• Summary
  • Contents
  • Subject index

Some teachers believe that gender doesn't matter to young children, some believe that good early childhood practice produces equity for all and others believe that pursuing gender equity compromises relationships with parents. Glenda MacNaughton confronts these common myths and shows that even very young children are clearly aware of gender roles, whether they are playing among themselves, listening to stories or interacting with adults.

Rethinking Gender in Early Childhood

Education reveals how the focus on individual development that is promoted in early childhood education doesn't produce gender equity. Rather, everyday teaching practices influence the gendering of young children's identities. Glenda MacNaughton draws on theory and research to explain this and to develop approaches, which open up new possibilities for both boys and girls.

Seeking Gender in Early Childhood
Seeking gender in early childhood

Myths prevail about the aptness of addressing the gendering of identity through, and in, early childhood education. They range from the view that gender doesn't matter to young children, through a sense that good early childhood practice produces equity for all, to beliefs that pursuing gender equity compromises partnerships with parents and clashes with multicultural perspectives in early childhood.

This book confronts nine common myths about gender equity in early childhood and shows how everyday gender matters in young children's lives. It also shows how everyday teaching practices influence the gendering of young children's identities. It does so by using feminist interpretations of early childhood teachers' research stories, their conversations with each other and with children, and ...

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