls were positioned within the gender binary that understood the distinguished characteristics of the female as opposed to those of the male. Similar results were obtained from more recent research that aimed at exploring children's understanding of the story The Paper Bag Princess in girls who were in primary school (Flint, 2020 andPaterson, 2014). Paterson (2014) found that older children had different interpretations of the story.…”

supporting

confidence: 82%

“…This literature portrays images of romantic love between princesses who conform to the canons of feminine beauty; and princes who value princesses for their ability to adapt to this ideal of beauty. In this respect, Flint (2020) found that some girls between 6 and 7 years of age were already making use of normative discourses about women's bodies, qualifying Elisabeth, the protagonist of the story The Paper Bag Princess, as fat and not very sexy. Here it can be seen that talking about princesses, makeup, clothes, weddings, or boyfriend/girlfriend relationships produces great pleasure from an early age (Adriany, 2019;Blaise, 2005;Renold, 2006).…”

Section: Post-structuralist Theory: Boys and Girls As Active Readersmentioning

confidence: 99%

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Stories 'with the Characters Reversed': Children's Opinions of Feminist Children's Stories in Early Education

Martínez-García

Álvarez

Sánchez

2022

Early Childhood Educ J

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The study presented investigates the understanding of feminist literature by preschool children in a Spanish school. To carry out the research, semi-structured interviews with 65 students were performed, in order to discuss the story, The Paper Bag Princess. The data analysis was conducted under a poststructuralist lens, using the cultural matrix of gender as a tool for analysis. This document collects the results obtained from the following categories of analysis: emphasis on female beauty, discourse of romantic love, comparison with traditional stories (category maintenance work) and alternative discourses of femininity. The findings of the study indicate that boys and girls use two different strategies when coming in contact with feminist tales: comparing the feminist story to the, hitherto, considered ‘correct’ or natural order and correcting every element that challenged the structures of the cultural matrix.

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supporting

confidence: 82%

Section: Post-structuralist Theory: Boys and Girls As Active Readersmentioning

confidence: 99%

Stories 'with the Characters Reversed': Children's Opinions of Feminist Children's Stories in Early Education

Martínez-García

Álvarez

Sánchez

2022

Early Childhood Educ J

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Of Ladles and Laptops: Exploring Preschool Children’s Digital Play

Flint

Adams

2023

Early Childhood Educ J

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Voices of young children aged 3–7 years in educational research: an international systematic literature review

Urbina-Garcia

Jindal‐Snape

Lindsay

et al. 2021

European Early Childhood Education Research Journal

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Although the importance of listening to children's voice is acknowledged in international literature, it is not clear whether educational researchers really listen to them and if they do, what research designs and methods facilitate that. Therefore, using the EPPI-centre approach (2007), a systematic literature review was undertaken of all papers published between 2015-2020 that indicated the author/s had listened to 3-7 year-old children's voice. The aim was to identify, appraise and synthesize international research focused on listening to their voice, and the research designs, methods of data collection and theoretical framework authors have used to achieve this. From the 74 studies that met the inclusion criteria we found that there was some evidence of listening to children's voice.However, there was a tendency to use adult-led methods rather than child-led methods along with the use of adult data sources for confirmation. Further, in many studies no specific theoretical framework was used. Based on our review of reviews, it is evident that this is the first international systematic review of its kind and provides unique insights that are relevant to researchers, professionals and policy makers internationally.

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Children’s Critical Reflections on Gender and Beauty Through Responsive Play in the Classroom Context

Cited by 3 publications

References 23 publications

Stories 'with the Characters Reversed': Children's Opinions of Feminist Children's Stories in Early Education

Stories 'with the Characters Reversed': Children's Opinions of Feminist Children's Stories in Early Education

Of Ladles and Laptops: Exploring Preschool Children’s Digital Play

Voices of young children aged 3–7 years in educational research: an international systematic literature review

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