SavedAdd your journal

Journals / International Journal of Educational Research Review / 2019 / Cilt: 4 - Sayı: 3

The Effects of Social Gender Equality-Oriented Educational Activities and Materials on Gender Stereotypes of Children

Şakire OCAK KARABAY
Damla GÜZELDERE AYDIN
Merve TUNÇ
Bilge Nur KANBUR
Pages
275–287
Publication Date
2019-07-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was found that there was a significant difference between the posttest scores of the experimental and control groups in terms of tasks/jobs, professions, toys, games, hobbies and emotions after the implementation of the education program supporting gender equality

📌 3 Key Takeaways

🎯
Objective & Hypothesis:It is frequently stated that stereotypes and cultural values about gender roles are effective in children’s adoption of sexual identities, shaping of their emotions, thoughts, and behaviors in accordance with their sexual identities and the construction of their gender roles.
📊
Key Findings & Data:The study group consists of 84 children aged 5 in an independent kindergarten in İzmir.
💡
Conclusion & Impact:It was found that there was a significant difference between the posttest scores of the experimental and control groups in terms of tasks/jobs, professions, toys, games, hobbies and emotions after the implementation of the education program supporting gender equality
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Gender Equality · Educational Material · Stereotypes

Abstract

It is frequently stated that stereotypes and cultural values about gender roles are effective in children’s adoption of sexual identities, shaping of their emotions, thoughts, and behaviors in accordance with their sexual identities and the construction of their gender roles. By creating learning environments where roles that will satisfy the needs of modern life developed independently from gender stereotypes, preschool teachers can help structuring perceptions of children on gender equality. In this context, it is considered that preschool education program should be enriched with educational materials and activities to improve a point of view related to gender equality in early childhood period. In this research, it is aimed to investigate the effects of educational activities and materials for gender equality on the gender stereotypes of children in preschool period. The research was conducted as an experimental field study with experimental and control groups. The study group consists of 84 children aged 5 in an independent kindergarten in İzmir. It was found that there was a significant difference between the posttest scores of the experimental and control groups in terms of tasks/jobs, professions, toys, games, hobbies and emotions after the implementation of the education program supporting gender equality

🔖

Cite This Article

KARABAY, Ş. O., AYDIN, D. G., TUNÇ, M., KANBUR, B. N. (2019). The Effects of Social Gender Equality-Oriented Educational Activities and Materials on Gender Stereotypes of Children. International Journal of Educational Research Review, Cilt: 4 - Sayı: 3, 275–287. https://ajindex.com/articles/766325

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 39 (3). Aksoy, P. & Baran, G. (2017). Annelerin cinsiyet rollerine ilişkin özellikleri ile çocukların oyuncak tercihleri ve oynadıkları oyun türleri arasındaki ilişki üzerine bir çalışma. Eğitimde Nitel Araştırmalar Dergisi, 5 (1), 102-136.
  2. Aydilek Çiftçi, M. (2011). Öğretmenlerin ve farklı sosyoekonomik düzeye sahip anne-babaların cinsiyet rolleri algısının 60-72 ay arası çocukların oyuncak tercihleri ve akran etkileşimleri ile ilişkisinin incelenmesi (Yüksek lisans tezi). Çukurova Üniversitesi,
  3. Adana. Banse, R., Gawronski, B., Rebetez, C., Gutt, H., & Morton, J. C. (2010). The development of spontaneous gender stereotyping in childhood: Relations to stereotype knowledge and stereotype flexibility. Developmental Science, 13 (2), 298–306.
  4. Bayramoğlu, L. (2015). Okulöncesi dönem çocuklarının cinsiyet rollerine ilişkin algılarının incelenmesi (Yüksek lisans tezi). Doğu Akdeniz Üniversitesi, Kuzey Kıbrıs Türk Cumhuriyeti. Bee H., & Boyd, D. (2009). Çocuk gelişim psikolojisi. (O. Gündüz, Çev.). İstanbul:
  5. Kaknüs Yayınları.
  6. Berk, L. E. (2013). Çocuk gelişimi. (A. Dönmez, Çev.). Ankara:
  7. İmge Kitabevi Yayınları.
  8. Berk, L. E. (2013). Bebekler ve çocuklar. (N. I. Erdoğan, Çev.) Ankara:
  9. Nobel Akademik Yayıncılık. Bigler, R., Hayes, A. R., & Hamilton, V. (2013). The role of schools in the early socialization of gender differences. Encyclopedia on Early Childhood Development, 1-4.
  10. Birnbaum, D. W., & Chemelski, B. E. (1984). Preschoolers' inferences about gender and emotion: The mediation of emotionality stereotypes. Sex Roles, 10 (7-8), 505-511.
  11. Birnbaum, D. W., & Croll, W. L. (1984). The etilogy of children's stereotypes about sex differences in emotionality. Sex Roles, 10 (9-10), 677-691.
  12. Brechet, C. (2013). Children’s gender stereotypes through drawings of emotional faces: Do boys draw angrier faces than girls? Sex Roles, 68 (5-6), 378-389.
  13. Burge, P. L., & Filer, K. (2008). Gender. N. J. Salkind (Ed.), In Encyclopedia of Educational Psychology (pp. 421- 427). Kaliforniya: SAGE. Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. (9. baskı). Ankara: Pegem Yayınları. ChoflÃ, S. A. (2016). Preschool educators' roles in creating supportive spaces for gender exploration and expression (Doctoral study). Walden University, Minneapolis, Washington, United States o