Gender and Schooling in the Early Years
A volume in the series: Research on Women and Education. Editor(s): Beverly Irby, Texas A&M University. Janice Koch, Hofstra University.
In this volume, gender and schooling in the early years addresses a broad range of issues including, but not limited, to gender equity in education. We explore, for example, the complex world of play in Fromberg's chapter and are reminded that for young children, play involves issues of power and hierarchy in ways that parallel the role of gender in society. Miletta's study of preschool children in northern Italy, at Reggio Emilia, reveals a story of classroom interactions where gender differences are not part of the equation for the youngsters. Her chapter begs the question, "How does this environment empower all children, regardless of gender?" Two chapters provide a lens to the Montessori setting for young children. Wilgus studies the gendered patterns of young women teaching at a Montessori school, while Irby, Rodriguez, and Lara-Alecio explore the intersections of culture and gender at a bilingual Montessori public school. Further examining the preschool years, Plaster and Schiller address the current brain research and examine the ways in which the adults that staff early child care programs, and the environments that they offer, play an important role in the development of our children.
Gender Differentiation in Day Care Environments- Where is the Research? Equity Issues in Pre-K: Gender, Language and Ethnicity. The Role of Play in Early Childhood Learning: Boys’ Play; Girls’ Play. Deconstructing The Traditional Early Childhood Classroom: What Are Alternative Models? Science Conversations in First Grade. Early Mathematics Development and the Block Corner. Literacy Development Differentiated by Gender. Early Signs of School Violence Through The Lens of Gender. Arts Education in Early Childhood Environments: Who is Being Marginalized? Role of Parents and School Communication in Gender Development. Early Identification of Girls and Boys in Gifted and Special Education Programs. How Do Assessments in Early Childhood Authentically Reflect Achievement for Girls and Boys?
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- Defining and Redefining Gender Equity in Education
- Gender and Early Learning Environments
- Girls and Women in STEM A Never Ending Story
- The Duality of Women Scholars of Color Transforming and Being Transformed in the Academy
- Transformative Pedagogies for Teacher Education Moving Towards Critical Praxis in an Era of Change
- Women Leaders Advancing Careers
- Women of Color in STEM Navigating the Workforce