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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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Hryniewicz, Liz. "An examination of the development and nature of professional identity in five Early Years Professionals/Early Years Teachers in England : a phenomenological study." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/16255/.
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This research project investigates the lived experience of professional identity of five Early Years Teachers, formerly Early Years Professionals (EYPs), working in a variety of early years settings in England. Early Years Teacher Status is a government-funded, standards-based graduate status for the birth to five sector, which replaced Early Years Professional Status (EYPS) in 2013. All EYPs are now entitled to call themselves Early Years Teachers. Both are part of a continued drive to professionalise the early years workforce, raise outcomes for children from birth to five and ensure children are ready for school. Concerns have been raised in the sector about the parity of pay, working conditions and status of Early Years Teachers when compared to those with Qualified Teacher Status (QTS). The research study uses an in-depth phenomenological approach and an innovative data gathering method, Learning Walks, to investigate how five EYPs, rebranded as Early Years Teachers, have made meaning of their new identity while working in a variety of early years settings: a pre-school, children's centre, home child-minding setting, Higher Education and nursery. Issues of identity, pedagogical leadership, power, agency and status are examined through the perspectives of the participants using Interpretative Phenomenological Analysis (IPA). The findings emphasise the unique experiences of these Early Years Teachers, which are contextual to their workplace and influenced by personal experience and belief systems. Their confidence in a multi-disciplinary pedagogical approach is very visible, embedded within their previous identity as an EYP. However, the study underlines some of the tensions, issues and challenges which come from an imposed shift of professional identity from EYP to teacher, without the same pay and working conditions as QTS, and situated within a traditionally complex and marginalised workforce beset by notions of hierarchy and status. It provides new insight into the reality of such an abrupt, imposed and regulated identity change within a shifting policy field, which is reconceptualising early years education and care as preparation for school.
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Howard, Rebecca. "A pedagogy of one's own bricolage, differential consciousness, and identity in the translexic space of women's studies, theatre, and early childhood education /." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272174018.
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Howard, Rebecca. "A Pedagogy of One’s Own: Bricolage, Differential Consciousness, and Identity in the Translexic Space of Women’s Studies, Theatre, and Early Childhood Education." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272174018.
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Wahome, Samatha. "Ain’t I a Girl: Black Girls Negotiating Gender, Race, and Class." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313436849.
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Catherine, Evandra. "EFFECTS OF PRACTICE-BASED COACHING INTERVENTION ON PRESCHOOL TEACHERS’ RESPONSES TO BLACK BOYS’ NEGATIVE EMOTION EXPRESSION." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5998.
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Current research indicates that caregivers’ responses and behaviors to young children’s emotion expressions communicate messages that teach young children how to understand, label, recognize and modify emotions in socially desirable ways. This process is referred to as emotion socialization. This topic is timely and relevant due to the large numbers of preschoolers suspended and expelled each year. Several reports indicate that 50,000 preschoolers are suspended each year and that Black boys are the largest recipients of such actions. Black boys comprise just 19% of preschool enrollment, but 45% of male suspensions. In addition, data show that preschool teachers expect challenging behavior to occur when Black boys are present, even when there is no challenging behavior. Cultural and contextual factors such as child’s race/ethnicity, gender, social status, are also influencing differences in preschool caregiver’s emotion socialization behaviors.
The goal of this study was to examine whether a professional development (PD) model increases preschool teachers’ use of emotionally supportive responses to the negative emotion expressions of Black boys with low levels of emotional competence. The research design was a multiple-baseline across participants design. There were two Black female teacher participants and the model was implemented in a private not-for profit center and a non-profit center that targeted families and children at risk for developmental delays. Findings from the study showed a functional relation between the PD model and teachers’ use of emotionally supportive instructional practices. Implications for the future include examining the impact of setting on implementation of the PD model using a multiple baseline across settings design and examining the role of teachers’ thoughts and beliefs about negative emotion expressions on teachers’ use of emotionally supportive responses.
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Murray, Jaclyn. "Troubling ‘race’ and power in preschool: an ethnographic Study of ‘race’ and identity discourses circulating in a Culturally diverse primary school in south africa." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/123361.
