Gender Comparisons of Children's Discourse in Block and Dramatic Play

• In Event: Promoting Children’s Authentic Learning Through Multimodality, Creative Thinking, Block/Dramatic Play, and Museum Visit

Abstract

This action research study investigated gender discourse with kindergarten children. Halliday’s (1974) theories of social learning and language framed the current study. The study focused on dialog during naturally occurring play episodes in block and dramatic play centers. Transcribed videotapes were coded for frequency of utterances to determine if girls spoke more or less than boys in open-ended play. Further analyses were built on the social context of language. Discourse analysis found three patterns of gender discourses including (a) status and power, (b) emotions, and (c) friendship. Kindergarten children show extensive gender differences, as well as similarities in play behavior. Recommendations were provided for early childhood professionals to consider alternative gender discourses into children’s play.

Authors

• Lynn E. Cohen, Long Island University - C.W. Post Campus

• Amanda Agurkis, Long Island University - C.W. Post Campus