“Everyone Can Do Everything!”: Exploring Shifts in Gender Norms in Preschool Classrooms

Year 2025, Volume: 16 Issue: 2, 3125 - 3146, 28.08.2025

Rabia Özen Uyar , Vahide Yiğit Gençten

https://doi.org/10.51460/baebd.1704009

Abstract

Teachers play a pivotal role in shaping young children’s understandings of gender and in promoting gender equity within early learning environments. This qualitative study explored how five preschool teachers in Turkey implemented gender equality-focused practices in their classrooms and how these practices influenced both teacher reflection and children’s perceptions of gender roles. Over a four-week period, the participating teachers designed and facilitated weekly classroom activities centered on themes such as toys, colors, domestic roles, and occupations, integrating drama, play-based learning, and read-aloud sessions. Data were collected through reflective teacher journals, classroom observations, and semi-structured interviews. Thematic analysis revealed three key themes: (1) confronting invisible stereotypes and transforming practice, (2) children’s emerging gender consciousness, and (3) persistent tensions in gendered preferences. The findings highlight that gender equality-focused practices served not only as interventions for children but also as catalysts for teacher learning and self-awareness. They further indicate that while some children developed more inclusive views of gender, others—particularly boys—maintained rigid gender norms, especially during play. This study underscores the need for sustained teacher support, gender-sensitive curriculum development, and family engagement to foster meaningful and lasting change in early childhood settings.

Keywords

Gender equity , gender styreteopyes , gender awereness , early childhood education , teacher

“Everyone Can Do Everything!”: Exploring Shifts in Gender Norms in Preschool Classrooms

Abstract

Okul öncesi öğretmenleri, çocukların toplumsal cinsiyet algılarını şekillendirmede ve sınıf ortamlarında toplumsal cinsiyet eşitliğini teşvik etmede kritik bir rol oynamaktadır. Bu nitel araştırma, Türkiye’de görev yapan beş okul öncesi öğretmeninin sınıf içi toplumsal cinsiyet eşitliğine yönelik uygulamalarına odaklanarak hem öğretmenlerin pedagojik yaklaşımlarında hem de çocukların toplumsal cinsiyet rollerine ilişkin düşüncelerinde nasıl dönüşümler yaşandığını incelemiştir. Dört hafta süren uygulama sürecinde öğretmenler, oyuncaklar, renkler, ev içi roller ve meslekler gibi temalar etrafında haftalık etkinlikler tasarlayıp uygulamış; bu etkinliklerde drama, oyun temelli öğrenme ve etkileşimli kitap okuma gibi yöntemlerden yararlanmışlardır. Araştırma verileri, öğretmenlerin yansıtıcı günlükleri, sınıf gözlemleri ve yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Tematik analiz yoluyla çözümlenen veriler, (1) görünmez kalıplarla yüzleşme ve uygulamada dönüşüm, (2) çocukların gelişen toplumsal cinsiyet farkındalığı ve (3) toplumsal cinsiyete dayalı tercihlerde süregelen gerilimler olmak üzere üç ana tema etrafında yapılandırılmıştır. Bulgular, toplumsal cinsiyet eşitliğine yönelik uygulamaların yalnızca çocukların farkındalığını artırmaya yönelik sınıf içi müdahalelerle sınırlı kalmadığını; aynı zamanda öğretmenler için de önemli bir öğrenme ve öz farkındalık sürecini tetiklediğini ortaya koymuştur. Ayrıca, bazı çocukların toplumsal cinsiyet rollerine yönelik daha kapsayıcı bakış açıları geliştirdiği, ancak özellikle erkek çocukların oyun bağlamında toplumsal cinsiyet kalıp yargılarına daha sıkı bir şekilde tutunmaya devam ettikleri gözlemlenmiştir. Bu çalışma, okul öncesi eğitimde toplumsal cinsiyet eşitliğinin sağlanabilmesi için öğretmen eğitimine öncelik verilmesi, toplumsal cinsiyete duyarlı öğretim programlarının geliştirilmesi ve ailelerin sürece etkin bir şekilde dahil edilmesi gerektiğine işaret etmektedir.

Keywords

Toplumsal cinsiyet eşitliği , toplumsal cinsiyet kalıpyargıları , toplumsal cinsiyet farkındalığı , erken çocukluk eğitimi , öğretmen

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