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El present estudi etnogràfic explora les complexitats de com els nens d’edats compreses entre cinc/sis anys construeixen i exploren les seves identitats racials durant la seva etapa educativa infantil en la Sudàfrica post-apartheid. Aquest estudi està emmarcat en un marc de transformació i integració del sistema educatiu, en el qual els discursos oficials, formals i informals de diversitat, diferència i identitat són examinats per tal d’entendre com el marc discursiu i ideològic dominant serveix per estructurar categories social i proporcionar poder. Gràcies a un intens involucrament amb les pràctiques lingüístiques i corporals del nens, vaig poder explorar un rang ampli de posicions discursives contemporànies pel què fa al tema de la raça, com també nocions com el gènere i la classe social. A traves de la teoria post-estructural i conceptes com poder, posicionament i multiplicitat, aquest estudi examina profundament les diverses percepcions en les quals els nens i els educadors reconstrueixen, negocien, resisteixen i subvertir processos de formació de la seva persona. La tesi enfronta problemàtiques epistemològiques i metodològiques en relació a les pràctiques d’investigació actual dels nens. Contràriament als principis essencialistes deconstructius que han servit per posicionar els nens com entitats passives de la societat, aquesta tesi treballa des de la premissa que els nens són actors socials competents que contribueixen en el desenvolupament de la societat. Per tant, mentre que els adults també tenen la oportunitat de tenir la seva pròpia veu, aquestes veus no són utilitzades per representar els nens. En canvi, aquestes veus estan juxtaposades per aportar una interpretació més integradora de la identitat i del procés discursiu en aquest estudi. La investigació demostra que les relacions inherents de poder a la binària entre nens i adults sovint serveixen per prevenir la percepció dels educadors i famílies que els nens són capaços d’interpretar identitats complexes de ‘raça’ que són més que tan sols descriptives. El meu enfoc com adult sense autoritat durant el meu treball de camp em va permetre guanyar una visió en profunditat de com els nens confronten categories socials i relacions de poder. Els resultats d’aquest estudi ens mostra que el passat radicalment segregat continua influenciant les identitats i relacions en el present. Mentre que el desig de superar i avançar cap a una reconciliació i transformació són evidents, la marca profunda que la ‘raça’ manté en les vides dels educadors és reiterat a través de la referència del colors de la pell, ‘blancor’, nocions de superioritat / inferioritat, silenci en la problemàtica, així com també les pràctiques d’actitud defensiva i agressiva. Els discursos informals que circulen entre els nens són significatius, de manera que donen sentit als seus mons socials i personals. Nocions com ‘raça’, gènere i classe són utilitzats amb regularitat i usats per definir posicions de poder i/o privilegi, així com també excloure. Posant en primer pla el món subjectiu dels neus, demostro aquí com els nens activament contribueixen a, i contesten, definicions dominants de ‘raça’ com ara establint discussions detallades de la seva aparença i diferència física. El joc, les històries i les amistats són instruments a través del qual explorar les nocions d’alteritat amb més detall i posar en relleu com els discursos de raça genera classes socials i llengua que interaccionen de formes que afirma o nega les posicions d’identitat que els nens prenen. ‘Raça’ és, per tant, no pas un concepte abstracte pels nens en aquest estudi. En canvi, és invocat i usat d’una manera concreta en intercanvis socials. Mentre que els nens estan exposats al discurs multicultural, no són ignorants de la naturalesa complexa de la política racial en el conjunt de la societat sud-africana.This ethnographic study explores the complexities of how young children aged five to six years construct and perform their ‘race’ identities in early schooling in post-apartheid South Africa. Set within the broad framework of transformation and integration within the education system, official, formal and informal discourses of diversity, difference and identity are examined in order to understand how dominant ideological and discursive frameworks serve to structure social categories and imbue them with power. Through intensive engagement with the linguistic and embodied practices of children, I explore the range of contemporary discursive positions available to them with regards to the category of ‘race’, and other notions such as gender and class. Framed by poststructural theory, and concepts of power, positioning and multiplicity, this study takes a close look at the myriad ways in which children and educators (re)construct, negotiate, resist and subvert subject formation processes. An integral epistemological and methodological concern of this thesis pertains to contemporary research practices with children. Deconstructing essentialist principles that have served to position children as passively socialised into society, this thesis works from the premise that children are competent social actors that contribute towards shaping society. Thus, while adults are also given a voice in this thesis, theirs is not used to speak for, and so represent, the children. Instead, these voices are juxtaposed to provide a more holistic interpretation of the identity and discursive processes under study. This research has demonstrated that power relations inherent in the child-adult binary often serve to prevent educators and caregivers from viewing children as capable of taking on complex ‘race’ identities that are more than just descriptive. My approach as a ‘non-sanctioning’ adult during fieldwork allowed me to gain an in-depth look at how children wrestle with social categories and relations of power. The findings from this research show that the ‘racially’ segregated past continues to shape identities and relationships in the present. While the desire to move forward towards reconciliation and transformation is evident, the tight grip that ‘race’ maintains in the lives of educators is reiterated through reference to skin colour, ‘whiteness’, notions of superiority/inferiority, silence on the issue as well as practices of defensiveness and aggressiveness. The informal discourses circulating among the children are significant in giving meaning to their personal and social worlds. Notions of ‘race’, gender and class are taken up with regularity and used to assert positions of power and/or privilege, as well as to exclude. Foregrounding the subjective world of children I have shown how children actively contribute to, and contest, dominant definitions of ‘race’ such as through engaging in detailed discussions of physical appearance and difference. Play, stories and friendship patterns were tools through which to explore children’s notions of ‘race’ and otherness in more detail and highlight how discourses of ‘race’, gender, class, and language intersected in ways that affirmed or negated the identity positions that children took up. ‘Race’ is therefore not an abstract concept for the children in this study; rather, it is invoked and used in concrete ways in social exchanges. While the children were exposed to multicultural discourses they were not ignorant of the more complex nature of ‘race’ politics in the wider South African society.
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Pereira, Maria Artete Bastos [UNIFESP]. "Professor homem na educação infantil: a construção de uma identidade." Universidade Federal de São Paulo (UNIFESP), 2012. http://repositorio.unifesp.br/handle/11600/9980.
