Canadian Early-Childhood Educators' Perceptions of Children's Gendered Shy, Aggressive, and Prosocial Behaviors

Autor/inn/en	Woods, Heather; Bosacki, Sandra; Coplan, Robert J.
Titel	Canadian Early-Childhood Educators' Perceptions of Children's Gendered Shy, Aggressive, and Prosocial Behaviors
Quelle	In: Journal of Research in Childhood Education, 30 (2016) 3, S.320-333 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1178199
Schlagwörter	Foreign Countries; Early Childhood Education; Preschool Teachers; Elementary School Teachers; Teacher Attitudes; Gender Issues; Females; Shyness; Aggression; Prosocial Behavior; Content Analysis; Semi Structured Interviews; Personality Traits; Sex Role; Teacher Role; Gender Differences; Preschool Children; Play; Interpersonal Relationship; Child Behavior; Family Influence; Teacher Influence; Mixed Methods Research; Grounded Theory; Questionnaires; Canada + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Geschlechterfrage; Weibliches Geschlecht; Schüchternheit; Inhaltsanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Geschlechterrolle; Lehrerrolle; Geschlechterkonflikt; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Spiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fragebogen; Kanada
Abstract	Early childhood educators' (ECE) perceptions of gender roles may contribute to the development of children's own gender-role identities. This qualitative study examined 40 Canadian female ECEs' perceptions of gender and children's shy, aggressive, and prosocial behaviors. Content analysis of extensive interviews revealed three themes: (1) shyness as personality based, (2) influences on the behaviors, and (3) teachers' role in addressing gender and behavior. Most ECEs believed that shyness is a personality trait, exhibited equally among both genders, but displayed differently. In contrast, there were some inconsistencies as to which gender was perceived by the participants as more aggressive or prosocial. As well, findings suggested that participants believed that a teacher's role was to address behaviors within the classroom, and to help children express and understand their feelings through discussion and educational aids (e.g., books, videos, and community examples). Results are discussed in terms of educational implications and ECE training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01