Josephidou, Joanne
(2020).
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(Accepted Manuscript)
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/09575146.2019.1655713 |
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| Google Scholar: | Look up in Google Scholar |
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.
| Item Type: | Journal Item |
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| Copyright Holders: | 2019 Taylor and Francis |
| ISSN: | 0957-5146 |
| Keywords: | play, practitioner gender, Early Childhood Education and Care, pedagogy |
| Academic Unit/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) |
| Item ID: | 67250 |
| Depositing User: | Joanne Josephidou |
| Date Deposited: | 11 Oct 2019 08:21 |
| Last Modified: | 13 Nov 2019 22:52 |
| URI: | http://oro.open.ac.uk/id/eprint/67250 |
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