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Publico-MariaArleteBastos.pdf: 1698449 bytes, checksum: 2839c77558292e22086feb4e90c7e1ed (MD5)Nesse estudo, a questão central é compreender a construção da identidade do professor-homem na Educação Infantil, ou seja, nesse universo de mulheres, sob a perspectiva da categoria gênero como categoria analítica, no exercício de sua profissão docente em creches e pré-escolas da rede municipal de ensino da cidade de Guarulhos. Ao se analisar o quadro do magistério, nos anos iniciais de escolarização de meninos e meninas, constata-se um número significativamente maior de mulheres em relação ao número de homens, e que não é diferente na rede de ensino do município de Guarulhos, tanto na Educação Infantil (creche e pré-escola), como nas séries iniciais do Ensino Fundamental (ciclo I), sendo que há uma prevalência maior de professor homem no Ensino Fundamental do que na Educação Infantil. A Educação Infantil, embora tenha mais de um século de história, como cuidado e educação extradomiciliar, somente nos últimos anos foi reconhecida como direito da criança, das famílias, como dever do Estado e como primeira etapa da Educação Básica, daí podermos inferir o número menor de homens neste nível de educação, visto sua concepção estar mais voltada ao cuidar – tendo o corpo de meninos e meninas no centro do debate, do que propriamente a educar, como se fosse possível separar uma da outra, visto que são ações indissociáveis. Entretanto, ao eleger a Educação Infantil como forma de atuação com as crianças, estariam os homens excluídos deste fazer? Para buscar responder a esta questão, tomou-se como referencial teórico os estudos das relações de gênero, entendendo-o como uma construção social que influi na construção de identidades presentes no espaço institucional específico a ser estudado: a escola. Buscou-se através das histórias de vida de cinco professores homens conhecer suas trajetórias como docentes deste tempo de vida. Na análise das entrevistas constatou-se que a identidade do professor homem está em construção, considerando-se a complexidade das mudanças ocorridas na Educação Infantil que afetam a todos e todas os/as profissionais que trabalham com este nível de ensino e, consequentemente, os professores homens. Considerando as relações de gênero, como construções sociais para as diferenças sexuais entre homens e mulheres, os resultados demonstram que embora haja mudanças nas subjetividades dos professores homens deste estudo, devido às relações com as crianças e as mulheres profissionais, onde “masculino” e “feminino” se entrecruzam; por outro lado, nestas mesmas interações, fica explícito que não foi possível romper totalmente com a masculinidade hegemônica que ainda permanece e se traduz principalmente nos binarismos – masculino e feminino – presentes e arraigados “neles próprios”, como muitos deles explicitaram ao longo das entrevistas, e que se traduzem nas práticas cotidianas, visto serem culturais e históricas.
In this study, the central debate is to understand the construction of the identity of a male teacher in children education, in this women universe; from the perspective of gender as an analytical category, in the exercise of their profession teaching in municipal nurseries, pre-schools and schools of the city of Guarulhos. When analyzing the context of teaching in the early years of schooling of boys and girls, the number of women are significantly higher than men, and that is no different in the school system in the city of Guarulhos, including nurseries and pre-school, whereas in the early grades of elementary school (first cycle), there is a higher prevalence of teacher man in. The Early Childhood Education, although it has more than a century of history as an extra care and education, only recently has been recognized as the children rights, families, and the duty of the Government and as the first stage of basic education, then we can infer the smaller number of men at this level of education, since its conception be more focused on care - having the body of boys and girls in the center of the debate, than to educate, as if it were possible to separate from each other, since they are inseparable actions. However, when choosing a Primary school as a way of working with children, men were excluded from this rule? To attempt to answer this question, taken as theoretical studies of gender relations, understanding it as a social behavior that affects the construction of identities present in the specific institutional space to be studied: the school. Was sought through the experience of five men teachers to know their careers as teachers in this lifetime. On the analysis of the interviews it was found that the identity of the male teacher is under construction, considering the complexity of the changes in Childhood Education that affect everyone and all the professionals who work with this level of education and therefore the male teachers. Considering gender relations, as social constructions for the sexual differences between men and women, the results show that although there are changes in the subjectivities of male teachers in this study, because of the relationships with children and professional women, where "masculine" and "feminine" intersect, on the other hand, on these same interactions, it is clear that it was not possible to break completely with the hegemonic masculinity that remains and is reflected mainly in binarisms - masculine and feminine - present and entrenched "in themselves" as many of them made explicit during the interviews, and which are reflected in daily practices, since they are cultural and historical.
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Kabysh-Rybalka, Anna. "Examining the potential of the Creative Pedagogy of Play for supporting cultural identity development of immigrant children in Swedish preschools : A systematic literature review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-41418.
