Toddlers Master Everyday Activities in Kindergarten: A Gender Perspective

Autor/inn/en	Meland, Aud Torill; Kaltvedt, Elsa Helen; Reikerås, Elin
Titel	Toddlers Master Everyday Activities in Kindergarten: A Gender Perspective
Quelle	In: Early Childhood Education Journal, 44 (2016) 4, S.349-358 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0718-1
Schlagwörter	Toddlers; Gender Differences; Daily Living Skills; Observation; Child Development; Skill Development; Foreign Countries; Preschool Education; Longitudinal Studies; Scores; Statistical Analysis; Kindergarten; Multivariate Analysis; Norway + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Geschlechterkonflikt; Alltagsfertigkeit; Beobachtung; Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Pre-school education; Vorschulerziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Multivariate Analyse; Norwegen
Abstract	This article discusses how 2-year olds cope with various everyday activities as observed by kindergarten staff from a gender perspective. Everyday activities are part of the daily pedagogical life in a kindergarten and are linked to situations such as meals, dressing and undressing, grooming and potty/toilet training. Data were collected through structured observation of 535 boys and 509 girls. The children, aged between 30 and 33 months, were observed over a 3-month period. The observation guideline material "Alle Med" ("Everyone Included") was used to assess how children master everyday activities. The result reveals gender differences favouring the girls. In the present article, this result will be analysed against a backdrop of gender-related theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01