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Relevant bibliographies by topics / Early childhood gender identity development

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Academic literature on the topic 'Early childhood gender identity development'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Early childhood gender identity development"

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Gülgöz, Selin, Jessica J. Glazier, Elizabeth A. Enright, et al. "Similarity in transgender and cisgender children’s gender development." Proceedings of the National Academy of Sciences 116, no. 49 (2019): 24480–85. http://dx.doi.org/10.1073/pnas.1909367116.

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Gender is one of the central categories organizing children’s social world. Clear patterns of gender development have been well-documented among cisgender children (i.e., children who identify as a gender that is typically associated with their sex assigned at birth). We present a comprehensive study of gender development (e.g., gender identity and gender expression) in a cohort of 3- to 12-y-old transgender children (n = 317) who, in early childhood, are identifying and living as a gender different from their assigned sex. Four primary findings emerged. First, transgender children strongly id

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Astuti, Budi, Sugiyatno Sugiyatno, and Siti Aminah. "The development of early childhood sex education materials for early childhood education (ECE) teachers." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 4, no. 2 (2017): 113–20. http://dx.doi.org/10.21831/jppm.v4i2.14869.

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The objective of this research was to create early childhood sex education materials for Early Childhood Education Teachers. The research was initiated by conducting need assessment in the form of identification of the needs of sex education materials that appropriate for early childhood and the role of teachers and parents in the sex education. The subjects were chosen by using the purposive technique. The subjects of this study were 28 Early Childhood Education teachers in Sleman Regency. The data collection in this research was using a questionnaire. The data analysis technique was using qu

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Islamiyah, Roudlotul, and Suparno. "Teacher Knowledge in Early Childhood Gender Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 327–40. http://dx.doi.org/10.21009/jpud.132.09.

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The industrial development era 4.0, many threats lurk children in the form of bad influence through books, videos, or other media and become a challenge for parents and teachers. Gender education and the introduction of personal identity are important given early on. This study aims to determine the effect of teacher knowledge on the implementation of gender education in early childhood. This research uses quantitative survey research methods with a simple linear regression design for data analysis. The respondents were 34 early childhood education teachers. The results show the data with the

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Díaz, Criss Jones. "Latino/a Voices in Australia: Negotiating Bilingual Identity." Contemporary Issues in Early Childhood 4, no. 3 (2003): 314–36. http://dx.doi.org/10.2304/ciec.2003.4.3.7.

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In Australia, bilingual identity and home language retention/attrition in bilingual children has had little research attention. This is particularly true in the early years of life where identity construction emerges in the context of early childhood education. This article begins with an overview of the Australian context to focus attention on the limited provision of bilingual support in early childhood settings. By drawing on the work in identity and hybridity negotiation, the ‘voices' of six Latin American parents are discussed to show how identities are negotiated and intersect with langu

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Cahill, Helen, Julia Coffey, and Kylie Smith. "Exploring embodied methodologies for transformative practice in early childhood and youth." Journal of Pedagogy 7, no. 1 (2016): 79–92. http://dx.doi.org/10.1515/jped-2016-0005.

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Abstract The development of gendered identities during early childhood and youth occurs in a context of ‘body culture’ and the hyper-visibility of ‘perfect’ bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by ‘new materi

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Davies, Adam W. J. ""Authentically" Effeminate? Bialystok's Theorization of Authenticity, Gay Male Femmephobia, and Personal Identity." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 1 (2019): 104–23. http://dx.doi.org/10.29173/cjfy29493.

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Authenticity is a commonly heralded ideal in Western modernist discourses, with a large amount of literature describing individuals’ personal journeys towards self-fulfillment (Bialystok, 2009, 2013, 2015, 2017; Taylor, 1991; Varga, 2014). This paper examines Lauren Bialystok’s (2013) conception of authenticity in sex/gender identity and proposes that effeminate or ‘femme’ gay men make a strong case for fitting within such a conception of authenticity. Effeminate gay men experience significant in-group discrimination within gay men’s communities, with many gay men “defeminizing” (Taywaditep, 2

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Brown, Christia Spears, Basirat O. Alabi, Virginia W. Huynh, and Carrie L. Masten. "Ethnicity and gender in late childhood and early adolescence: Group identity and awareness of bias." Developmental Psychology 47, no. 2 (2011): 463–71. http://dx.doi.org/10.1037/a0021819.

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Hines, Melissa. "Prenatal testosterone and gender-related behaviour." European Journal of Endocrinology 155, suppl_1 (2006): S115—S121. http://dx.doi.org/10.1530/eje.1.02236.