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This study investigates the literature of the Creative Pedagogy of Play to examine the potential for this pedagogy to support cultural identity development of immigrant preschoolers in the Swedish context. Twelve articles were reviewed in order to characterize outcomes of the Creative Pedagogy of Play potentially relevant for this support. Identified outcomes included: recognizing and promoting children’s agency, co-creation of an imaginary world through diverse forms of expression, emotional involvement (“perezhivanie” as lived through experience), building peer relationships, valuing ambivalence, narrative teaching and narrative learning. In this thesis, we argue that these outcomes of Creative Pedagogy of Play have the potential to create supportive conditions associated with the development of cultural identity (such as: social inclusion, respect for diversity, care, guidance and teaching offered by adults, recognizing children’s agency, and building relationships with friends and peers). The combination of these conditions creates a potential for the cultural identity formation through the Pedagogy of Play. Implications of this systematic review for early childhood education research and practice are discussed with particular focus on implications for engaging with questions of culture in preschool pedagogy.
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Chou, Yu-Hui. "A Study of Gendering Culture of New Taiwanese Children in Their Kindergarten Classrooms." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310739511.
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Sharpe, Tanzeah Shanae Robinson. "Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.
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Johannesson, Sara, and Emma Olsson. "Medvetenhet och osäkerhet: hur vill jag att du ska bli? : – en fenomenografisk studie om barnskötares och förskollärares uppfattningar om hur genus påverkar barnets identitetsskapande." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10558.
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Syftet med denna studie är att bidra med en ökad förståelse för hur genus kan påverka barnets identitetsskapande. Studiens forskningsfråga är: hur kan genus påverka barnets identitetsskapande? I litteraturgenomgången belyses studiens forskningsfråga utifrån olika aspekter, såsom vilka förväntningar det finns på flickor och pojkar, språkets betydelse för barnets identitetsskapande och hur genus och identitet skapas. Studiens problemprecisering är: hur beskriver barnskötare och förskollärare verbalt att deras genusperspektiv kan påverka barnets identitetsskapande? För att besvara studiens problemprecisering har två barnskötare och fyra förskollärare intervjuats utifrån en kvalitativ intervjuform. Analysprocessen utgår från den fenomenografiska forskningsansatsen, då studien fokuserar på att urskilja variation i uppfattningarna om studiens problemprecisering. Resultatet urskiljer barnskötares och förskollärares uppfattningar om studiens fenomen utifrån olika betydelsefulla aspekter som tillsammans besvarar studiens problemprecisering. Resultatet visar att barnskötare och förskollärare strävar efter att bemöta barnet som individ men att barnets könstillhörighet avgör för hur det blir bemött som flicka eller pojke går att urskilja som en avgörande aspekt för hur barnet skapar sin identitet.The purpose of this study is to contribute to a better understanding of how gender can affect the child's identity. The study's research question is: how can gender affect the child's identity? The literature review investigates the research question from different aspects, such as what expectations there are for girls and boys, the importance of language for the child’s identity and how gender and identity is created. The study's problem specification is: how describe nanny and preschool teacher verbally that their gender perspective can affect the child's identity? To address the research question two teaching assistants’ and four preschool teachers were interviewed using a qualitative interview form. The analysis process uses a phenomenographic research approach, which focus on identifying variation in perceptions of the research question. The study investigates the perception of child minders and preschool teacher on a number of important aspects, each of which acts as an important factor in fully answering the research question. From the results it is possible to discern that teaching assistants’ and preschool teachers’ do attempt to treat each child as an individual. It is also clear that a child's sex determines how it will be treated, and that this can be identified as a crucial aspect of how the child creates its own identity.
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Silva, Dilma Antunes. "De pajem a professora de educação infantil: um estudo sobre a constituição identitária da profissional de creche." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16171.
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This research aims to investigate the process of identity formation of teachers in early childhood education working in daycare, specifically those who have started their work in the field as day care takers and child development assistants. The research is justified by the fact that it is still a poorly explored theme in the studies on the field of teaching early childhood education, from zero to three years old. This is a qualitative study based on conceptions of social and historical Psychology. The procedure of research adopted was data collection through non-direct interview policy with focus on narratives of life stories. Apart from a bibliographical study, it was necessary to carry out a survey of the studies on teacher identity presented over the last decade at the GT07 of ANPED, which focuses studies on early childhood education, from zero to six years old. There were 256 papers found during the decade of 2004-2013, amongst them only three are on the theme addressed in this research. Three teachers from early childhood education, working specifically in day care from public municipal de São Paulo participated in this research. After collecting and transcribing their interviews, we proceeded to the thematic analysis of the material. The analysis of the results obtained was based on the following axes: the humble beginnings and the childhood background of educators of kindergarten; their personal and professional trajectories; and the affective dimension of pedagogical practice. The results show that their journeys of personal and professional life and their formative journeys are constituent elements of the professional identity of daycare teachers. It was observed in the discourse of the educators that the initial and continuing teacher development in this field has enabled them to develop a sense of belonging to a group of teachers of basic education. However, as far as the school goes, there is still a hierarchy, reinforced legally, among teachers of different levels, in which the teacher of early childhood education, especially those responsible for children from zero to three years old, is considered less of an "educator" than the others, reinforcing the idea of the prevalence of caution at the expense of education and the non-recognition of the inseparability between these activities, regardless of the education segment
