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Articles 1 - 3 of 3
Full-Text Articles in Early Childhood Education
Picturebooks And Gender : Making Informed Choices For Equitable Early Childhood Classrooms., Kathryn F. Whitmore, Christie Angleton, Emily L. Zuccaro
Picturebooks And Gender : Making Informed Choices For Equitable Early Childhood Classrooms., Kathryn F. Whitmore, Christie Angleton, Emily L. Zuccaro
Kathryn Whitmore
We examine picturebooks through a feminist lens, understanding that children’s literature and media can limit and expand how young children access gender representations. We describe four categories that increase teacher knowledge to select books with multiple and varied gender representations for children in their classrooms. These four categories are gender binaries, discourses of childhood innocence, intersectionality, and heteronormativity. We illustrate each category with two quality books that maintain and disrupt each theme. We hope teachers will find the categories useful for thoughtfully selecting books for classroom libraries, read aloud, and discussion.
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Occasional Paper Series
This paper raises questions about teachers’ interventions into children’s exchanges around gender in elementary classrooms. Masuchika Boldt argues that gender is ever-present in the classroom and children are constantly making assertions about the meaning of gender and the authenticity of their own and others’ gender performances. She speaks to the question, “If a teacher does interpret this exchange as being at least in part about gender, what, if any, response is called for?”
Kindergarten Teachers' Perceptions Of Student Readiness For School, James A. Wernke
Kindergarten Teachers' Perceptions Of Student Readiness For School, James A. Wernke
Electronic Theses and Dissertations
The design method for this study was non-experimental quantitative. The survey was distributed via email to Kindergarten teachers in two Northeastern Tennessee school districts. There were 69 Kindergarten teachers who responded to the survey. The study revealed that Kindergarten teachers perceive that gender, socioeconomic status, and preschool experience have a significant impact on student readiness for school. Chronological age was not perceived to have an impact on student readiness for school to a significant extent. Kindergarten teachers perceived that preschool experience has the greatest impact on student readiness for school when asked to rank the order of impact from greatest …