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Preschool teachers’ approaches to gender differences within a child-centered pedagogy: findings from an Indonesian kindergarten

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Preschool teachers’ approaches to gender differences within a child-centered pedagogy: findings from an Indonesian kindergarten. / Adriany, Vina; Warin, Jo.
In: International Journal of Early Years Education, Vol. 22, No. 3, 2014, p. 315-328.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Adriany, V & Warin, J 2014, 'Preschool teachers’ approaches to gender differences within a child-centered pedagogy: findings from an Indonesian kindergarten', International Journal of Early Years Education, vol. 22, no. 3, pp. 315-328. https://doi.org/10.1080/09669760.2014.951601

APA

Adriany, V., & Warin, J. (2014). Preschool teachers’ approaches to gender differences within a child-centered pedagogy: findings from an Indonesian kindergarten. International Journal of Early Years Education, 22(3), 315-328. https://doi.org/10.1080/09669760.2014.951601

Vancouver

Adriany V, Warin J. Preschool teachers’ approaches to gender differences within a child-centered pedagogy: findings from an Indonesian kindergarten. International Journal of Early Years Education. 2014;22(3):315-328. doi: 10.1080/09669760.2014.951601

Author

Adriany, Vina ; Warin, Jo. / Preschool teachers’ approaches to gender differences within a child-centered pedagogy : findings from an Indonesian kindergarten. In: International Journal of Early Years Education. 2014 ; Vol. 22, No. 3. pp. 315-328.

Bibtex

@article{c772598682b048fca46c07e1b726ba52,
title = "Preschool teachers{\textquoteright} approaches to gender differences within a child-centered pedagogy: findings from an Indonesian kindergarten",
abstract = "Globally, the child-centred approach to education has influenced practitioners' views of young children as having democratic rights. A key principle of this concept is the belief that each child is unique and can only be compared in relation to their own performance. Here we employ a feminist poststructuralist approach to critique the child-centred discourse which normalises children's behaviour, situating children's different and non-normal behaviour as the other – including children's gendered behaviour. Drawing on data from the first author's ethnography of gender relations in Kopo kindergarten in Bandung Indonesia, we attempt to explore how the concepts of {\textquoteleft}care{\textquoteright} and {\textquoteleft}difference{\textquoteright} were used and negotiated by staff. Findings suggest that a visible surveillance of children is maintained in settings and is used by teachers as a form of social control. Teachers interpret their caring role in ways that perpetuate traditional gendered behaviour. It is concluded that there is a need to expand the notion of care by respecting differences, including gender differences, in children's behaviour.",
keywords = "gender, child-centred, care, preschool teachers",
author = "Vina Adriany and Jo Warin",
year = "2014",
doi = "10.1080/09669760.2014.951601",
language = "English",
volume = "22",
pages = "315--328",
journal = "International Journal of Early Years Education",
issn = "0966-9760",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Preschool teachers’ approaches to gender differences within a child-centered pedagogy

T2 - findings from an Indonesian kindergarten

AU - Adriany, Vina

AU - Warin, Jo

PY - 2014

Y1 - 2014

N2 - Globally, the child-centred approach to education has influenced practitioners' views of young children as having democratic rights. A key principle of this concept is the belief that each child is unique and can only be compared in relation to their own performance. Here we employ a feminist poststructuralist approach to critique the child-centred discourse which normalises children's behaviour, situating children's different and non-normal behaviour as the other – including children's gendered behaviour. Drawing on data from the first author's ethnography of gender relations in Kopo kindergarten in Bandung Indonesia, we attempt to explore how the concepts of ‘care’ and ‘difference’ were used and negotiated by staff. Findings suggest that a visible surveillance of children is maintained in settings and is used by teachers as a form of social control. Teachers interpret their caring role in ways that perpetuate traditional gendered behaviour. It is concluded that there is a need to expand the notion of care by respecting differences, including gender differences, in children's behaviour.

AB - Globally, the child-centred approach to education has influenced practitioners' views of young children as having democratic rights. A key principle of this concept is the belief that each child is unique and can only be compared in relation to their own performance. Here we employ a feminist poststructuralist approach to critique the child-centred discourse which normalises children's behaviour, situating children's different and non-normal behaviour as the other – including children's gendered behaviour. Drawing on data from the first author's ethnography of gender relations in Kopo kindergarten in Bandung Indonesia, we attempt to explore how the concepts of ‘care’ and ‘difference’ were used and negotiated by staff. Findings suggest that a visible surveillance of children is maintained in settings and is used by teachers as a form of social control. Teachers interpret their caring role in ways that perpetuate traditional gendered behaviour. It is concluded that there is a need to expand the notion of care by respecting differences, including gender differences, in children's behaviour.

KW - gender

KW - child-centred

KW - care

KW - preschool teachers

U2 - 10.1080/09669760.2014.951601

DO - 10.1080/09669760.2014.951601

M3 - Journal article

VL - 22

SP - 315

EP - 328

JO - International Journal of Early Years Education

JF - International Journal of Early Years Education

SN - 0966-9760

IS - 3

ER -