Gender and Toys in Early Childhood Education

DOI

10.2991/assehr.k.200808.049How to use a DOI?

Keywords

Gender, early childhood education, post- structuralism, toy

Abstract

This paper aims to explore how children construct gender through toys. Using a post-structuralist perspective, we look at how power relations are intertwined in children’s play activities that strengthen gender binary through toys. This study was an ethnographic study conducted in Bandung, Indonesia. The findings show that toys used as learning media are often gendered. Both children and teachers reinforce gender stereotypes in selecting toys for boys and girls which preserve gender inequality in early childhood education. Based on the findings, we recommend that educators in early childhood education to be more gender aware to be able to provide equal opportunity for boys and girls to learn skills that are important for the children’s development.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Suci Ramdaeni
AU  - Vina Adriany
AU  - Hani Yulindrasari
PY  - 2020
DA  - 2020/08/10
TI  - Gender and Toys in Early Childhood Education
BT  - Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019)
PB  - Atlantis Press
SP  - 250
EP  - 254
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200808.049
DO  - 10.2991/assehr.k.200808.049
ID  - Ramdaeni2020
ER  -