Introduction
The early childhood education and care (ECEC) sector has been identified as being fraught with misinformation and conflicts around issues relating to gender (McNaughton 2000). While there are multiple often complex and conflicting beliefs about gender within the ECEC sector, three main views have been identified as most influential. Such influential ideas shape both how gender is understood and therefore enacted by those involved in the ECEC sector and how gender policies develop at center, local, and national levels. Firstly the essentialist view of gender, prevalent in lay society, is keenly felt in the sector although not as prevalent in academic current literature. Secondly, more common in the current profusion of literature is the perception of gender as developed through gender-role socialization. Finally, over the past two decades, a post-structural perspective has risen in popularity in order to support identification and analyzes the complex power relationships...
Keywords
- Early Childhood Education And Care (ECEC)
- ECEC Sector
- Gender Essentialism
- ECEC Environment
- Developmentally Appropriate Practice (DAP)
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Lyall, M. (2016). Gender Practices in Early Childhood Education. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_60-1
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DOI: https://doi.org/10.1007/978-981-287-532-7_60-1
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