Abstract
Swedish preschool is part of a society with a strong political emphasizing on gender equality. This discourse is, for example, codified in the national curriculum for Swedish preschools where teachers have an obligation to counteract gender stereotypes. At the same time discourses of gender difference and images of “typical” boys and “typical” girls are given references in everyday practices. A Swedish environment is a place where gender norms are negotiated by girls, boys and teachers in their play and social interaction.
Using a theoretical framework where gender is understood as a result of situated and relational processes (Butler 1990), this chapter explores how gender is given specific meaning in different practices. The aim is to discuss where and when gender stereotypes are reproduced and where and when they are given less relevance, and to give some didactic suggestions in order to promote cooperative relations between girls and boys.
The analysis builds on material collected through ethnographic method including field periods carried out during 2 years’ time. The study includes three female teachers, one male teacher and 20 children (12 boys and 8 girls, 3 to 6 years old). The preschool is situated in an urban area of mixed social and cultural background.
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Notes
- 1.
In the curriculum is stated that: “Democracy forms the foundation of the pre-school. For this reason all activity should be carried out in accordance with fundamental democratic values. Each and everyone working in the pre-school should promote respect for the intrinsic value of each person as well as respect for our shared environment. An important task of the pre-school is to establish and help children acquire the values on which our society is based. The inviolability of human life, individual freedom and integrity, the equal value of all people, equality between the genders as well as solidarity with the weak and vulnerable are all values that the school shall actively promote in its work with children.[¼] The ways in which adults respond to boys and girls, as well as the demands and requirements imposed on children contribute to their appreciation of gender differences. The pre-school should work to counteract traditional gender patterns and gender roles. Girls and boys in the pre-school should have the same opportunities to develop and explore their abilities and interest without having limitations imposed by stereotyped gender roles”. (Lpfö 1998, pp. 3–4)
- 2.
The circle time is shaped by a pedagogic discourse pointing out the importance to make every child visible and give each child the opportunity to speak (see Rubinstein-Reich 1996, for further discussion).
- 3.
Breakfast, dinner and light afternoon snacks are served at all Swedish preschools.
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Hellman, A. (2011). Gender Learning in Preschool Practices. In: Pramling, N., Pramling Samuelsson, I. (eds) Educational Encounters: Nordic Studies in Early Childhood Didactics. International perspectives on early childhood education and development, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1617-9_8
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