Participation and gender in circle-time situations in pre-school

• This study sought to investigate participatory values in relation to gender, asexpressed in interactions between teachers and children in circle-time situations inSwedish and Norwegian preschools. This paper reports evidence from threeresearch questions: How is children’s participation conditioned in circle-timesituations? How are participatory values communicated to girls and boys? andWhat gender-related patterns emerge in teacherchild interactions in circletimesituations? The study is informed by Habermas’ concepts of strategic andcommunicative actions, as well as Davies’ idea of duality, the bi-polarity, betweenfemininity and masculinity. Data consist of video observations of teacher andchild interactions during circle time. The results show that children’s participationis conditional on children’s own willingness to participate, and on teachers’willingness to involve the children in a communicative action. Data reveal that thegirls are more likely to take the initiative than boys and appear more comfortable insuch an active position. It was also noted that there is a tendency for practitioners tointerpret and value male and female traits as oppositional behaviours.

Ämnesord

SAMHÄLLSVETENSKAP  -- Annan samhällsvetenskap -- Genusstudier (hsv//swe)

SOCIAL SCIENCES  -- Other Social Sciences -- Gender Studies (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Social Sciences

Samhällsvetenskap

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