Using professional development resources to support the inclusion of gender equity in early childhood teaching and curriculum planning

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2022-11-23 DOI:10.1080/09540253.2022.2142530

Kylie Smith, Bruce Hurst, Disa Linden-Perlis

引用次数: 0

Abstract

ABSTRACT Gender-based violence (GBV) is a global health issue that affects significant proportions of women and girls. Despite research showing that children understand and perform stereotypical gender norms from as young as 3 years, addressing gender with young children is controversial. Programs that aim to teach gender fairness and respectful relationships in early childhood settings are uncommon. This article reports on an evaluation of a trial of a whole of service approach to the teaching of gender equity with a group of early childhood services in Melbourne, Australia. The project resulted in many changes in professional practice including applying a gender lens to planning practices and making changes to the resources provided in children’s learning spaces. This research has important implications for how gender equity might be taught with young children and the support that early childhood educators need to implement these changes.

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利用专业发展资源支持将性别平等纳入幼儿教学和课程规划

基于性别的暴力(GBV)是一个全球性的健康问题，影响着相当大比例的妇女和女孩。尽管研究表明儿童早在3岁时就能理解并表现出刻板的性别规范，但与幼儿讨论性别问题仍存在争议。旨在在儿童早期环境中教授性别公平和尊重关系的项目并不多见。本文报告了在澳大利亚墨尔本的一组幼儿服务中对性别平等教学的整体服务方法的试验评估。该项目导致了专业实践的许多变化，包括将性别视角应用于规划实践，并改变了儿童学习空间提供的资源。这项研究对如何在幼儿中教授性别平等以及幼儿教育工作者需要实施这些变化的支持具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.