The construction of gender in early childhood practices : an ethnographic study in an international private kindergarten in Denmark
Rai, Jyoti (2019)
2019
Master's Degree Programme in Gender Studies
Yhteiskuntatieteiden tiedekunta - Faculty of Social Sciences
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Hyväksymispäivämäärä
2019-05-23
Julkaisun pysyvä osoite on
http://urn.fi/URN:NBN:fi:tuni-201907152582
http://urn.fi/URN:NBN:fi:tuni-201907152582
Tiivistelmä
The purpose of this master’s thesis is to explore how young children understand and exhibit gender in their daily activities in the kindergarten setting. In addition, the study aims to examine the role and perspectives of kindergarten professionals on gender awareness practices in pedagogy and in their regular interaction with children. The empirical data consists of (i) field observation, (ii) interviews with educators, and (iii) the Danish early childhood education plan document. The interviews followed a standardised open-ended structure, and were conducted in an international private kindergarten in Denmark in 2018. The study is in line with Judith Butler's notion of gender performativity theory that conceptualises gender as a matter of doing, not being and it is enacted in the situation.
The result of this study suggests that children create and adopt their understandings of gender in everyday practices. In the course of performing gender, children continuously received validation from educators and their peers for doing gender according to the gender norms. Educators' perspectives on different gender roles influence their interaction with children and pedagogical planning. These (unintentional) practices influence children's ways of understanding gender and shape their perspectives about gender accordingly as they grow up.
Educators play an essential part in the children's early upbringing; therefore, to deconstruct gender in the kindergarten setting, children can be encouraged to reflect on gender norms and different cultural practices through developing gender-responsive activities. This thesis suggests that for effective gender knowledge development in early childhood education it is important to include gender concept in teacher education and provide proper guidelines and resources to educators.
The result of this study suggests that children create and adopt their understandings of gender in everyday practices. In the course of performing gender, children continuously received validation from educators and their peers for doing gender according to the gender norms. Educators' perspectives on different gender roles influence their interaction with children and pedagogical planning. These (unintentional) practices influence children's ways of understanding gender and shape their perspectives about gender accordingly as they grow up.
Educators play an essential part in the children's early upbringing; therefore, to deconstruct gender in the kindergarten setting, children can be encouraged to reflect on gender norms and different cultural practices through developing gender-responsive activities. This thesis suggests that for effective gender knowledge development in early childhood education it is important to include gender concept in teacher education and provide proper guidelines and resources to educators.