Teacher Perceptions of Gender Roles, Socialization, and Culture during Children's Physical Play

Autor/inn/en	Alanazi, Dalal; Alghamdi, Rana; Alghamdi, Adil
Titel	Teacher Perceptions of Gender Roles, Socialization, and Culture during Children's Physical Play
Quelle	In: International Journal of the Whole Child, 5 (2020) 1, S.28-38 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-297X
Schlagwörter	Teacher Attitudes; Sex Role; Play; Gender Differences; Physical Activities; Social Development; Social Characteristics; Preschool Children; Cultural Differences; Interpersonal Competence; Preschool Teachers; Feminism + Suchen Sie Ihr Suchwort? Lehrerverhalten; Geschlechterrolle; Spiel; Geschlechterkonflikt; Soziale Entwicklung; Gesellschaftsbild; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kultureller Unterschied; Interpersonale Kompetenz; Erzieher; Erzieherin; Kindergärtnerin; Feminismus
Abstract	Play involves activities promoting children's development in physical, social, emotional, and cognitive domains (Dewar, Servos, Bosacki, & Coplan, 2013). The existing literature describes ways in which teachers' perceptions may influence children's emerging gender roles during physical play. This paper describes teachers' perceptions of children's gender roles and the relationship with physical play. A teacher's potential influence on emerging gender roles during physical play is discussed. (As Provided).
Anmerkungen	Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01