Email: [email protected]#Men #ECCE #Early Childhood Educationand Care #Children #Attitudes #Playbased Author: Corbett, M. : Attachment, Awareness and Professional Development: A Practitioner Research project Institute: University of Leicester (through Pen Green Research and Training Base) Year: 2009 Abstract: Through my work as an Advisor, I have encountered several critical incidents which have raised concerns for me in relation to the level of awareness and understanding among childcare practitioners of the importance of children’s emotional development. I problematise the word love and identify why I believe that children need to be loved in their childcare setting, albeit a different love to the love a parent has for their child - but love nonetheless.
In this dissertation, I describe some of these critical incidents and how they helped me frame my research question. I located my study in Practitioner Research as a sub set of the Action Research paradigm.
Title: Reflections on Gender Representation in Children’s Books: Perspectives of Early Childhood Educators 3rd Level Institute: Oslo and Akershus University College of Applied Sciences, Dublin Institute of Technology, University of Gothenburg and University of Malta, Erasmus Mundus joint degree Year: 2016 Abstract: Recent studies (Nair & Talif, 2010; Paytner, 2011) show that even in the 21st century, despite the increasing emphasis on achieving the goals of equality and diversity in education, children’s books continue to represent genders in stereotypical ways, as well as underrepresent females.
Since the number of children who spend significant time in early years settings is steadily increasing, it is important to examine books chosen and read by early childhood educators.
However, the existing literature is very adult driven and the topic of male involvement in early childhood care and education has, until now been void of the child’s input.
It addresses the changing outlooks and discourses in the literature concerning men in the ECCE sector and examines the challenges faced by men who choose this caring profession.
This small-scale case study 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 years centre in Dublin, Ireland.
Content analysis of children’s books revealed distinct gender patterns that include underrepresentation of female characters and instances of gender stereotyping.
The results shed some light on the issues facing men in early childhood care and education today.
This research was inspired from my own personal experiences as a male educator.