Esta pesquisa tem como objetivo investigar o processo de constituição identitária de professoras de educação infantil que atuam em creche, especificamente aquelas que iniciaram seu trabalho nesse campo como pajens e auxiliares de desenvolvimento infantil e se justifica pelo fato de ainda ser um tema pouco explorado em pesquisas sobre a docência na Educação Infantil de zero a três anos. Trata-se de um estudo qualitativo fundamentado nas concepções da Psicologia Sócio-histórica; adotou-se como procedimento de coleta dos dados a entrevista não-diretiva, com foco na narrativa da história de vida. Fez-se necessário, ainda, além de um estudo bibliográfico, o levantamento dos estudos sobre identidade docente apresentados ao longo da última década no GT07 da ANPED, que concentra estudos sobre a Educação Infantil de zero a seis anos. Foram encontrados 256 trabalhos durante o decênio de 2004-2013, dos quais apenas três contemplam a temática abordada nesta pesquisa. Participaram desta pesquisa três professoras de educação infantil que atuam em creche da rede pública municipal de São Paulo; após a coleta e transcrição das entrevistas concedidas por elas, procedeu-se à análise temática do material. A análise dos resultados obtidos se baseou nos seguintes eixos: a origem humilde e as marcas da infância das educadoras de creche; trajetórias pessoais e de profissionalização e dimensão afetiva da prática pedagógica. Os resultados mostram que os percursos da vida pessoal e profissional e os percursos formativos são elementos constituintes das identidades profissionais das educadoras de creche. Observou-se nas falas das educadoras que o campo da formação inicial e contínua lhes possibilitou desenvolver o sentimento de pertença a um grupo de professores da educação básica. Entretanto, ainda permanece, no âmbito da escola, uma hierarquização, reforçada legalmente, entre os docentes dos diferentes níveis, na qual a professora da educação infantil, sobretudo aquela responsável pelas crianças de zero a três anos, é considerada menos educadora que as demais, reforçando a ideia da prevalência do cuidado em detrimento da educação e o não reconhecimento da indissociabilidade entre essas atividades, independentemente do segmento da educação
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Treiber, Danielle N. "Is It Who Am I or Who Do You Think I Am? Identity Development of Adolescents With Substance Use Disorders." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1561825820386228.
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Faulkner, Jamie. "Pre-teenage Transgender Children: Their Families and Education." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435244358.
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Ferreira-Talbot, Marie-Christine. "Contribution à l’analyse du développement identitaire des éducateurs de jeunes enfants et des éducateurs spécialisés en formation." Thesis, Paris, HESAM, 2020. http://www.theses.fr/2020HESAC005.
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Cette thèse porte sur le développement identitaire des éducateurs de jeunes enfants et des éducateurs spécialisés en formation. Elle étude identifie et analyse les éléments à l’origine du choix d’orientation, afin d’éclairer la construction du projet professionnel de chacune des populations au fil de l’expérience pratique. Elle met en évidence les liens entre expériences de socialisation (Dubar, 2015) et développement identitaire des jeunes (Erikson, 2014 ; Marcia, 1993; Arnett, 2000). Articulée au modèle des représentations sociales (Moscovici, 2004 ; Abric 2011 ; Moliner, 2001) et à celui de la reconnaissance (Honneth, 2000 ; Ricœur, 2004 ; Kaddouri, 2002), le cadre théorique éclaire leurs conduites entre engagement et exploration (Marcia,1993 ; Luyckx & al, 2006 ; Meeus 2011). Le dispositif méthodologique mixte fondé sur une approche qualitative longitudinale et une approche quantitative permet d’interroger l’élaboration et l’évolution du projet professionnel en formation. Les résultats montrent le rôle des expériences socialisatrices dans le développement identitaire et l’intérêt croissant des éducateurs de jeunes enfants pour les publics de l’éducation spécialisée. Cette recherche ouvre une réflexion sur la conception des formations plus flexibles en travail social (Wittorski, 2008), qui permettrait de faire advenir le projet de soi professionnelThis thesis focuses on the identity development of early childhood educators and specialised educators during their curriculum. The study identifies and analyses the factors underlying the choice of orientation in order to enlighten the construction of the vocational project of each population over their training experience. It highlights the links between social experiences (Dubar, 2015) and youth identity development (Erikson, 2014 ; Marcia, 1993 ; Arnett, 2000). Based on the model of social representations (Moscovici, 2004 ; Abric 2011 ; Moliner, 2001) and recognition (Honneth, 2000 ; Ricœur, 2004 ; Kaddouri, 2002), the theoretical scope illuminates their conduct between commitment and exploration (Marcia,1993 ; Luyckx & al, 2006 ; Meeus 2011). The mixed methodological system based on a longitudinal qualitative approach and a quantitative approach allows to better understand the development of student’s professional project and its evolutions. The results show the role of social experiences in identity development and the growing interest of early childhood educators in special education. This research opens up prospects for the design of more flexible curriculum in the field of social work (Wittorski, 2008), for the fulfillment of the professional self-project
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Pierce, Jessica Lynne. "Family Functioning and Responsiveness in Family Child Care Providers." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1502404892864807.
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Lupold, Eva Marie. "Literary Laboratories: A Cautious Celebration of the Child-Cyborg from Romanticism to Modernism." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339976082.
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Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Hickey, Chris L. Sr. "The Phenomenal Characteristics of the Son-Father Relationship Experience." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366845575.
