Dilemmas and Hopes: Preschool Teachers' Gender Concepts and Their Gender Education Practices

Zimeng Peng

doi:10.6918/IJOSSER.202505_8(5).0022

Authors

Zimeng Peng

DOI:

https://doi.org/10.6918/IJOSSER.202505_8(5).0022

Keywords:

Preschool Teachers, Gender Role Concepts, Gender Education.

Abstract

The preschool stage is of great significance to the formation of children's concepts of gender roles, and the educational concepts and practices of preschool teachers have a profound impact. Through interviews with seven in-service preschool teachers and two graduate students in preschool education, this paper found that preschool teachers' conceptions of gender are limited by traditional Chinese attitudes, and that play activities, the selection of picture books, and the creation of environments in the kindergarten are all subject to parental supervision, and that the dual role of the teacher makes it difficult for them to carry out gender education in kindergartens because of the dilemmas they face in their educational roles. Some teachers have reflected and acted in a positive direction.

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