Patriarchy in the Preschool Classroom: Examining the Effects of Developmental Ideologies on Teachers' Perspectives and Practices around Play and Gender

Autor/in	Prioletta, Jessica
Titel	Patriarchy in the Preschool Classroom: Examining the Effects of Developmental Ideologies on Teachers' Perspectives and Practices around Play and Gender
Quelle	In: Contemporary Issues in Early Childhood, 21 (2020) 3, S.242-252 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prioletta, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949119831461
Schlagwörter	Gender Bias; Preschool Teachers; Preschool Children; Child Development; Ideology; Teacher Attitudes; Play; Classroom Techniques; Critical Theory; Feminism; Foreign Countries; Gender Issues; Sex Role; Canada (Montreal) + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kindesentwicklung; Ideologie; Lehrerverhalten; Spiel; Klassenführung; Kritische Theorie; Feminismus; Ausland; Geschlechterfrage; Geschlechterrolle
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01