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
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Chen, Ying-Chuan, and 陳瑩娟. "A study on gender cognition development of early childhood children." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/78283021286905775534.
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碩士國立高雄師範大學
性別教育研究所
92
Due to the implement of gender equality education, the issue of ‘gender’ attracted lots of attention; however, the researches on early childhood gender education were still few. It aroused people’s curiosity whether gender cognition of those early childhood children have changed along with the progress of times and openness of society. If we want to carry out gender education in the pre-school stage, it’s necessary to understand gender cognition of current early childhood children first. Therefore, this study took 4-6 years old children as study subjects, and collected data with interview methodology, focusing on exploring current early childhood children’s gender cognition on parent image, personality, toy, color, and future vocation. The findings showed the following development trend of early childhood children’s gender cognition: I.Gender cognition as a whole developed toward gender stereotype. II.Some children’s gender cognition have loosened due to change of times. III.Differences on cognition were not necessarily influenced by sex factor. IV.Gender segregation phenomenon was obvious on choice of brother or sister/peers and toys. V.Individual differences existed in the development of gender concept. After analyzing the interview materials, the researcher found the current situation of early childhood children’ gender cognition as follows: I The image of parents i.Mother was the main practitioner of domestic chores. ii.Father took care of most repair work and pouring out trash. iii.Both parents had to work to afford the family expenditure. iv.Parents bought toys according to children’s liking. II Personality i.Children tended to prefer same-sex brothers or sisters and peers, while liked opposite-sex brothers or sisters and peers less. ii.Boys were in the majority of the naughty kids. iii.Well-behaved, weepy, clean, brave kids were both boys and girls. iv.Whether the early childhood children liked a certain person influenced whether they played the role of a comforter. III Toys i.Most of the toys boys liked were robots, fight whipping tops, cars, building blocks, and Yu-Gi-Oh. ii.Most of the girls liked dolls and toy bears. iii.Boys disliked to play ‘girlish’ toys, while girls disliked to play ‘boyish’ toys. IV Colors i.Boys liked black, blue, green, as well as red and pink. ii.Girls liked red, pink, orange, and iris. V Future vocation i.Policemen, firemen, and soldiers were future aspiration of most boys. ii.Mothers, teachers, nurses, superstars and florists were future aspiration of most girls. At last, the researcher provided parents and teachers some suggestions to follow when teaching children, and provided advices for future researchers. To teach gender education in pre-school stage, it is necessary to understand current early childhood children’s gender cognition first, so that it is possible to design curriculum accordingly and then move forward to teach.
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Chang, Chun-Tzu, and 張純子. "A Study on Development of Professional Identity among Early Childhood Educators." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/32389151806330600168.
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博士國立中正大學
教育學研究所
98
For preschool teachers, professional identity is an integral view of them as a teacher. As providers of preschool education, they are usually viewed as the key to success of education and the most important medium for realizing preschool education policies and ideas. Hence, “teacher professionalism” has become an important issue in education area. Currently, Taiwan’s preschool education is facing an ongoing decline of birth rates and market orientation. Integrating kindergartens and day-care centers is an evitable trend. Preschool teachers thus need to alter their professional roles. They need to know who they are, why they are engaged in preschool education, how they view their profession, where is their professional autonomy, and how to present it? Against this background, research of teacher’s professional identity has to focus on: how teachers describe themselves as a preschool teacher; how they explain their teaching beliefs, attitude, commitment, and methods; what they think makes a good teacher and what is the meaning for them to be a teacher; how they view the preschool and education policies; and what is their plan and vision of being a preschool teacher. Through preschool teachers’ narration of their past, the present, and the future, the life stories of preschool teachers under the social development in Taiwan could be presented, and the emergence, progression, and transformation of their professional identity could be discovered. Based on the narrative inquiry method, this paper investigated the professional identification process of four early childhood educators (including both sexes). The research data were collected mainly via in-depth interview and also included interview notes and reflection journals made by the researcher. Through the stories provided by the participants, the researcher first explored development of their professional identity and how it was shaped and transformed. Later, the researcher discussed the effects of the socio-cultural structure and professional identity on early childhood educators and analyzed how they demonstrated the “reflection—action” learning process to consolidate the discourse on professionalism of early childhood education. The conclusions included: 1.The professional identity of early childhood educators encompassed: Early childhood educators their professions was fostered through professional training; Continuous professional update and reflection; Professional self-image; Presentation of professionalism; Reconfirmation. 2.Factors affecting the development of professional identity in the four early childhood educators included schooling/internship, important people/events in job, self-concept/personality traits, job perceptions, values, and motivations, as well as career development. 3.In terms of the association between professional identity and socio-cultural structure, this study found that the early childhood educators were not completely affected by market orientation, gender culture, preschool organization, preschool system, and policy reform, because their professional identity was integrated with personal values, beliefs, emotional and contextual factors, which were not completely negative or constraining to them. In the socio-cultural framework, in addition to personal understanding or individual factors, any constraint might become a key factor of positive guidance. 4.The four early childhood educators’ process of “awareness—reflection—action” and confirmation of the value of their profession through “reflective learning” were an embodiment of professional identity development. Finally, this study proposed suggestions in three aspects, including early childhood educators, early childhood education environment, and future research.
