Gender Discourses and Play

Jones, Liz; Holmes, Rachel

doi:10.4135/9781473907850.n12

Cited by 29 publications

(39 citation statements)

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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%

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%

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Solehuddin

Adriany

2017

Sage Open

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“…The lack of attention given to gender issues within the dominant discourses of early childhood education may lead teachers to rely on what might be described as common-sense beliefs of gender as a biological and therefore natural phenomenon, and as passively learned through sex-role socialization. Blaise (2014: 115) explains that such an understanding of gender reflects ‘a developmental logic because it begins with the sexed child who, over time and through experiences, is socialized into and naturally becomes gendered’. The belief that gender is natural, for instance, was particularly evident in the teachers’ comments about the aggressive behaviour some of the boys exhibited during play.…”

Section: Preschool Teachers’ Perceptions and Classroom Practices Aroumentioning

confidence: 99%

“…I argue that the teachers’ pedagogic gaze, which focused on the individual child, worked inadvertently to maintain a patriarchal culture in their preschool classrooms. In what follows, I take up Blaise’s (2005, 2014) post-developmental framework in my investigation of a preschool education program in a Canadian metropolis. I do this by drawing on a critical feminist theoretical lens to unpack four teachers’ perceptions and assumptions of preschool children and practices, and to show the implications that child development logics had for addressing (or not) gender power in their students’ play.…”

Section: Introductionmentioning

confidence: 99%

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

Prioletta

2019

Contemporary Issues in Early Childhood

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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.

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“…Despite the strong claims emerging from this critique, there is no uniformity in the resulting recommendations because post-structural researchers draw from a number of theoretical and philosophical perspectives (Blaise, 2014;Lenz Taguchi, 2010) and coherence or agreement cannot be assumed. There are differences, for example, in how curriculum is understood, the place of subjects in the curriculum, and the role of policy in determining curricula.…”

Section: Post-structural Perspectivesmentioning

confidence: 99%

Curriculum in early childhood education: critical questions about content, coherence, and control

Wood

Hedges

2016

The Curriculum Journal

105

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A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy and assessment. Focusing on early childhood education, we argue that this struggle generates critical questions about three significant themes within curriculum theory: content, coherence and control. We outline two positions from which these themes can be understood: Developmental and Educational Psychology and contemporary policy frameworks. We argue that within and between these positions curriculum content, coherence, and control are viewed in different and sometimes oppositional ways. Following this analysis, we propose that a focus on 'working theories' as a third position offers possibilities for addressing some of these continuing struggles, by exploring different implications for how content, coherence, and control might be understood. We conclude that asking critical questions of curriculum in early childhood education is a necessary endeavor to develop alternative theoretical frameworks for understanding the ways in which curriculum can be considered alongside pedagogy, assessment, play and learning.

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Gender Discourses and Play

Cited by 29 publications

References 0 publications

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

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

Curriculum in early childhood education: critical questions about content, coherence, and control

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