Guys and Dolls: A Qualitative Study of Teachers' Views of Gendered Play in Kindergarten

Autor/in	Lynch, M.
Titel	Guys and Dolls: A Qualitative Study of Teachers' Views of Gendered Play in Kindergarten
Quelle	In: Early Child Development and Care, 185 (2015) 5, S.679-693 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.950260
Schlagwörter	Qualitative Research; Teacher Attitudes; Play; Kindergarten; Gender Differences; Gender Issues; Mail Surveys; Preschool Teachers; Sex Role; Sex Stereotypes; Computer Mediated Communication; Discourse Analysis; Social Networks; Dramatic Play; Femininity; Resistance (Psychology); Semi Structured Interviews + Suchen Sie Ihr Suchwort? Qualitative Forschung; Lehrerverhalten; Spiel; Geschlechterkonflikt; Geschlechterfrage; Erhebungsinstrument; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Geschlechterrolle; Computerkonferenz; Diskursanalyse; Social network; Soziales Netzwerk; Dramatisches Mittel; Theaterstück; Femaleness; Weiblichkeit; Resistenz
Abstract	Drawing on data collected for a larger study investigating kindergarten teachers' online discussions of play, the present qualitative study examines teachers' discussions of gender. Findings suggest that teachers' project onto their kindergarten students many of their own gender prejudices about play. These teachers reinforced gendered attitudes by encouraging the children, especially the boys, to play only with toys and in activities traditionally associated with their gender. Email interviews were then conducted with seven kindergarten teachers to further explore the main theme from the netnographic research. Findings support the contention that further research is needed to examine gendered play in kindergartens, and that kindergarten teachers could benefit from becoming aware of their unintentional teachings and in learning how better to encourage gender equity in play-based class activities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01