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Miller, Michael Robert. "The relation between theory of mind development and gender-typed development in early childhood." Thesis, 2007. http://hdl.handle.net/1828/2412.
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Theory of mind development and gender-typed development are two areas of children's social-cognitive development that have rarely been compared. The current study predicted that a relation between theory of mind and gender-typing would exist based on components from both areas of development sharing similar social-cognitive processing demands. Eight tasks examined 5- to 7-year-olds' understanding of social perspective taking. interpretive theory of mind, gender constancy. gender stereotypes_ gender flexibility. and vocabulary. As predicted. children's knowledge of social perspective taking was related to gender constancy understanding over and above age. gender. and vocabulary. No relation was found between children's knowledge of social perspective taking and gender stereotype rigidity or between children's knowledge of interpretive theory of mind and gender flexibility. Implications for the findings and suggestions for future research are presented.
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"A father’s role in early childhood development: Examining gender equality in Rwanda." Tulane University, 2021.
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archives@tulane.eduIn recent years, Rwanda has placed considerable emphasis on ensuring children achieve their right to development through investments in the critical period of early childhood. Additionally, development priorities in Rwanda include a commitment to gender equality through policies aimed at advancing opportunities for women. However, gender inequality in Rwanda persists, and children risk realizing their developmental potential. This study asks what role fathers play in achieving Rwanda’s priorities related to early childhood development within the context of gender equality by utilizing the gender as a social structure theoretical framework. Does adherence to cultural expectations of gender in Rwanda affect children’s outcomes? Specifically, the study asks three main questions. Does greater paternal engagement increase the odds that children will be developmentally on track? Does more equitable decision making between parents increase the odds that children will be developmentally on track? Does acceptance of violence against women by both parents lower the odds that children will be developmentally on track? To explore the research questions, logistic regression models were estimated using data from the 2014-2015 Rwanda Demographic and Health Survey. This study found that children had lower odds of on-track social-emotional development when fathers held greater power and authority over mothers. It also found that when fathers engaged in activities not normally considered the domain of men, children had greater odds of on-track literacy-numeracy development, but that when women acted in ways seen as more masculine, children had lower odds of on-track social-emotional development, underscoring both the opportunities and complexities of working to dismantle gender inequality. The findings suggest that adherence to the cultural expectations of gender in Rwanda are not in the best interest of children, and that the role of men in society must be reconsidered in ways that challenge their power and privilege, but also free them of the constraints of their own gender.
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Megha Patel
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Φωτοπούλου, Βασιλική. "Επαγγελματισμός, επαγγελματική ανάπτυξη, επαγγελματική ταυτότητα και εκπαιδευτικός. Η περίπτωση των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης." Thesis, 2013. http://hdl.handle.net/10889/6363.
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Η παρούσα διδακτορική διατριβή πραγματεύεται ζητήματα που αφορούν στον επαγγελματισμό, στην επαγγελματική ταυτότητα και στην επαγγελματική ανάπτυξη με αναφορά στον εκπαιδευτικό της Πρωτοβάθμιας Εκπαίδευσης.
Για τη διεξαγωγή της εμπειρικής έρευνας χρησιμοποιήθηκε το ανώνυμο γραπτό ερωτηματολόγιο. Η επεξεργασία των δεδομένων έγινε με το στατιστικό πακέτο IBM SPSS Statistics (version 20) και αξιοποιήθηκαν οι στατιστικοί δείκτες: Mann-Whitney (U), Kruskal-Wallis (H), Friedman’s ANOVA (χ2), Wilcoxon (T) και χ2 ανεξάρτητων δειγμάτων.
Το δείγμα της έρευνας αποτελείται από 310 εκπαιδευτικούς, οι οποίοι υπηρετούσαν σε σχολεία της περιφερειακής ενότητας Αχαΐας κατά το ακαδημαϊκό έτος 2011-2012, εκ των οποίων οι 234 είναι εκπαιδευτικοί Δημοτικής Εκπαίδευσης (ποσοστό απόκρισης: 17% του δειγματοληπτικού πλαισίου) και οι 76 είναι εκπαιδευτικοί Προσχολικής Αγωγής (ποσοστό απόκρισης: 19% του δειγματοληπτικού πλαισίου). Το μέγεθος του δείγματος είναι αντιπροσωπευτικό του υπό διερεύνηση πληθυσμού.
