Gender Equity in Early Childhood EducationMain MenuIntroductionWhy is Early Childhood Education Important?Why is Early Childhood Education Important for Girls?How is Gender Socially Constructed in the Early Years?Why Is Parent Involvement Important for ECE?A Comparative Look At ECE and Gender EquityParent Attitudes, ECE and Gender Equity in The United States, Kenya and CambodiaConclusionKelly Grace33ad43180d3cbf24c9554a05e30c99611fd3ababDana Stiles1776c60122811f7ceb112aadf951353b993a2d54
Gender Roles Represented in Young Children
12015-11-02T21:05:51-08:00Kelly Grace33ad43180d3cbf24c9554a05e30c99611fd3abab58083Bibliography "Girl Playing With Doll." Photo. Concord. http://www.concordmonitor.com/csp/mediapool/site/dt.common.streams.StreamServer "Little Girl Repairs ...plain2015-11-04T14:42:13-08:00YouTube2013-12-05T15:18:57.000ZLT3PyOUu8WcKelly Grace33ad43180d3cbf24c9554a05e30c99611fd3abab
The early years in a child’s life are the most formative period for cognitive development. An important aspect of this development is gender identity. Studies suggest that by the time children can talk, they have in place perceptual categories that distinguish ‘‘male’’ from ‘‘female’’ . Given that ECCE programs seek to improve children’s developmental outcomes and provide socialization to children, ECCE utilizes socio-cultural constructs to develop a child's gender identity and subsequently address gender equity.
12015-11-20T14:10:24-08:00Socio-Cognitive Theory and Gender Identity Formation4gallery2015-11-20T14:17:24-08:00This theory represents a particular view of how gender-related behavior is acquired and maintained, based on contemporary social learning theory (Bandura, 1986; Bussey & Bandura, 1999). A cornerstone of this theory is that children learn through the modeling of others. Children, and specifically girls, are capable of learning gender-typed behaviors through the observation of same-sex models (Bandura, 1986). Bussey and Bandura (1999) asserted that children learn under what conditions modeled behaviors and attitudes should be adopted, such as when parents instruct their child to behave in a more gender-egalitarian manner, but model highly gender-typed behaviors (Martin, Ruble & Szkrybalo, 2002). By this, it is clear that gender identities and roles are created and maintained via social influences (such as parents, teachers, and teachers). ECCE is avenue to disseminate and shape gender norms and expectations, therefore impacting gender equity through the development of gender identity.
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