A Review of 'A Gender Flexible Pedagogy in Early Childhood Education'
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v3i4.984
Abstract
Gender is an important feature that people use to analyse social stimuli, children start to form gender stereotypes as early as the preschool education. It is noteworthy that contemporary early childhood education is usually driven by child-centred values that does not address the significance of gender issues for young children. Nevertheless, Aina and Cameron discover that stereotypes might be harmful to children's physical and emotional well-being. Accordingly, it is controversial about the degree to which preschool teachers could implement teaching methods to eliminate these gender stereotypes and improve young children's understanding of gender. An article by Jo Warin and Vina Adriany, 'A gender-flexible pedagogy in early childhood education', gives a detailed investigation in this area. This review will examine the article from five perspectives, including purpose, argument, theoretical concepts, and methodology, and followed by a reflection.
Keywords
gender, gender stereotype, gender-flexible pedagogy, early childhood education
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[1] Warin J, Adriany, V. Gender flexible pedagogy in early childhood education. Journal of Gender Studies. 2017; 26(4): 375-386.
[2] Ingram N. Working-class boys, educational success and the misrecognition of working-class culture. Theorizing Social Class and Education. 2014; 23(1): 105-118.
[3] Martin C, Ruble D. Children's search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science. 2004; 13(2): 67-70.
[4] Aina OE, Cameron PA. Why does gender matter?Counteracting stereotypes with young children. Dimensions of Early Childhood. 2011; 39(3): 11-19.
[5] Care E, Denas J, Brown, R. Realism and sex type of four- to five-year-old children's occupational aspirations. Journal of Early Childhood Research. 2007; 5(2): 155-168.
[6] Wingrave M. Perceptions of gender in early years. Gender and education. 2018; 30(5): 587-606.
[7] Witt S. Parental influence on children's socialization to gender roles. Adolescence. 1997; 32(126): 253-259.
[2] Ingram N. Working-class boys, educational success and the misrecognition of working-class culture. Theorizing Social Class and Education. 2014; 23(1): 105-118.
[3] Martin C, Ruble D. Children's search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science. 2004; 13(2): 67-70.
[4] Aina OE, Cameron PA. Why does gender matter?Counteracting stereotypes with young children. Dimensions of Early Childhood. 2011; 39(3): 11-19.
[5] Care E, Denas J, Brown, R. Realism and sex type of four- to five-year-old children's occupational aspirations. Journal of Early Childhood Research. 2007; 5(2): 155-168.
[6] Wingrave M. Perceptions of gender in early years. Gender and education. 2018; 30(5): 587-606.
[7] Witt S. Parental influence on children's socialization to gender roles. Adolescence. 1997; 32(126): 253-259.
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