Με βάση τα αποτελέσματα της εμπειρικής έρευνας, διαπιστώνεται ότι οι εκπαιδευτικοί Δημοτικής Εκπαίδευσης και οι εκπαιδευτικοί Προσχολικής Αγωγής παρά τις επιμέρους διαφοροποιήσεις που παρουσιάζουν στις απαντήσεις τους, αποδίδουν ιδιαίτερη σημαντικότητα σε ουσιώδεις παραμέτρους των εννοιών που μας απασχολούν και αναδεικνύουν την ουσιαστική συμβολή τους στην επαγγελματική τους υπόσταση και στην ποιότητα του έργου τους στο σχολείο.The purpose of this PhD thesis is to investigate primary and pre-primary education teachers’ perceptions on issues related to professionalism, professional identity and professional development. The empirical survey of this study was carried out by using anonymous written questionnaires. Data processing and statistical analysis were performed using the IBM SPSS Statistics Software package (version 20). The statistical tests used were Mann-Whitney (U), Kruskal-Wallis (H), Friedman’s ANOVA (χ2), Wilcoxon (T) and Chi-Square (χ2) Test for Association. The sample of the survey consists of 310 primary and pre-primary education teachers who were working in schools located in the region of Achaia, during the school year 2011-2012. The size of the sample is broadly representative to the population under investigation. Two hundred thirty four (234) of them were primary education teachers (response rate: 17% of the sampling frame) and 76 were pre-primary school teachers (response rate: 19% of the sampling frame). The findings of the empirical research indicate that, despite some differences in the responses between the two groups, both groups tend to attribute great importance to substantial aspects related to professionalism, professional identity, and professional development. Moreover, they underline the significant contribution of these aspects to their overall work at school.
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Sousa, Joana Raquel Faria. "Impacto de um dispositivo de avaliação externa na avaliação da qualidade em creche: um estudo sobre as perspetivas de desenvolvimento profissional nos educadores de infância." Master's thesis, 2013. http://hdl.handle.net/1822/28917.
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Dissertação de mestrado em Ciências da Educação (área de especialização em Desenvolvimento Curricular)A presente investigação “Impacto de um dispositivo de Avaliação Externa na Avaliação da Qualidade em Creche. Um estudo sobre as perspetivas de Desenvolvimento Profissional nos Educadores de Infância” pretende analisar as transformações vividas na educação de infância que têm vindo a alterar o âmbito curricular e a sua identidade. Numa sociedade onde se “olha” a educação de infância numa perspetiva algo “assistencialista”, procuram-se respostas, alteramse estruturas organizativas e modificam-se processos educativos que permitam oferecer a esta etapa educativa uma maior credibilidade. Uma das alterações relaciona-se com o Modelo de Avaliação da Qualidade em Creche (MAQC) proposto pelo Instituto de Segurança Social (ISS, I.P.), relativamente às Instituições Particulares de Solidariedade Social (IPSS). O MAQC surge com a ambição de criar um referencial normativo que permita a avaliação da qualidade e distinga positivamente as IPSS que o estão a implementar com base em processos de autoavaliação que forçam a eficácia através do envolvimento de todos os atores no processo de avaliação (Stufflebeam, 2003). Num contexto de AEE (AEE) que está relacionado com a avaliação das organizações educativas (Sobrinho, 2003), este estudo pretende compreender o impacto da AEE na identidade e desenvolvimento professional do educador de infância tendo como referência o MAQC. Esta dissertação faz parte de um projeto de investigação financiado pela FCT (PTDC/CPECED/ 116674/2010) intitulado “Impacto e efeitos da avaliação externa de escolas no ensino não superior”. Neste estudo foi utilizada a metodologia qualitativa, baseada na análise documental e no inquérito por entrevistas a educadores de infância (Bogdan & Biklen, 1994). Os resultados empíricos apresentados realçam uma transformação da organização curricular da educação em creche, baseada em standards qualitativos, produtividade educativa baseada no modelo da racionalidade tyleriana e na concetualização da accountability, para justificar os resultados da educação em creche (Taubman, 2011; Pacheco, et al, 2014). Tal como em todas as mudanças, este referencial normativo, que se assemelha a um dispositivo de AEE, fomenta o conflito e as oportunidades, promovendo um questionamento da identidade e desenvolvimento profissional junto dos educadores de infância.
The present study "Impact of a device in the External Evaluation Quality Assessment in Early Childhood Education. A study on the perspectives of the Professional Development in Early Childhood Educators" intents to analyze the transformations in early childhood education that are changing the identity and the Curriculum. In a society that regards early childhood education in a charitable perspective, answers are searched, organization structures are changed and educational processes are modified in order to increase the credibility of this educational stage. One of the changes is related with the Portuguese Social Security Institute’s (ISS, I.P.) proposal to the institutions of the non-profit sector with early childhood education services (IPSS), with the ambition to create a normative referential that allows an evaluation of the quality of the services and distinguishes positively the institutions by the development of evaluation models, such as daycare centers. In the context of the external evaluation, related to institutional evaluation (Sobrinho, 2003), we intent to study the impact of the Portuguese school external evaluation on the professional identity of the early childhood education teachers based on a quality evaluation model (MAQC) applied to grant quality based on self-evaluation process to foster its effectiveness and implicate all participants in the evaluation process (Stufflebeam, 2003). Like in every changing process, this normative referential, which has resemblances with an external evaluation tool, increases the conflict and the opportunities arise the debate about the impact on the early childhood education teachers professional development and identity that the external evaluation tools and the quality evaluation models are causing. This dissertation is a part of a research project funded by the FCT (PTDC/CPECED/ 116674/2010) entitled “Impact and effects of external evaluation on non-higher education schools”. The methodology used in this study was qualitative, based on documentary analysis and interviews with early childhood education teachers (Bogdan & Biklen, 1994). The results presented are focused in a transformation of the curriculum organization for early childhood education services, established on quality standards, educational productivity based on Tyler’s rationality, and accountability (Taubman, 2011; Pacheco, et al, 2013).