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Contemporary Approaches in Education

Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan

Contemporary Approaches in Education presents papers of the Fifth European Conference on Social and Behavioral Sciences in St. Petersburg, Russia and the Sixth European Conference on Social and Behavioral Sciences in Selcuk, Izmir, Turkey. The contributions deal with a wide range of educational issues, namely teaching and learning, educational policy and school psychology.
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An Investigation on the Gender Perception of Children in Early Childhood Education

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It is of course possible to assess societies by using the data they produce in the context of a variety of disciplines. The various domains of the societies in question have a common denominator, as societies tend to have a more or less uniform level of development in different domains. This is analogous to communication vessels, so to speak.

In this case, we first investigate the families of children, within they are born and raised, before attempting to measure and evaluate the gender perceptions of children in early childhood education.

The family is an important institution in our society and has been so since prehistoric times. Despite some exceptions, it would not be misleading to replace the word “friend” with “family” in the phrase “Tell me your friend and I will tell you who you are.”

Individuals cannot choose the gender status, a fundamental status indeed, attributed to them. However, they can determine their acquired status through education and choice of professional activities.

Gender, from a social point of view, is defined as the expected social and cultural roles from males and females. As a biological concept, however, it points to the physical differences (Chery, 2005: 157).

The social construct of gender points to the differences between sexes that are constituted on a social platform (Marshall, 1998: 28). As for biological sexual differentiation, we understand the physical differences between males and females, whereas for gender, we understand the...

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