Gender and Toys in Early Childhood Education
Suci Ramdaeni, Vina Adriany, Hani Yulindrasari
Available Online 10 August 2020.
- https://doi.org/10.2991/assehr.k.200808.049How to use a DOI?
- Gender, early childhood education, post- structuralism, toy
- 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.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
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 - https://doi.org/10.2991/assehr.k.200808.049 ID - Ramdaeni2020 ER -