Male Early Childhood Education Research Articles

Exploration Friendship Experience of Male Early Childhood Education Students

Exploration Friendship Experience of Male Early Childhood Education Students

“It wasn’t A Romantic Marriage”: A Metaphor Analysis of Male Early Childhood Educators’ Career Narratives

This research represents a breakthrough in studies examining men’s career trajectories in Early Childhood Education and Care (ECEC). While past research examined men’s personal career narratives using thematic tools of analysis, the current study employs metaphorical analysis that provides deep insight into men’s intentions and understanding of themselves, as expressed to others. Two men’s metaphorical concepts found in their career narratives were identified and contrasted. One man’s metaphors were drawn from his experience in the American counter-culture of the 1960s; while the other’s emanated from his Protestant German upbringing. This process revealed their motivations to choose a traditionally female career and their agentic coping with difficulties engendered by crossing into a female gendered territory. A socio-cultural perspective enabled a wider interpretation. This research suggests that metaphorical analysis be used for research employing men’s narratives to aspects of their lives and their professional practice.

ATTITUDE OF MALE INSERVICE AND PRESERVICE EARLYCHILDHOOD TEACHERS TOWARDS WORKING IN PRESCHOOL CENTERS IN IBADAN, NIGERIA

Preschool Education provides foundation for all round development, enables the child to understand various issues and fit in well into the society. Although it is the duty of both male and female early childhood educators to help children develop holistically, statistics has shown that more female care givers work in preschool centers across the country than male. Even in some foreign countries, this problem remains the same. However, researches have tried to identify the cause of this gender inequality or disparity but have only sampled the opinion of others about this without adequately considering the attitude of the male early childhood educators. Hence, this study investigated the attitude of male early childhood educators towards working in preschool centers in Ibadan. The study adopted a mixed method research approach and the design is explanatory triangulation of QUAN + QUAL type. Proportional stratified sampling technique was used to select 150 in-service and 150 pre-service male early childhood educators from the 3 local government areas selected. One instrument was used to gather the quantitative data. Interview of in-services and pre-service early childhood educators also form source of qualitative data. The study found out that the attitude of early childhood educators is not encouraging. It also found out that there is no significant difference between in-services and pre service early childhood educators in their attitude towards working in preschool. It was recommended that investment should be made into early childhood education level so as to make the salary attractive for most male educators.

Men-only support spaces in early years education: a step towards a gender diverse or a gender divided workforce?

ABSTRACT Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish gender-diverse workforces, an inherent danger is that single-sex support can exacerbate binary thinking and entrench gender differences. This paper explores the role of single-sex support in gender diversifying the early year's workforce and asks when, and for whom, such spaces may be effective or valuable. The discussion is based on data collected during the GenderEYE project, which aimed to look at strategies for, and understandings about, the recruitment and support of male early childhood education professionals.

Los muy señoritos: maestros varones en el nivel inicial

Se expone una serie de observaciones y reflexiones acerca de la experiencia de docentes varones de educación infantil en Argentina. El estúdio em que se basa este artículo tuvo el objetivo de identificar y analizar las estrategias que permiten a los maestros de nivel inicial construir y sostener un lugar legítimo para el ejercicio de su profesión, frente a problemas que se derivan de su condición de varones en un espacio históricamente ocupado por mujeres. El estudio de referencia, entonces, abre reflexiones tanto en el terreno del género y las masculinidades como en lo que se refiere a la definición del lugar del docente. Basado en entrevistas en profundidad a educadores infantiles se encuadra tanto en los llamados estudios de masculinidades como en un marco conceptual pedagógico más amplio.

English

English

Chinese male early childhood education teachers’ perceptions of their roles and professional development

ABSTRACT This study explored male teachers’ perceptions of their roles in early childhood education and their beliefs about their own professional development in shaping their careers. Although the participants’ experiences are strongly influenced by strict gender roles in China, they appear to be consistent with the experiences of men across the globe. The findings from this study add to the limited scholarship in China while also contributing to global scholarship related to men who teach in early childhood education. The focus of this study was on professional development. Like many teachers, participants in this study actively engaged in professional development. However, their reasons for selecting and participating in professional development activities revolved around advancement rather than improving their teaching. The findings implicate reframing professional development for both women and men with an emphasis on the improvement of teaching as well as for professional advancement.

