Relevant bibliographies by topics / Early childhood gender identity development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

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, Daniel J. Alonso, Lily J. Durwood, Anne A. Fast, Riley Lowe, et al. "Similarity in transgender and cisgender children’s gender development." Proceedings of the National Academy of Sciences 116, no. 49 (November 18, 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 identify as members of their current gender group and show gender-typed preferences and behaviors that are strongly associated with their current gender, not the gender typically associated with their sex assigned at birth. Second, transgender children’s gender identity (i.e., the gender they feel they are) and gender-typed preferences generally did not differ from 2 comparison groups: cisgender siblings (n = 189) and cisgender controls (n = 316). Third, transgender and cisgender children’s patterns of gender development showed coherence across measures. Finally, we observed minimal or no differences in gender identity or preferences as a function of how long transgender children had lived as their current gender. Our findings suggest that early sex assignment and parental rearing based on that sex assignment do not always define how a child identifies or expresses gender later.
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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 (November 29, 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 quantitative descriptive techniques. The results of the research provided a description that the materials about the skills to protect themselves from sexual violence is the most needed matter of Early Childhood Education teachers. Further, respectively according to the level of need, the material that needs to be included in a Early Childhood Sex Education is the introduction of the gender, the introduction of self-identity, the relationship of men and women and ways to maintain the health, and the introduction of reproductive organs and functions. Materials product is expected to be a guideline and reference in providing early sex education.
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Islamiyah, Roudlotul, and Suparno. "Teacher Knowledge in Early Childhood Gender Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 6, 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 conclusion that the calculated value> t table and p-value (sig) of 0.001 (<0.05) which means that there is a significant influence on teacher knowledge about early childhood gender education. Research suggests about how to improve gender education in early childhood education and create learning modules for early childhood teacher guidance. Keywords: Early gender education, Teacher knowledge about gender education References: Adoniou, M. (2015). Teacher knowledge: a complex tapestry. Asia-Pacific Journal of Teacher Education, 43(2), 99–116. https://doi.org/10.1080/1359866X.2014.932330 Awaji M, A. K. (2016). Analysis of workrelated injuries among health care workers in armed forces hospi-tal southern region, kingdom of saudi arabia. Br J Med Med Res., 15(4). Azwar, S. (2010). Sikap Manusia: Teori dan Pengukurannya Edisi 2. Yogyakarta: Pustaka Pelajar. Chapman, R. (2016). A case study of gendered play in preschools: how early childhood educators’ perceptions of gender influence children’s play. Early Child Development and Care, 186(8), 1271–1284. https://doi.org/10.1080/03004430.2015.1089435 Cherney, I. D., & Dempsey, J. (2010). Young children’s classification, stereotyping and play behaviour for gender neutral and ambiguous toys. Educational Psychology, 30(6), 651–669. https://doi.org/10.1080/01443410.2010.498416 Filipović, K. (2018). Gender Representation in Children’s Books: Case of an Early Childhood Setting. Journal of Research in Childhood Education, 32(3), 310–325. https://doi.org/10.1080/02568543.2018.1464086 Francis, B. (2010). Gender, toys and learning. Oxford Review of Education, 36(3), 325–344. https://doi.org/10.1080/03054981003732278 Frödén, S. (2019). Situated decoding of gender in a Swedish preschool practice. Ethnography and Education, 14(2), 121–135. https://doi.org/10.1080/17457823.2017.1422135 Ghozali, I. (2011). Aplikasi Analisis Mulivariante dengan Program IBM SPSS 19 Edisi 5. Semarang: Badan Penerbit Universitas Diponegoro. Huggins, V. (2014). Education 3-13 : International Journal of Primary , Elementary and Early Years Education Children at play : Learning gender in the early years. gray2011.p(November). https://doi.org/10.1080/03004279.2011.644316 La Paro, K. M., Van Schagen, A., King, E., & Lippard, C. (2018). A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships. Early Childhood Education Journal, 46(4), 365–375. https://doi.org/10.1007/s10643-017-0872-8 Lynch, M. (2015). Guys and dolls: a qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679–693. https://doi.org/10.1080/03004430.2014.950260 Meland, A. T., & Kaltvedt, E. H. (2019). Tracking gender in kindergarten. Early Child Development and Care, 189(1), 94–103. https://doi.org/10.1080/03004430.2017.1302945 Muasya, J., & Kazungu, T. (2018). ‘The unfinished business’: Exploring teachers’ views on gender and pedagogical practices in public preschools in Nairobi county, Kenya. African Educational Research Journal, 6(1), 10–19. https://doi.org/10.30918/aerj.61.18.007 Notoatmodjo, S. (2014). Ilmu Perilaku Kesehatan. Jakarta: Rineka Cipta. Nursalam. (2014). Manajemen Keperawatan: Aplikasi Dalam Praktik Keperawatan Profesional. Jakarta: Salemba Medika. Papalia, D. E., & Duskin, R. (2015). Perkembangan Manusia. Jakarta: Salemba Humanika. Salawati, L., Herry, N., & Putra, A. (2014). Analisis Tindakan Keselamatan Dan Kesehatan Kerja Perawat Dalam Pengendalian Infeksi Nosokomial Di Ruang ICU RSUD DR. Zainoel Abidin Banda Aceh. 14(3). Solehudin, M. (2018). Peran Guru Pai Dalam Mengembangkan Kecerdasan Emosional (EQ) Dan Kecer-dasan Spiritual (SQ) Siswa Smk Komputama Majenang. Jurnal Tawadhu, 1(3). Sulastri, S., & Ahmad Tarmizi, A. T. (2017). Peran Orang Tua Dalam Pendidikan Anak Usia Dini. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 61–80. https://doi.org/10.19109/ra.v1i1.1526 Suyadi. (2014). Teori pembelajaran anak usia dini, dalam kajian neourons. Bandung: PT Remaja Rosdakarya. Vanner, C. (2019). Examining gender safety in schools: Teacher agency and resistance in two primary schools in kirinyaga, kenya. Education Sciences, 9(1). https://doi.org/10.3390/educsci9010063 Warin, J., & Adriany, V. (2017). Gender flexible pedagogy in early childhood education. Journal of Gender Studies, 26(4), 375–386. https://doi.org/10.1080/09589236.2015.1105738 Wingrave, M. (2018). Perceptions of gender in early years. Gender and Education, 30(5), 587–606. https://doi.org/10.1080/09540253.2016.1258457 Wu, Y. P., Wu, J. F., Chen, Y. M., Han, L., Han, P. G., Wang, P., & Gao, F. (2015). Shyness and School Adjustment Among Chinese Preschool Children: Examining the Moderating Effect of Gender and Teacher–Child Relationship. Early Education and Development, 26(2), 149–166. https://doi.org/10.1080/10409289.2015.970503 Zhukovskyi, V., & Kostiuk, O. (2015). Stages Of Gender Education In Canadian Secondary Schools. Comparative Professional Pedagogy, 5(2), 31–38. https://doi.org/10.1515/rpp-2015-0037
