How Gender Is Constructed and Experienced in the Social World of the Nursery School

Autor/inn/en	Jones, Charlotte; Aubrey, Carol
Titel	How Gender Is Constructed and Experienced in the Social World of the Nursery School
Quelle	In: International Journal of Early Years Education, 27 (2019) 2, S.153-169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Charlotte) ORCID (Aubrey, Carol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2019.1602515
Schlagwörter	Case Studies; Gender Differences; Preschool Education; Preschool Teachers; Teacher Attitudes; Sex Stereotypes; Childrens Attitudes; Sex Role; Foreign Countries; Educational Needs; Play; Teacher Student Relationship; Learning Activities; Parent Attitudes; Teacher Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Geschlechterkonflikt; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Geschlechterrolle; Ausland; Educational need; Bildungsbedarf; Spiel; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernaktivität; Elternverhalten
Abstract	This case study attempts to capture the way gender is constructed and experienced in the social world of the nursery school. It presents findings from a staff survey, structured and unstructured observations of one male's and one female's professional practice and one-to-one interviews with children aged three to four years. Despite practitioners' reported intentions to challenge traditional notions of gender, construction of traditional gender distinctions was not problematised by staff and was upheld by comments of children. Children appeared to construct themselves in terms of gender stereotypes and were offered only limited alternative gender positions by the male and female practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01