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Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children
Author(s) -
Xu Yuwei
Publication year - 2020
Publication title -
children and society
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.538
H-Index - 58
eISSN - 1099-0860
pISSN - 0951-0605
DOI - 10.1111/chso.12371
Subject(s) - early childhood education , gender studies , early childhood , child care , sociology , work (physics) , pedagogy , psychology , developmental psychology , nursing , medicine , mechanical engineering , engineering
Abstract This paper responds to concerns over the assumed ‘feminisation’ of early childhood education and care (ECEC) and adds children's perspectives to debates on whether more men should work in ECEC. Pictorial conversations were conducted with 280 children aged 2–6 years old from the cities of Edinburgh, Hong Kong and Tianjin. Findings show that although children sometimes related practitioners to their gendered experiences in and outside ECEC, children's gender subjectivities are dynamic and are linked to their short‐term and long‐term, fluid and stable, and interactive relationships with practitioners. This paper argues that practitioners need to openly discuss gender with children in ECEC practices and pedagogies.