Analysis of the Educational Environment in Kindergartens for Gender Equality and Preschoolers’ Gender-Role Development

Abstract

The preschool period is critical for gender equality education. Through analyzing the results of the questionnaires on gender equality awareness and gender equality education answered by 492 preschool teachers from 18 kindergartens, this study is aimed at having a basic understanding of the status quo of the educational environment in kindergartens for gender equality. Additionally, the questionnaires on preschoolers’ gender role behaviors were answered by 3712 parents to understand the status quo and characteristics of preschool children’s gender-role development. On this basis, the relationship between the educational environment in kindergartens for gender equality and preschoolers’ gender-role development was illuminated. The study found that: preschool teachers’ awareness of gender equality was in the middle to upper level overall and there were age differences. The overall performance of gender equality education in kindergartens was good, and the aspects of gender integration and promotion need to be improved. Preschool teachers’ education and gender equality awareness significantly and positively predicted the level of kindergarten gender equality education. There are gender differences in the distribution of different gender roles among preschool children, and gender roles are in constant development. Therefore, it is recommended that kindergartens create a gender-equal environment, deepen the promotion of gender equality in society, highlight gender-equal education topics in family education guidance, support teachers’ learning and development, and provide systematic post-service training for preschool teachers on gender equality education.