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Full-Text Articles in Education
Gender Equity In Early Childhood Picture Books: A Cross-Cultural Study Of Frequently Read Picture Books In Early Childhood Classrooms In Australia And The United States, Helen Adam, Laurie Harper
Gender Equity In Early Childhood Picture Books: A Cross-Cultural Study Of Frequently Read Picture Books In Early Childhood Classrooms In Australia And The United States, Helen Adam, Laurie Harper
Research outputs 2014 to 2021
Children’s picture books contribute to children’s development of gender identity and can impact aspirations and expectations of roles in families and society. However, the world represented in children’s books reflects predominantly middle class, heterosexual, male heroes and characters. This paper reports on a cross-cultural study investigating gender representation in frequently read picture books across eight early learning centres in the United States and Australia. Forty-four educators working with 271 children participated. Data were collected from book audits and observations. Unique to this study is the presentation of a new data analysis instrument, Harper’s Framework of Gender Stereotypes Contained in Children’s …
‘I’M Not From A Country, I’M From Australia.’ Costumes, Scarves, And Fruit On Their Heads: The Urgent Need For Culturally Responsive Pedagogy When Sharing Diverse Books With Children, Helen Adam, Matthew Byrne
‘I’M Not From A Country, I’M From Australia.’ Costumes, Scarves, And Fruit On Their Heads: The Urgent Need For Culturally Responsive Pedagogy When Sharing Diverse Books With Children, Helen Adam, Matthew Byrne
Research outputs 2022 to 2026
Children’s books play a central role in today’s classrooms. Educators can use children’s literature to promote children’s social and cultural understandings and critical thinking skills. This is particularly important when extending children’s knowledge and understandings of themselves, their identity and those who may differ culturally, socially or historically, thus supporting diversity and inclusion. Further, when diversity is considered, valued, and supported through Culturally Responsive Pedagogy (CRP), outcomes for children from underrepresented backgrounds improve. This paper reports on a study conducted in four early learning settings in Western Australia investigating educators’ practices when sharing diverse literature with young children. This study …