Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education

Abstract

The purpose of this exploratory study was to investigate early childhood preservice teachers’ perceptions of computer science and gender stereotypes in computer science, and perceptions of coding in early childhood education. Quantitative and qualitative data were collected from early childhood preservice teachers enrolled in a teaching methods course at a large southeastern university in the U.S. Findings showed that participants had misconceptions about what CS is and what computer scientists do. They were also neutral about coding and its integration in early childhood education. Both qualitative and quantitative data supported that the participants did not hold gender stereotypes in CS.

Increasing Self-Concept and Decreasing Gender Stereotypes in STEM through Professional Development for Early Childhood Educators

“…Ideally, such training would be integrated into the curriculum and be continuous rather than an isolated, one-shot training to ensure a successful practical transfer in early childhood education. (see recommendations by Ari et al, [63]; Wei et al, [67]). The professional development program, characterized by features such as practical application of acquired knowledge in pedagogical contexts, facilitation of discussion, reflection, and the creation of a supportive learning community, can serve as a template for further refinement.…”

“…Research on STEM shows that (similar to other educators) also EC educators possess stereotypes about girls in STEM (e.g., [41,63]). In the present study, two categories of stereotypes had been measured: stereotypes regarding girls' and boys' interests (assuming lower interest of girls in STEM) and abilities in STEM (assuming inferiority of girls).…”

“…As for stereotypes regarding abilities, both groups started with similar baseline values, but only the training group exhibited a reduction in their stereotypes. In light of research that even very young children can harbor gender stereotypes pertaining to play activities, interests, and occupations deemed suitable for boys/men or girls/women [13,[62][63][64], it becomes important that EC educators themselves do not carry such biases. All the more important findings are suitable training concepts.…”

Veri Tabanlarına Sağlanan Hukuki Koruma

“…Blokzinciri veri tabanının veri tabanı korumasından faydalanıp faydalanamayacağı meselesinde ise teknik dizaynın birbirine bağlı bloklardan üzerine kurulu olması nedeniyle bağımsızlık unsurunun sağlanamayacağı, bu nedenle mevcut hukuki rejimlere göre veri tabanı koruması kapsamında kalamayacağı savunulmaktadır 103 .…”

Revisión sistemática sobre la socialización de género en la etapa de educación infantil

“…For Bussey & Bandura (1999), gender stereotypes are patterns of behaviour learned through direct and indirect experience and observation. Thus, they could be defined as a subtype of social stereotypes that set patterns of appropriate behaviours and actions for men and women (Díaz de Greñu & Anguita, 2017;Ari et al, 2022). In other words, gender stereotypes reflect a particular culture and history, which is why they persist over time in response to the maintenance of social norms and needs (Mosteiro & Porto, 2017).…”