Gender Equity in Early Childhood Picture Books: A Cross-Cultural Study of Frequently Read Picture Books in Early Childhood Classrooms in Australia and the United States

Autor/inn/en	Adam, Helen; Harper, Laurie J.
Titel	Gender Equity in Early Childhood Picture Books: A Cross-Cultural Study of Frequently Read Picture Books in Early Childhood Classrooms in Australia and the United States
Quelle	In: Australian Educational Researcher, 50 (2023) 2, S.453-479 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adam, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00494-0
Schlagwörter	Foreign Countries; Early Childhood Education; Child Care Centers; Picture Books; Sex Fairness; Early Childhood Teachers; Reading Material Selection; Sex Stereotypes; Content Analysis; Sexual Identity; Sex Role; Australia; United States + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Picture book; Bilderbuch; Sexualaufklärung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Inhaltsanalyse; Geschlechtsidentität; Sexuelle Identität; Geschlechterrolle; Australien; USA
Abstract	Children's picture books contribute to children's development of gender identity and can impact aspirations and expectations of roles in families and society. However, the world represented in children's books reflects predominantly middle class, heterosexual, male heroes and characters. This paper reports on a cross-cultural study investigating gender representation in frequently read picture books across eight early learning centres in the United States and Australia. Forty-four educators working with 271 children participated. Data were collected from book audits and observations. Unique to this study is the presentation of a new data analysis instrument, Harper's Framework of Gender Stereotypes Contained in Children's Literature. The majority of the books shared by educators in this study promoted traditional, binary and stereotypical viewpoints of gender and gender roles. These findings are concerning as the evidence shows that gender development is a critical part of the earliest and most important learning experience of young children and a requirement of educational policies rooted in the United Nations Convention on the Rights of the Child. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01