Applying token economy to improve attention of child with ADHD

A child should be able to pay attention well during task working. But, children with Attention Deficit Hyperactivity Disorder (ADHD) experience difficulty in focusing attention or in concentrating when doing a task, both at home or at school. In the other hand, there is a behaviour modification technique that effectively proven in increasing concentration of child with ADHD. The purpose of this study was to find out the effectiveness of token economy in improving the attention of children with ADHD when completing a task. The present study employed a single subject, a five years-old male Early Childhood Education student. The intervention was given in the form of token economy for two weeks through cooperation with parents. Observation and interviews were held to collect data regarding attention difficulty in engaging in the learning process and doing a task. The result of the study showed that there is an improvement in attention duration; the subject was able to give attention to the task in a longer duration (more than 5 minutes). The parents are expected to be more assertive and committed to applying token economy at home.

Male ECE Students in Post-secondary Classrooms: Enrolment and Retention

This study examines the underrepresentation of male Early Childhood Education (ECE) students in post-secondary classrooms. Through the implementation of a mixed methods design, quantitative data on student enrolment and graduation rates were collected (N=3009) and discussed in the context of the perspectives of male interview participants (n=4). Data collected from a large Ontario college demonstrated that males comprised an average of only 5.4% of students enrolled in the ECE program over an eight-year timespan, and of that demographic (n=159), only 30.8% of male students graduated. This rate was signifcantly lower than that seen in female students during the same time period. Interviews revealed that male ECE students face a number of deterrents, from bias to gender imbalance in post-secondary classrooms and placement settings. However, these variables can potentially be mitigated through protective factors, for example, connections with faculty, motivation and self-effcacy. In light of the continued low enrolment for male ECE students, and recent downward trend in graduation rates, research-based support strategies are recommended to help increase enrolment and retention.

Effect of Male and Female Early Childhood Education Teacher’s Educational Practices on Children’s Social Adaptation

ABSTRACTIt is believed children stand to benefit from a greater male teacher presence in early childhood education (ECE) where, internationally, the vast majority of ECE teachers are female. This study (N = 180) examines the relationship between children’s social adaptation and the educational practices of 53 ECE teachers, 23 (44%) of which were male. Third-party observers assessed practices using the Classroom Assessment Scoring System (CLASS) in the natural classroom setting. Parents evaluated social adaptation using the Social Competence and Behavior Evaluation. Observational data reveal no intersex differences in educational practices. Multilevel model analyses show that children in ECE centers with male and female teachers exhibit less internalized behavior compared with those in centers with female teachers only. A relationship is observed between good classroom organization and instructional support, respectively, and improved children’s social adaptation, regardless of teacher gender. The authors discuss the potential impact of the results on future educational interventions.

Canadian female and male early childhood educators' perceptions of child aggression and rough-and-tumble play

This study investigated female and male early childhood educators' (ECEs) perceptions of young children's aggression and rough-and-tumble play in the Canadian early childhood classroom. Participants were drawn from a larger sample of ECEs who completed an online questionnaire regarding their perceptions of young children's behaviours in the classroom. This study involved n = 11 males from this sample and a matched subset of n = 11 females. Participants were presented with a series of vignettes depicting children displaying different types of aggression (i.e. relational, physical) as well as rough-and-tumble play, and completed a series of follow-up questions pertaining to their attitudes for each type of behaviour. Results showed compared to their female counterparts, male ECEs reported that both physical aggression and rough-and-tumble play held less negative social and academic implications for boys than girls. Educational implications for gender-inclusive, play-based early childhood programmes are discussed.

Greek male senior high school students' attitudes and perceptions towards early childhood education and care

While the attitudes of young people to gender roles are changing, this seems not to be the reality as far as career choice is concerned. This is especially true for the professional field of early childhood education and care. The degree of gender segregation and occupational stereotype in this sector are pronounced, since the workforce is mainly women. The present study examines male senior high school students' perceptions of the professional field of early childhood education and care which is considered as being one of the most gendered jobs and careers. Furthermore it aims at exploring factors associated with particular responses and why pupils felt that this particular job is suited or not suited to men. Research data reveal stereotypes both as far as men's and women's roles in children's care and education is concerned and in regard to the characteristics men and women possess. Societal perceptions seem to have shaped male senior high school students towards the professional field of early childhood education and care. Results suggest that in order to recruit more male early childhood educators, focus should be shifted to changing societal perception about gender roles. Thus, information is required.

Greek parents’ perceptions of male early childhood educators

The study reported here examined Greek parents’ perceptions of barriers to men entering the early childhood education and care profession and their recommendations for recruiting more males into the field. Parents were asked to respond on a Likert scale to statements regarding males’ decision to enter the profession, possible benefits for male early childhood educators, and perceived societal attitudes towards male early childhood educators. The findings indicate that the participating parents were in favour of recruiting more males into the early childhood education and care profession but at the same time they recognize the difficulties men encounter when choosing to become early childhood educators. Recommendations for future research designs are formulated.

