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Autor/inJosephidou, Jo
TitelA Gendered Contribution to Play? Perceptions of Early Childhood Education and Care (ECEC) Practitioners in England on How Their Gender Influences Their Approaches to Play
QuelleIn: Early Years: An International Journal of Research and Development, 40 (2020) 1, S.95-108 (14 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0957-5146
DOI10.1080/09575146.2019.1655713
SchlagwörterPreschool Education; Young Children; Child Development; Gender Bias; Gender Differences; Males; Teacher Attitudes; Self Efficacy; Play; Consciousness Raising; Masculinity; Sex Stereotypes; Teaching Methods; Foreign Countries; United Kingdom (England)
AbstractThere is a persistent suggestion that the lack of men who choose to work with young children (0-5 years) is detrimental to children's learning and development. This study analysed whether practitioners believed that men who work with young children adopt specific approaches within a play pedagogy. Practitioner beliefs about how their gender influences their practices were gathered through qualitative surveys and open-ended, photo-based interviews. This paper argues that practitioners use conflicting scripts to discuss their gendered approaches to play; it proposes that opportunities to explore gender critically, through gender sensitivity training, are vital for ECEC practitioners to ensure that a high-quality workforce is developed that can be flexible in its practices and pedagogy. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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