Early Years Practitioners’ understandings of gender-equal play

Abstract

Gender stereotypes can have an impact on children’s lives and the expectations placed on them (Education Scotland, 2017; Haines et al., 2017). Children have been seen to display classic play behaviours in Early Childhood education, mostly influenced by the adults in their
immediate environment (Koenig, 2018; Reddington, 2020). Significantly, the playroom environment, including the resources, can also reflect gendered play behaviours (Orenstein, 2011; Paul, 2011). Additionally, gender stereotypes might affect children’s confidence in the
subject areas of Science, Technology, Engineering, and Maths (Alparone, 2011; Hallström et al., 2015; Romero-Abrio et al., 2021). To overcome gender stereotypes and promote a
gender-equal play ethos in education, different constitutional and non-constitutional frameworks and regulations have been established at the national and international levels.

The interpretive paradigm is used in this study to explore how Early Childhood educators observe gender equality in play. Early Years staff members working in a nursery school
within the Glasgow local authority were questioned about their views on gender-equal play through the use of online questionnaires. Further, a thematic analysis as suggested by
Boyatzis (1998) was applied to the participants’ responses to understand and interpret data. The findings demonstrated that practitioners needed further education and training on gender equality in playrooms, beginning with the adoption of reflective practice (Driscoll, 1994). Practitioners can collaborate to combat gender stereotypes and make progress toward a gender-equal play culture by adhering to national standards and guidelines. Improved practice and the potential eradication of gender stereotypes can both be achieved by cooperating as a community of practice (Wegner, 1999).