A Content Analysis of Gender Portrayals in Turkish Children's Picturebooks

Autor/inn/en	Aysenur Peker; Ayse Idil Aybars
Titel	A Content Analysis of Gender Portrayals in Turkish Children's Picturebooks
Quelle	In: Early Childhood Education Journal, 53 (2025) 2, S. 517-528Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Aysenur Peker) ORCID (Ayse Idil Aybars)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-023-01598-1
Schlagwörter	Forschungsbericht; Foreign Countries; Picture Books; Gender Issues; Sex Role; Young Children; Sex Stereotypes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Picture book; Bilderbuch; Geschlechterfrage; Geschlechterrolle; Frühe Kindheit; Türkei
Abstract	The study aims to explore the portrayal of gender and the representation of gender roles in picturebooks written for children aged 3-6 in Turkey, with a view to assessing whether these gender portrayals include gender stereotypes that may affect children from early ages and onwards. It examines 45 children's picturebooks published in the last 10 years in Turkey and written for children aged 3-6. The texts and illustrations of the selected books are examined thematically in terms of parental activities, other activities of adults, activities of children, and play types and toys using content analysis. The findings demonstrate that, despite significant international trends to tackle gender stereotypes and encourage a gender-neutral representation in children's picturebooks to enhance gender-conscious child development, the male and female characters in the books are still stereotypically represented in Turkey, parallel to the larger approach to gender equality, perpetuating the traditional understanding of gender roles. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08