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Díaz, Criss Jones. "Latino/a Voices in Australia: Negotiating Bilingual Identity." Contemporary Issues in Early Childhood 4, no. 3 (September 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 language retention within the social fields of ‘race’, ethnicity and gender differences. Three emerging themes are highlighted: the diversity of the parents' experiences in negotiating identity and language retention in family life; the parents' experiences of identity as multiple; and identity as a site of transformation and struggle in child rearing and gendered family practices. These findings demonstrate the significance of parents' perspectives and experiences of identity and language retention in raising their children bilingually, which can inform equitable and innovative practices in the provision of bilingual support in early childhood settings. In conclusion, the author invites early childhood educators to reframe their understandings of identity construction in young bilingual children.
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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 (June 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 materialist’ feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.
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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 (December 21, 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, 2002) themselves upon entering adulthood and mainstream gay communities. Through this exploration of Bialystok’s (2013) model for authenticity in sex/gender identity and the identity-based challenges effeminate or femme gay men experience, this paper describes why effeminate gay men fit Bialystok’s model, and the ethical dilemmas of theorizing authenticity in personal identity (Bialystok, 2009, 2011). Providing supportive and positive early environments in school while specifically addressing gender-based discrimination in childhood provides more opportunities for positive identity development and the potential of fulfilling self-authenticity within gender identity for femme gay men.
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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 (March 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 (November 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 have been demonstrated primarily in individuals who experienced marked prenatal hormone abnormalities and associated ambiguities of genital development (e.g. congenital adrenal hyperplasia). However, there is also evidence that testosterone works within the normal range to make some individuals within each sex more sex-typical than others. The size of testosterone-related influences, and perhaps even their existence, varies from one sex-typed characteristic to another. For instance: prenatal exposure to high levels of testosterone has a substantial influence on sex-typical play behaviour, including sex-typed toy preferences, whereas influences on core gender identify and sexual orientation are less dramatic. In addition: there appears to be little or no influence of prenatal testosterone on mental rotations ability, although mental rotations ability shows a marked sex difference. These findings have implications for basic understanding of the role of testosterone in normative gender development, as well as for the clinical management of individuals with disorders of sex development (formerly called intersex syndromes).
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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, performed better than those in control groups, who did not engage in interaction. However, there were no differences in the posttest performance of the ten-years old who participated in interaction and those who did not. Moreover, the effect of gender composition on the dynamics of the interaction was different in the two age groups. The social gender identity dynamics formed in the interactions of the six-year olds related to cognitive progress outcomes, but at 10 years social construction of knowledge was equally successful in promoting cognitive development compared to asymmetric social interactions and gender identity dynamics did not have the same formative influence.
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Schibuk, Margaret, Michael Bond, and Rachelle Bouffard. "The Development of Defenses in Childhood." Canadian Journal of Psychiatry 34, no. 6 (August 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 existed in the childhood of ill adults. An attempt is made to place our knowledge of the development of defense in childhood into the context of our knowledge of cognitive development. The authors review the research that attempts direct empirical assessment of defenses in childhood, and make suggestions for how such research could be furthered. It is argued that it may be possible to construct a schedule for the early maturation of defense, and to identify how this changes with pathology, gender, and family context. Such a schedule would be fundamental to our understanding of normality, and the role of regression and precocity in pathology.
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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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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 perceptions of mothers and female teachers of 4-year old girls contributes to a better understanding of how girls are influenced, both by caregivers’ actions and by media consumed.

