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Books on the topic 'Early childhood gender identity development'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

MacNaughton, Glenda. Rethinking gender in early childhood education. St Leonards, N.S.W: Allen & Unwin, 2000.

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

Edmiston, Brian. Forming ethical identities in early childhood play. Milton Park, Abingdon, Oxon: Routledge, 2007.

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11

Gender Identity and Development in Childhood and Adolescence (Conference) (1992 St George's Hospital Medical School). Gender identity and development in childhood and adolescence: Conference proceedings, Friday 13th and Saturday 14th March 1992. London: St George's Hospital Medical School, 1992.

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12

Schlank, Carol Hilgartner. Together and equal: Fostering cooperative play and promoting gender equity in early childhood programs. Boston: Allyn and Bacon, 1997.

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13

J, Bradley Susan, ed. Gender identity disorder and psychosexual problems in children and adolescents. New York: Guilford Press, 1995.

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14

Early childhood development and education in Indian country: Building a foundation for academic success : hearing before the Committee on Indian Affairs, United States Senate, One Hundred Thirteenth Congress, second session, February 26, 2014. Washington: U.S. Government Printing Office, 2014.

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15

Sex, death, and the education of children: Our passion for ignorance in the age of AIDS. New York: Teachers College Press, 1995.

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16

Nicola, Yelland, ed. Gender in early childhood. London: Routledge, 1998.

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17

1947-, Koch Janice, and Irby Beverly J, eds. Gender and schooling in the early years. Greenwich, CT: IAP, 2005.

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18

Constructing Gender and Difference: Critical Research Perspectives on Early Childhood (Language & Social Processes.). Hampton Pr, 1999.

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19

Kamler, Barbara. Constructing Gender and Difference: Critical Research Perspectives on Early Childhood (Language and Social Processes). Hampton Press, 1999.

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20

Communication and metacommunication in human development. Greenwich, CT: Information Age Pub., 2005.

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21

(Editor), Angela Uchoa Branco, and Jaan Valsiner (Editor), eds. Communication and Metacommunication in Human Development. Information Age Publishing, 2004.

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22

Uchoa, Branco Angela, and Valsiner Jaan, eds. Communication and metacommunication in human development. Greenwich, CT: Information Age Pub., 2004.

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23

(Editor), Angela Uchoa Branco, and Jaan Valsiner (Editor), eds. Communication and Metacommunication in Human Development (PB). Information Age Publishing, 2004.

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24

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

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25

Forming Ethical Identities in Early Childhood Play (Contesting Early Childhood). Routledge, 2007.

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26

Gender and Early Modern Constructions of Childhood. Taylor & Francis Group, 2016.

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27

Rethinking Gender And Sexuality In Childhood. Continuum, 2013.

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28

Kane, Emily W., and Jones Phil. Rethinking Gender and Sexuality in Childhood. Bloomsbury Publishing Plc, 2012.

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29

Nicholson, Julie, Julia Hennock, Jonathan Julian, Cyndi Maurer, and Nathanael Flynn. Supporting Gender Diversity in Early Childhood Classrooms: A Practical Guide. Kingsley Publishers, Jessica, 2019.

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30

Playing It Straight: Uncovering Gender Discourses in the Early Childhood Classroom (Changing Images of Early Childhood). Routledge, 2005.

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31

Playing It Straight: Uncovering Gender Discourses in the Early Childhood Classroom (Changing Images of Early Childhood). Routledge, 2005.

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32

1968-, Rottnek Matthew, ed. Sissies and tomboys: Gender nonconformity and homosexual childhood. New York: New York University Press, 1999.

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33

Hines, Melissa. The Integrative Psychobiology of Early Gender Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658540.003.0011.

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This chapter describes the role of early testosterone exposure in gender development. It discusses these hormonal influences and how they relate to genetic influences, socialization by others, and self-socialization, in shaping gender development. To illustrate these influences, it focuses primarily on childhood play behavior. This focus is used because childhood play behavior shows large differences between the sex categories boy and girl to which children are assigned at birth. Also, childhood play behavior has been studied extensively, providing perhaps the best example of how a gender-related behavior can be influenced by a range of factors at levels of organization from the cellular to the societal working in concert over time.

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34

Forming Ethical Identities in Early Childhood Play (Contesting Early Childhood Series). Routledge, 2007.

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35

Disrupting Gendered Pedagogies in the Early Childhood Classroom: Exploring Liminal Subjectivities. Lang AG International Academic Publishers, Peter, 2016.

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36

Larremore, April. Disrupting Gendered Pedagogies in the Early Childhood Classroom: Exploring Liminal Subjectivities. Lang AG International Academic Publishers, Peter, 2016.

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37

The Development of Sex Typing in Middle Childhood (Monographs of the Society for Research in Child Development). University Of Chicago Press, 1993.

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38

Hodgins, Denise. Gender and Care in Teaching Young Children: A Material Feminist Approach to Early Childhood Education. Taylor & Francis Group, 2019.

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39

Together and Equal: Fostering Cooperative Play and Promoting Gender Equity in Early Childhood Programs. Allyn & Bacon, 1996.

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40

Brave Mädchen, böse Buben?: Erziehung zur Geschlechtsidentität in Kindergarten und Grundschule. Weinheim: Beltz, 1992.

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41

United Nations Children's Fund. (UNICEF). State of the World's Children, The: Early Childhood. 2nd ed. United Nations, 2000.

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42

(Editor), Lynn S. Liben, and Margaret L. Signorella (Editor), eds. Children's Gender Schemata (New Directions for Child & Adolescent Development). Jossey-Bass, 1987.

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43

Guardians of an impossible dream: A feminist analysis of early childhood education practices. 1992.

