A case study of gendered play in preschools: how early childhood educators' perceptions of gender influence children's play. Issue 8 (2nd August 2016)

• Record Type: Journal Article
• Authors: Chapman, Rachel
• Is Part Of: Early child development and care. Volume 186:Issue 8(2016)
• Page Start: 1271
• Page End: 1284
• Publication Date: 2016-08-02
• Subjects: Gender -- early childhood education -- educators' perceptions -- stereotypes; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2015.1089435
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: This research aimed to explore children's play in relation to gender stereotypes and beliefs and practices of educators in preschool settings. A feminist poststructuralist approach framed the design of the research and data were collected in two settings through predetermined categories of play during periods of spontaneous free play. The question asked in this research was, do early childhood educators' perceptions of gender influence children's play? Findings suggest that there were differences between these two settings and these differences are explained through individual beliefs and practices of the educators.