Greek male early childhood educators: self and societal perceptions towards their chosen profession

In choosing to become early years teachers, men are positioned in a context which is numerically dominated by women. Male early years teachers may feel they experience difficulties, being induced into a predominantly female culture. The present study intended to examine whether Greek male early childhood educators experience difficulties. More precisely it has a twofold aim: on the one hand to explore Greek male early childhood educators' perceptions of their chosen profession; on the other to explore how different social groups encountered the entry of those males into that profession. Concurrent with previous international research results, the present study suggests that there are males who love working with young children and are committed to early childhood education and thus, as in other countries, in Greece too male childcare workers experience difficulties and mistrust of their choice.

Briefing Paper: Men in Early Childhood Education

Male participation in the early childhood education (ECE) workforce in Aotearoa New Zealand is minimal. This concise briefing paper to the Minister of Education (which was part of a third year course assignment) discusses the advantages and disadvantages of increasing the number of male early childhood educators and addresses whether specific government intervention would be beneficial.

Male Early Childhood Educators

Male Early Childhood Educators

Oppositional Discourses: Deconstructing Responses to Investigations of Male Early Childhood Educators

This reflective account begins with verses representing the multiplicity of frequently oppositional responses generated by the author's investigations of the perceptions, experiences and contributions of male early childhood educators. Discourses underpinning these responses are identified. They include (1) male as victim; (2) non-critical advocacy for an increased male presence in early childhood education; (3) critiques of interpretive research; (4) feminist perspectives; and (5) the ‘traditional’ early childhood stance. Each of these discourses is then briefly deconstructed to identify contested assumptions about the participation of men in the early childhood sector and to provide a meta-view of the key issues involved. It is argued that prevailing discourses ignore the voices of children and constrain conceptualisations of possible contributions by male early childhood educators. The article concludes with a call for more inclusive and more flexible discursive spaces in which to explore the potential implications of the involvement of men in early childhood education.

Negotiating Otherness : A male early childhood educator's gender positioning

Despite increasing male participation in recent years in many traditional “female” professions, early childhood education continues to be widely regarded as women's work. Male early childhood educators, therefore, are highly conspicuous and subject to considerable suspicion (Murray, S.B. (1996) 'We all love Charles': men in child care and the social construction of gender. Gender & Educational Studies, 45, pp. 276-292; Skelton, C. (1991) A study of the career perspectives of male teachers of young children. Gender and Education, 6, pp. 87-93). Consequently, they must carefully negotiate their “otherness” (King, J.R. (1998) Uncommon Caring: Learning from men who teach young children. (New York Teacher's College Press)). This article draws on data from in-depth interviews and informal conversations to describe the gender positioning strategies adopted by an Australian preschool teacher-director as he undertakes the challenge. It also provides insights into his positioning by others. The concluding discussion focuses on possible implications of a greater male presence in early childhood education for the sector's potential to contribute to gender reform. En dépit de la participation mâle croissante ces dernières années à beaucoup de professions traditionnellement 'femelle', la première éducation d'enfance continue à être largement considérée comme le ravail des femmes. Les premiers éducateurs d'enfance de mâle sont sujets, donc, fortement remarquables et au soupçon considérable (Murray, S.B. (1996) 'We all love Charles': men in child care and the social construction gender. Gender & Educational Studies, 45, pp. 276-292; Skelton, C. (1991) A study of the career perspectives of male teachers of young children. Gender and Education, 6, pp. 87-93). En conséquence, ils doivent soigneusement négocier leur 'otherness' (King, J.R. (1998) Uncommon Caring: Learning from men who teach young children. (New York, Teacher's College Press)). Cet article dessine sur des données des entrevues détaillées et des conversations sans cérémonie pour décrire le genre plaçant des stratégies adoptées par un professeur/directeur préscolaire Australien pendant qu'il entreprend ce défi. Il fournit également des perspicacités dans le sien qui place par d'autres. La discussion de conclusion se concentre sur des implications possibles d'une plus grande présence mâle dans la première éducation d'enfance pour que le potentiel du secteur contribue à la réforme de genre.

‘A Feeling of Not Being Welcome’: Subtle Discrimination in Early Childhood Education

This article focuses on male early childhood educators’ experiences of subtle discrimination within the profession. Using a typology developed by Benokraitis (1997), it draws attention to often unintentional and easily overlooked forms of discrimination, which nevertheless can have an adverse impact on those affected. The article concludes by urging early childhood educators to work together to develop appropriate responses to discriminatory incidents of this nature.