Gender related role patterns in preschool settings. Can ‘experiential education’ make a difference?

Abstract

SUMMARY To be born as a girl bears in itself a higher chance to get less educated and have less attractive jobs. This research focuses on the role of early childhood education in that process, comparing two approaches: traditional and experiential education. Three questions are explored: is there a gender related pattern in choices of activities, do boys behave in other ways than girls and are they approached differently by teachers. For each of these dimensions an observation instrument has been developed. The data were collected in 16 pre-primary settings with 3 to 6 years olds. The results confirm the gender related patterns mentioned in the literature. In several respects however, settings implementing the Experiential Education model are more supportive to the ideal of emancipation: boys engage more in play with dolls and they express more their feelings of distress while girls get more opportunities to take initiative and receive more personal attention than in the traditional settings.