Gender Perspectives in Early Childhood Education: Student-Centered Narrative Review (2018-2023)
DOI:
https://doi.org/10.15359/ree.29-1.18485Keywords:
early childhood education, gender, human rights, patriarchal culture, stereotypes, SDG 5, Gender equality, gender analysis, gender disparitiesAbstract
Introduction. The study of gender perspectives in educational contexts has gained significant attention and responds to the interest of having a more inclusive education that respects human rights. A narrative review was conducted to examine the progress of these perspectives in early childhood education. Objective. This narrative review aims to recognize scientific findings on gender perspectives in empirical studies on early childhood education conducted between 2018 and 2023. Methodology. This review utilized Web of Science, Scopus, and Google Scholar databases. A total of 6 studies were selected. The search terms included “early childhood education,” “preschool,” and “gender” in both Spanish and English. Data extracted from each selected study encompassed authorship, participants, date, nation, and key findings. These data were analyzed through inductive content analysis using ATLAS.ti 22 software. Results. The results were organized into three categories: sexist games, male hegemony, and patriarchal culture. These categories were defined and discussed. Conclusions. This review concludes that the gender perspectives in early childhood education are underdeveloped. At the same time, families and teachers uncritically reproduce gender stereotypes. In this sense, infant students would have an androcentric educational context.
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