Rethinking gender in early childhood education / Glenda MacNaughton.
Material type:
TextPublication details: London : Paul Chapman Pub., 2000.Description: xv, 269 pages ; 23 cmISBN: - 0761968202
- 9780761968207
- Sex differences in education -- Australia -- Case studies
- Early childhood education -- Australia -- Case studies
- Gender identity -- Australia -- Case studies
- Sex role in children -- Australia -- Case studies
- Feminism and education -- Australia -- Case studies
- Sex discrimination in education -- Australia -- Case studies
- Education, Elementary -- Aims and objectives
- Australia
- 155.43 MAC
| Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|
| Standard Loan | Thurles Library Main Collection | 155.43 MAC (Browse shelf(Opens below)) | 1 | Available | 39002100671271 |
Enhanced descriptions from Syndetics:
`This is an important and thought-provoking book. The most useful thing about this book is that it clearly elaborates important theoretical ideas and illustrates how these are relevant to everyday practices in early childhood settings and to the deeply held principles and understanding of practitioners′- Early Education
`I recommend this book... as an insight into new possibilities for teaching and thinking. It is rethinking gender education in early childhood education′ - New Childhood
`A thought-provoking text which will make practitioners examine their children′s behaviour and play in a fresh light′- Christine Marsh, Manchester Metropolitan University
′A major contribution to the international literature on gender in early childhood .... Glenda MacNaughton has done a terrific job in making difficult theory accessible for teachers and student teachers. Her consistent use of plentiful examples and explorations of how different theories held by teachers might impact on their practice will be tremendously useful to teachers and teacher educators ′ - Debbie Epstein, Centre for Research and Education on Gender, Institute of Education, London
`Invaluable for early childhood teachers, for students in teacher training, for teacher educators and for researchers who are wanting to work with teachers′ - Bronwyn Davies, James Cook University, author of Frogs and Snails and Feminist Tales
Rethinking Gender in Early Childhood Education reveals how the focus on individual development that is promoted in early childhood education does not produce gender equity. Rather, everyday teaching practices influence the gendering of young children′s identities. Glenda MacNaughton draws on theory and research to explain this and to develop approaches, which open up new possibilities for both boys and girls.
Includes bibliographical references (pages 249-259) and index.
This study reveals that the focus on individual development, which is promoted in early years education, does not produce gender equity. It shows that even very young children are aware of gender roles, and confronts commonly held beliefs.
Table of contents provided by Syndetics
- Seeking Gender in Early Childhood
- There's No Point Trying to Change Nature, Is There?
- Gender Equity's Just Good Practice, Isn't It?
- It's Not an Issue in My Centre!
- Too Young to Know
- We've Been Doing Gender Equity for Years, What's New?
- What about the Boys?
- If It Matters That Much, Just Do It Yourself
- But What about the Parents?
- But It Clashes with My Multi-Cultural Programme, Doesn't It?
- Reconceptualizing Early Childhood Pedagogies