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Josephidou, Joanne
(2020).
DOI: https://doi.org/10.1080/09575146.2019.1655713
Abstract
There is a persistent suggestion that the lack of men who choose to work with young children (0-5 years) is detrimental to children’s learning and development. This study analysed whether practitioners believed that men who work with young children adopt specific approaches within a play pedagogy. Practitioner beliefs about how their gender influences their practices were gathered through qualitative surveys and open-ended, photo-based interviews. This paper argues practitioners use conflicting scripts to discuss their gendered approaches to play; it proposes that opportunities to explore gender critically, through gender sensitivity training, are vital for ECEC practitioners to ensure that a high-quality workforce is developed that can be flexible in its practices and pedagogy.
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About
- Item ORO ID
- 67250
- Item Type
- Journal Item
- ISSN
- 0957-5146
- Keywords
- play, practitioner gender, Early Childhood Education and Care, pedagogy
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS) - Copyright Holders
- © 2019 Taylor and Francis
- Depositing User
- Joanne Josephidou