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44

Nyland, Mary L. A study of the Nooksack and Upper Skagit inter-tribal early childhood home-base program: Culturally relevant recommendations for program development. 1988.

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45

Thomas, David F. M. Disorders of sex development. Edited by David F. M. Thomas. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199659579.003.0124.

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The aetiology of disorders of sex development (DSD) is multifactorial and includes chromosomal defects, developmental abnormalities of the gonads, and defects of hormonal synthesis and expression. Infants born with ambiguous genitalia require urgent investigation because of the risk of hyponatraemia associated with congenital adrenal hyperplasia (CAH) and to permit an informed decision on gender assignment. CAH is the commonest form of DSD, accounting for around 80% of all infants born with ambiguous genitalia. Despite controversy regarding timing and consent, feminizing genitoplasty in early childhood remains the accepted management for girls with significant clitoromegaly. Surgical reconstruction for 46XY DSD is guided by several factors, notably the size of the phallus and gonadal phenotype. The majority of individuals with disorders of sex development will require ongoing specialist care and long-term multidisciplinary follow-up and support.

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46

Owens, Matthew, and Graham F. Welch. Choral Pedagogy and the Construction of Identity. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.9.

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Following an initiative of the early 1990s, the majority of United Kingdom cathedrals now have girl as well as boy cathedral choristers, often alternating in the singing of the daily services. One of the original political challenges in this musico-cultural initiative was whether or not it was possible for girl choristers to attain the same vocal quality as their male counterparts. Empirical studies, however, suggest that there is considerable overlap between the psycho-acoustic vocal features of girls’ and boys’ singing, such that it is often difficult perceptually to distinguish between the two, particularly for the relatively naïve listener. Moreover, the music repertoire usually reaches across gender. The chapter provides an overview of these recent developments and explores how the musical director can best shape the vocal products of their choristers, while being sensitive to particular vocal production issues that relate to the development of girls’ voices.

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47

Lima, Cristiane Pereira, and Léia Teixeira Lacerda. Vivências e práticas pedagógicas sobre as relações de gênero: Anos iniciais do ensino fundamental. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-235-3.

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This book presents the results of pedagogical practices developed with children on gender relations topic. It aims to dialogue with professionals of early childhood education and early years of elementary school. It was created based on the need to produce educational resources able to encourage teachers and students on the development of this approach at school. The text is structured in 4 sessions. Section 1, “Gender relations at school”, presents the research paths, exposing theoretical and methodological reflections that may support the work of the educator. In section 2, “Childhood studies and their contributions to gender relations”, the contributions of childhood scholars to the analysis of data, its trajectory and ruptures are presented. This section also registers some needs to review teacher training – both in the initial and in the continued phase – choosing the curriculum to implement a critical and reflective pedagogical practice. Section 3, “Record of gender relations in a 2nd year of Elementary School class”, exposes the record of the children's narratives, their drawings and photos elaborated during the production of the data. To conclude, in section 4, “Pedagogical mediation project: pedagogical practices for the education of gender relations with children”, we highlight the moment when the literary text was presented and the proposed activities as possibilities for the debate on gender relations in the school space.

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48

Leadbeater, Bonnie, and Clea Sturgess. Relational Aggression and Victimization and Psychopathology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0007.

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Reviews of the cross-sectional research support the associations between relational victimization and relational aggression and the development of internalizing and externalizing problems. We review longitudinal research examining these associations and processes that may explain how relational victimization becomes linked to the development of psychopathology, particularly in late childhood and early adolescence. Longitudinal research is reviewed that locates mediators of the association between relational victimization and psychopathology in either faulty cognitive processes or problematic peer behaviors. Little research focuses on the longitudinal associations between relational aggression and psychopathology; however, research has begun to demonstrate considerable overlap of this type of aggression with other antisocial behaviors. We propose a conceptual framework that integrates the personal and social aspects of identity development in late childhood and early adolescence. We aim to advance our understanding of why peer victimization is associated with internalizing problems, and why, indeed, this association can become life threatening.

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49

Gartstein, Maria A., Samuel P. Putnam, Elaine N. Aron, and Mary K. Rothbart. Temperament and Personality. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.2.

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This chapter provides an overview of theory and research addressing temperament and personality, particularly as these are relevant to clinical applications. Our review begins with a brief history of influential frameworks and foundational constructs, including aspects they share in common and others engendering disagreement. Measurement approaches, development of temperament/personality, the biological underpinnings, and studies addressing cross-cultural and gender differences, are also noted in this review. The chapter concludes with problems in adaptation associated with temperament, focusing on ameliorating those difficulties through clinical applications of temperament and personality constructs with children and adults. Importantly, a developmental, empirically focused perspective informed this chapter, and as a result, this work includes references to developmental periods from early childhood to adulthood, emphasizing approaches that have received empirical support.

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50

Slaughter, Carolyn. Masculinity and Disability. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190458997.003.0016.

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Ernest Hemingway was plagued all his life by sexual arousal linked to associations developed in early childhood. In his letters and writing, Hemingway does not easily use “I” or “you.” From Paris, he writes to his boyhood friends as simply a male: “Bring a male up to date.” Psychoanalysts have given us a full range of Hemingway’s mental disabilities: latent homosexuality, posttraumatic stress disorder, bipolar disorder, narcissism, gender-identity issues, self-image issues, domestic abuse, alcoholism, and sexual inadequacy. His most profound disability might perhaps have been his disconnection from himself and others. His deepest longing was to dissolve with another in a way that did not require him to be a separate, individual person. Ultimately, Hemingway’s desire for dissolution led to self-murder, even as the chaos, rage, and agony of his bipolar mind brought with it an astonishing blessing: stark, intense, and magnificent prose.

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