Twelve mothers and female early childhood teachers from three South Florida preschools were interviewed to better understand how girls are influenced by media, and to gain a more holistic perspective of the potential impact of media on young girls’ behaviors and their emerging understanding of what it means to be a girl today. The findings indicate that mothers and female teachers perceive media to be influential in the lives of girls, both in terms of general child development and young girls’ gender identity development. The participants are observing behaviors in their 4-year old girls that indicate media’s influence; these behaviors include sexualized dancing, attitude and language changes, and requests for sexualized clothing and beauty products. Although these mothers and teachers do not yet help girls analyze media messages, they do, however, engage in significant guidance as they interpret and respond to the observed behaviors. These findings reflect a need for media literacy education for parents and teachers, as well as comprehensive sexualization awareness and prevention education for children, parents, and teachers.

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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].
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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Choflá, 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' perspectives on gender identity development were influenced by social rules, biases, and a lack of pedagogical knowledge related to more expansive definitions of gender. As a result of the lack of pedagogical knowledge, there was only 1 gender-related instructional strategy concerning gender roles, and this strategy was used by only 1 of the 4 respondents. Although they may have shown confusion relating to aspects of gender, these preschool teachers demonstrated a genuine interest in learning how to create safe spaces for gender exploration in the preschool classroom. These findings have led to the creation of a professional development series designed to educate preschool teachers about gender identity development, provide them with opportunities to develop curricula, and allow them to reflect upon their cisgender-related biases. Educators, administrators, and policymakers may find it useful to apply the results of this study and resultant project when creating educational programs and college-level curricula and policies. The results could also help educators create affirmative educational environments for all children, regardless of their biological sex, gender identity, or gender expression.
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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 concern that books should better reflect the cultures and identities of the children who read them, with a particular emphasis on young female children of color. The research question guiding this study is: How do picturebook texts and illustrations in an early childhood curriculum represent the identities of female characters of color as viewed through a critical feminist theoretical lens? To investigate this question, I critically analyzed children's picturebooks from a current early childhood curriculum adopted by the state of Texas, focusing on representations of gender and race. The selected books were analyzed using critical content and critical visual analyses to consider how the text and illustrations together represent female characters of color. Although earlier studies of picturebooks have pointed out a deficit of authentic portrayals of female characters of color, this study found that books in the sample did show some attention to authentic cultural themes including motherhood, action and agency, and subjugated knowledge and culture. However, implications for practice and research included the need for more balanced representation of diverse cultures within the curriculum to better reflect preschool demographics, as well as the need for more classroom instruction on books that give voice and agency to young female children of color as they develop their personal and cultural identities.
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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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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 based on themes regarding mixed race identity including family’s identity, racial awareness of the child, dual socialization, and sociocultural factors. This study found that parents early experiences growing up, phenotypic expression of parent and child, current political climate, stereotypes and influence of schools had related to the ways in which parents discussed race with their children. More research must be done on mixed race identity, particularly outside of Black/White dichotomies.

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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 home situations. The findings are significant for educational practice because they provide insight into how implicit structuring by teachers can affect the extent of participation of boys and girls in the classroom. The results indicate how analysis in the emergent state of literacy development is critical for a thorough understanding of gender construction. Significant theoretical insights are gained through a methodology using both a microanalysis and a macroanalysis.
Doctor of Philosophy (PhD)
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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. St Leonards, N.S.W: Allen & Unwin, 2000.

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Jacobson, Tamar. Perspectives on gender in early childhood. St. Paul, MN: Redleaf Press, 2011.

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Perspectives on gender in early childhood. St. Paul, MN: Redleaf Press, 2011.

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

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

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

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

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Children at play: Learning gender in the early years. Stoke-on-Trent: Trentham Books, 2011.

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

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Edmiston, Brian. Forming ethical identities in early childhood play. Milton Park, Abingdon, Oxon: 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, 69–89. Cham: 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, 147–61. New York, NY : Routledge, 2019.: 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, 495–525. New York, NY: 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, 155–72. Singapore: 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, 153–65. Singapore: 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, 237–52. Cham: 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, 61–78. Cham: 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, 79–93. Cham: 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, 137–60. New York, NY: 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, 1–12. 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). Paris, France: 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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