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Testosterone plays an important role in mammalian brain development. In neural regions with appropriate receptors testosterone, or its metabolites, influences patterns of cell death and survival, neural connectivity and neurochemical characterization. Consequently, testosterone exposure during critical periods of early development produces permanent behavioural changes. In humans, affected behaviours include childhood play behaviour, sexual orientation, core gender identity and other characteristics that show sex differences (i.e. differ on average between males and females). These influences

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Zapiti, Anna, and Charis Psaltis. "Too good to be true? Towards an understanding of the Zone of Proximal development (ZPD) dynamics from a Piagetian perspective: Gender composition and its changing role from early to middle childhood." Psihologija 52, no. 4 (2019): 323–45. http://dx.doi.org/10.2298/psi181023006z.

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The present study revisits the complexities of the Zone of Proximal Development (ZPD) through an experimental investigation of the role of social identity dynamics in asymmetric social interaction around a cognitive Piagetian task in two age groups. Children from two age groups (6 and 10 years old) first solved a spatial transformation task individually (pretest) and then worked in same- or mixed-gender pairs with a partner who was more advanced in task knowledge. In the posttest phase, participants again solved the task individually. At posttest, the six-years old participating in interaction

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Schibuk, Margaret, Michael Bond, and Rachelle Bouffard. "The Development of Defenses in Childhood." Canadian Journal of Psychiatry 34, no. 6 (1989): 581–88. http://dx.doi.org/10.1177/070674378903400617.

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The authors review empirical studies of defense mechanisms and suggest that this concept can be operationalized to permit an investigation of the chronology of the development of defense in childhood. Studies on the coping and defense patterns of normal children are compared with studies that attempt to explain defense patterns in disturbed children and adults. It is argued that empirical study of the development of defense in the normal child will help to determine the validity of theoretical psychoanalytic speculations derived from the retrospective reconstruction of defenses that might have

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Dissertations / Theses on the topic "Early childhood gender identity development"

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Malhoyt-Lee, Jennifer M. "Precursors of Sexualization| Perspectives of Mothers and Female Teachers Regarding the Influence of the Media on 4-year-old Girls' Gender Identity Development." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786139.

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<p> The sexualization of girls is an ongoing issue that has garnered much attention in recent years, with one contributing factor, media, becoming an ever-increasing part of children’s lives. This study explored four questions: How do mothers and teachers perceive the media’s influence on young girls’ identity development? To what extent do these caregivers engage young girls in analyzing media messages? What observed behaviors of 4-year old girls indicate media’s influence? and What are caregivers interpretations and responses to these behaviors? Analyzing the percepti

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Razey, M. A. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions /." View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030402.113451/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, [2002].<br>A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Bibliography: leaves 139-170.

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ChoflÃ¡, Shaun-Adrian. "Preschool Educators' Roles in Creating Supportive Spaces for Gender Exploration and Expression." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2145.

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Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach's belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers' perspec

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Robbins, Kimberly D. "The Origin of a Sense of Self in Women." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1346965956.

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Luginbill, Matthew C. "Negotiating Identity and Constructing Masculinities: A Narrative Case Study of Men in Early Childhood Education." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1468354184.

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Chan, Sui-wah Barbara, and 陳瑞華. "Preschools and gender socialization in early childhood: a comparison of Hong Kong and Japan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45015326.

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Medellin, Kelly. "The Construction of Identity through Early Childhood Curriculum: Examining Picturebooks from a Critical Feminist Lens." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404521/.

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Picturebooks are an important part of the classroom environment in early childhood education. They open doors to new experiences, nurture students' cultural identities, and invite students to explore connections across cultures. In the United States today, many of the picturebooks that are available to teachers and students in preschool classrooms come from the state curriculum that the school district has implemented. Shifting demographic trends have led many educators to recognize a need for more diversity of literature in classrooms. This study was conducted in response to this growing con

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Mauricio-Piza?a, Lydiamada. "Exploring Parents' Role in the Racial Identity Development in Mixed Race Children." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813852.

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<p> This study explores the role of interracial parents in the development of racial identity in their mixed race children by examining how conversations surrounding race in a mixed race family relate to the ways children in that family racially identify. In addition, the study explores how parents’ understandings and perceptions of their own racial identity and their child’s racial identity affect the way their child feels about race. Semi-structured interviews were conducted on self-identified interracial parents and their mixed race children between the ages of 4 to 9 years old

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Wickersham, Jeffrey A. "Childhood Gender Nonconformity, Parent-Child Relationships, and the Development of Internalized Homophobia in Gay Men." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/WickershamJA2005.pdf.

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Razey, Melissa Anne, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions." THESIS_CAESS_SELL_Razey_M.xml, 2002. http://handle.uws.edu.au:8081/1959.7/219.

