Gender Stereotypes and Child Engagement in Early Childhood Education

• In Event: Counterhegemonic Pedagogy: Centering Youth Voices and Building Alliances for Well-Being

Abstract

The behaviors and attitudes of girls and boys, which are often influenced by gender stereotypes, can have an impact on their educational success (OECD, 2015). Since the early childhood education [ECE] has a direct influence on the early onset of a child’s development and socialization (Bronfenbrenner, 2005) and child engagement has been found to be a predictor of educational success (Williford & colleagues, 2013), the objective of this research is to explore the relationship between gender stereotypes and child engagement in ECE. The results indicate that gender roles adherence in children and educator was related to InCLASS negative engagement domain. Implications for further research in ECE for improving quality as well as equal opportunities between boys and girls are discussed.

Authors

• Julie Pinel, Université du Québec - Montréal

• Lise Lemay, Université du Québec - Montréal

• Nathalie Bigras, University of Quebec - Montreal