Abstract
ABSTRACTThe purpose of this small-scale case study was to identify and analyze key patterns in terms of gender representation in children’s books in one early childhood setting. Furthermore, this case study sought to understand the perspectives of early childhood educators on gender representation in children’s books. The researcher employed multiple methods of data collection, including content analysis of 15 children’s books, as well as reflective journal writing and professional conversation between eight educators from one early childhood center in Dublin, Ireland. Content analysis of children’s books revealed distinct gender patterns that include underrepresentation of female characters and instances of gender stereotyping. Further findings indicate that educators exhibit a lack of awareness of gender patterns and attribute limited importance to gender representation in children’s books. This research hopes to aid early childhood educators in becoming aware of gender stereotyping in children’s books, enhancing observation and reflective skills, and creating a more inclusive learning environment.
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