Xu, Y;
(2021)
Challenging gender stereotypes through gender-sensitive practices in early years education and care.
Early Education Journal
(93)
pp. 10-12.
Preview |
Text
Xu_Challenging gender stereotypes through gender-sensitive practices in early years education and care_AAM.pdf - Accepted Version Download (231kB) | Preview |
Abstract
Gender stereotypes prevailingly perpetuate in parents’ and practitioners’ interactions with young children in the early years. Whilst the majority of practitioners recognise the harm gender stereotypes cause to children, many have received limited training on challenging gender stereotypes either during their initial training or in their continuous professional development (The Fawcett Society, 2020). This article draws on my recent research to support early years practitioners and teachers in understanding and challenging gender stereotypes from cross-cultural perspectives (Xu, 2020a, 2020b). Here I consider why and how gender matters in early years education and care (EYEC); and examine gender-sensitive practices in EYEC.
| Type: | Article |
|---|---|
| Title: | Challenging gender stereotypes through gender-sensitive practices in early years education and care |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.early-education.org.uk/early-education... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | gender stereotypes, cross-cultural, gender-sensitive, early childhood education and care |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10122280 |
Archive Staff Only
 |
View Item |
