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Participation and gender in circle-time situations in pre-school
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).ORCID-id: 0000-0001-7291-9292
Universitetet i Stavanger, Norway.
2013 (engelsk)Inngår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 21, nr 1, s. 56-69Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
2013. Vol. 21, nr 1, s. 56-69
HSV kategori
Forskningsprogram
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-24608DOI: 10.1080/09669760.2013.771323Scopus ID: 2-s2.0-84875861029OAI: oai:DiVA.org:lnu-24608DiVA, id: diva2:608456
Tilgjengelig fra: 2013-02-27 Laget: 2013-02-27 Sist oppdatert: 2019-02-22bibliografisk kontrollert

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