Depictions of Human Bodies in the Illustrations of Early Childhood Textbooks

Martínez-Bello, Vladimir E.; Martinez‐Bello, Daniel

doi:10.1007/s10643-015-0701-x

Cited by 15 publications

(14 citation statements)

References 23 publications

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“…Our results show that a similar number of girls and boys were portrayed in outdoor spaces doing gross motor activities, suggesting that there is gender equality with respect to the movement capacities of girls and boys (Table 2). Similar findings have been shown in printed curricular materials -Bello and Martínez-Bello 2015). Similarly, Roper and Clifton (2013) found that the 10 North American picture books they analysed provided young girls with imagery and text that encouraged physical activity.…”

Section: Representation Of Gender Activity Level and Spacesupporting

confidence: 71%

“…The data were analysed using an adaptation of the approach using categories advocated by Fitzpatrick and McPherson (2010) and Martínez-Bello and Martínez-Bello (2015). Having defined the categories and their indicators, two experts in human movement sciences and one expert in gender studies were asked their opinion about them, and the category system was rewritten based on their independent feedback.…”

Section: Content Analysis and Coding Schemementioning

confidence: 99%

“…Likewise, Crawford (2000) found that portrayals of grandparents are deficient in relation to hobbies, Downloaded by [Ryerson University Library] at 22:06 04 June 2016 employment and lifestyle. Finally, Martínez-Bello and Martínez-Bello (2015) found few portrayals of older adults in early childhood textbooks, and where they were portrayed they were engaged in a limited range of gross motor activities, reinforcing stereotypical beliefs relating to able-bodiedness in relation to age. All these results suggest that stereotyped representations of older people in the ECE context may contribute to reinforcing existing negative stereotypes about old age.…”

Section: Introductionmentioning

confidence: 97%

“…Those which depict women in a home setting and men in a work situation, women with children, women in passive postures or men as the only gender in leadership roles must be critically analysed and should be used sparingly. For instance, Martínez-Bello and Martínez-Bello (2015) found an equal representation of gross motor activities in early childhood textbooks, independently of gender, in the Ibero-American context. However, others identified stereotyped roles for women and girls in similar materials; for example, Fitzpatrick and McPherson (2010) found that male characters were depicted in more physically active roles than female characters in colouring books for young children.…”

Section: Introductionmentioning

confidence: 99%

“…Martínez-Bello and Martínez-Bello (2015) recently found that of the total number of bodies portrayed in the illustrations from ECE textbooks printed by three publishing houses, only four disabled people were portrayed. In the European context, Hodkinson (2007) found a limited representation of disability in electronic media illustrations (textbooks, smartboard resources, Downloaded by [Ryerson University Library] at 22:06 04 June 2016 etc.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments?

Martínez-Bello

Martínez-Bello²

2016

Early Years

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The messages conveyed by visual representations in the early childhood education (ECE) environment are critical to ensuring the success of inclusive practices. Given that anti-bias education permeates and affects everything which takes place in ECE institutions, the challenge for early childhood educators is to think creatively about how classroom walls can be used effectively as part of an educational environment rather than for purely decorative purposes. Our research aimed to examine, through a content analysis of the illustrations, the representation of the body taking into account the different categories as they are portrayed on nine different ECE classroom walls in Spanish public schools. Results show that the ECE walls are teaching gender equality to young children, with no single predominant role for girls or boys, but that they are not contributing to children learning about corporal diversity related to disability and ageing.

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Section: Representation Of Gender Activity Level and Spacesupporting

confidence: 71%

Section: Content Analysis and Coding Schemementioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments?

Martínez-Bello

Martínez-Bello²

2016

Early Years

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“The pictures allowed me to connect to the material more”: Student perceptions of a diversity-focused open pedagogy assignment.

Biddle,

Clinton-Lisell

2023

Scholarship of Teaching and Learning in Psychology

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Bodies in the early childhood education classroom: a Bourdieusian analysis of curricular materials

Martínez-Bello

García-Ochoa

Barahona

et al. 2019

Sport, Education and Society

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To our knowledge, no studies have used Bourdieu's theoretical contributions to frame investigations on how early childhood education (ECE) teaching materials construct body differences in a way that justifies gender inequality. For Bourdieu, the power to classify and grant properties and signs to subjects, does not reside only in the power to impose, but also in the degree to which the vision is anchored within reality. Therefore, the aims of this study is to assess the representation of the body in the curricular materials of ECE classrooms in 10 public centers, by means of quantitative content analysis and to provide, using Pierre Bourdieu's theoretical framework on the construction of the body, a qualitative critical analysis of the gendered discourses on the construction of the body that the visual depictions of the bodies transmit in ECE classrooms based on the perceptions of a group of ECE educators and students. Our results show that these images do not represent children as individuals, but rather as subjects with socially constructed labels that favor stereotypical roles. Both teachers and students relate their own training with the curricular practices they perform in their classrooms suggesting that visual representations are both abstractly embedded into institutional practices as well as practically integrated into educational work through curricular materials. In conclusion, they recognize that the fight against taxonomies and labels with which the body is constructed is a process linked to the identity and autonomy of the agents who are participating in education.

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Depictions of Human Bodies in the Illustrations of Early Childhood Textbooks

Cited by 15 publications

References 23 publications

Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments?

Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments?

“The pictures allowed me to connect to the material more”: Student perceptions of a diversity-focused open pedagogy assignment.

Bodies in the early childhood education classroom: a Bourdieusian analysis of curricular materials

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