ERIC Number: EJ1105041
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Canadian Early-Childhood Educators' Perceptions of Children's Gendered Shy, Aggressive, and Prosocial Behaviors
Woods, Heather; Bosacki, Sandra; Coplan, Robert J.
Journal of Research in Childhood Education, v30 n3 p320-333 2016
Early childhood educators' (ECE) perceptions of gender roles may contribute to the development of children's own gender-role identities. This qualitative study examined 40 Canadian female ECEs' perceptions of gender and children's shy, aggressive, and prosocial behaviors. Content analysis of extensive interviews revealed three themes: (1) shyness as personality based, (2) influences on the behaviors, and (3) teachers' role in addressing gender and behavior. Most ECEs believed that shyness is a personality trait, exhibited equally among both genders, but displayed differently. In contrast, there were some inconsistencies as to which gender was perceived by the participants as more aggressive or prosocial. As well, findings suggested that participants believed that a teacher's role was to address behaviors within the classroom, and to help children express and understand their feelings through discussion and educational aids (e.g., books, videos, and community examples). Results are discussed in terms of educational implications and ECE training.
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Elementary School Teachers, Teacher Attitudes, Gender Issues, Females, Shyness, Aggression, Prosocial Behavior, Content Analysis, Semi Structured Interviews, Personality Traits, Sex Role, Teacher Role, Gender Differences, Preschool Children, Play, Interpersonal Relationship, Social Behavior, Child Behavior, Family Influence, Teacher Influence, Mixed Methods Research, Grounded Theory, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A