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The role of gender in the social construction of literacy is investigated in some detail. Gender construction is examined by observing and analysing the literacy interactions of six kindergarten children (three boys and three girls) at school and in the home. The analysis shows the ways in which the girls and boys differ in attaining literacy skills, and also reveals the different interactions between the children and their families. The ways literacy is perceived in the home are also noted. The children responded in a much more uniform way in the classroom than they did in their individual ho

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Books on the topic "Early childhood gender identity development"

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MacNaughton, Glenda. Rethinking gender in early childhood education. Allen & Unwin, 2000.

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Jacobson, Tamar. Perspectives on gender in early childhood. Redleaf Press, 2011.

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Perspectives on gender in early childhood. Redleaf Press, 2011.

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Naomi, Yavneh, ed. Gender and early modern constructions of childhood. Ashgate, 2011.

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Rethinking gender in early childhood education. Paul Chapman Pub., 2000.

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Irby, Beverly J. Gender and early learning environments. Information Age Pub., 2011.

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Alloway, Nola. Foundation stones: The construction of gender in early childhood. Curriculum Corporation, 1995.

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Children at play: Learning gender in the early years. Trentham Books, 2011.

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Serbin, Lisa A. The development of sex typing in middle childhood. the Society, 1993.

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Edmiston, Brian. Forming ethical identities in early childhood play. Routledge, 2007.

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Book chapters on the topic "Early childhood gender identity development"

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Staab, Silke. "Early Childhood Education and Care from a Gender Perspective." In Early Childhood and Development Work. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91319-3_4.

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Solomon, Jamie. "Teachers’ Role in Children’s Understanding of Gender Identity." In Early Childhood Teacher Education on Cultural Competence. Routledge, 2018. http://dx.doi.org/10.4324/9781315165035-11.

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Halim, May Ling, and Diane Ruble. "Gender Identity and Stereotyping in Early and Middle Childhood." In Handbook of Gender Research in Psychology. Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-1465-1_24.

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Linder, Sandra M., and Amber M. Simpson. "Connecting the Mathematics Identity of Early Childhood Educators to Classroom Experiences for Young Children." In Early Mathematics Learning and Development. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7153-9_9.

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Archard, Simon, and Sara Archard. "Establishing a Learner Identity: Young Digital Citizens and the Pursuit of a Democratic and Empowering Early Childhood Education." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_11.

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Brogaard-Clausen, Sigrid, and Charlotte Ringsmose. "The Professional Identity of the Danish Pedagogue: Historical Root in an Education with Focus on Democracy, Creativity, Dannelse and a ‘Childhood Logic’." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42557-3_14.

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Sadownik, Alicja R. "Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_4.

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AbstractBy examining Polish parents’ perceptions of outdoor activities in Norwegian Early Childhood Education (ECE), this chapter discusses how focusing on the child’s perspective can change and challenge parental gender-related value positions, thereby changing perceptions of the cultural formation taking place through outdoor activities. The empirical data on the basis of which this question is answered are comprised of group interviews with 30 Polish migrant parents (18 mothers and 12 fathers) whose children were in Norwegian ECEs. The applied theoretical toolkit of a cultural historical wholeness approach (Hedegaard M, Mind Cult Act 19:127–138, 2012) enables the description of (parental) experiences of cultural formation through outdoor activities as anchored in the value positions established within and across involved societies. It also allows us to grasp those moments when the focus on the child’s perspective in outdoor activities challenges parental value positions and cultural traditions of heteronormativity. The concluding remarks point to the importance of enhancing both the child’s perspective and the specific plane of interpersonal interactions in ECE collaborations with parents and caregivers.

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Sørensen, Hanne Værum. "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_5.

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AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.

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Loeber, Rolf, Deborah M. Capaldi, and Elizabeth Costello. "Gender and the Development of Aggression, Disruptive Behavior, and Delinquency from Childhood to Early Adulthood." In Disruptive Behavior Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7557-6_6.

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Zosuls, K. M., L. E. Lurye, and D. N. Ruble. "Gender: Awareness, Identity, and Stereotyping." In Encyclopedia of Infant and Early Childhood Development. Elsevier, 2008. http://dx.doi.org/10.1016/b978-012370877-9.00069-4.

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Conference papers on the topic "Early childhood gender identity development"

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Qosyasih, Nelis Nazziatus Sadiah, and Vina Adriany. "Constructing Gender Identity in Young Children." In 5th International Conference on Early Childhood Education (ICECE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.038.

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Pinedo, Ruth, Manuel Cañas, Noelia García, and Nuria López. "MAKING VISIBLE WHAT IS INVISIBLE: GENDER STEREOTYPES IN EARLY CHILDHOOD." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1297.

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