Abstract:

Numerous studies (MacNaughton, 2000; Hughes & MacNaughton, 2001; Yelland, 2003; Lee-Thomas, , Sumsion, & Roberts, 2005; Aina, & Cameron, 2011; Chapman, 2015) show that the period of early childhood is crucial for the formation of concepts such as ‘child’, ‘family’, ‘femininity’, ‘masculinity’, and so forth. During this period, gender stereotypes are being formed under the influence of various agents of enculturation and socialization (parents, teachers, peers, etc.). This report presents the results of research that was conducted in April 2021 in Lithuania. The aim of this research was to obtain further insight into the reproduction of gender stereotypes in kindergartens and daycare centers. The research followed qualitative methods, utilizing three focus groups with 9 representatives of the pedagogical staff, 11 representatives of the administrative staff, and 9 supporting staff personnel. A total of 11 different institutions were represented. Semi-structured questionnaires were used in the course of conducting focus groups. Focus groups were held online.

Generalising discussions of all the three focus groups, the following main themes were highlighted: the attitudes of employees themselves in educational institutions towards gender equality and educational activities related to it, family influence and educators’ gender.

According to informants, it is particularly important to appreciate and nurture every child’s uniqueness regardless of his/her gender. The educational space of kindergarten should be oriented towards ensuring possibility for every child to choose the activity to engage in and toys to play with. The diversity of toys should be as wide as possible and toys have to be free from stereotypical gender roles. At the same time the informants noticed that gender stereotypes best reveal themselves during children’s free play. Discussing if educators should react to it and in what way, the participants in the discussions pointed out that pedagogical intervention should be very cautious unless conflict situations emerge.

All the focus groups laid strong emphasis on the family’s influence noting that all the gender-related stereotypes most frequently are formed at home, when children follow their parents’ example or are under influence of attitudes expressed by their parents or other family members, etc. Some participants in the research pointed out that stereotypical attitudes are still abundant in families and they are visible in children’s activities, details of clothing, in parents’ behaviour while bringing their children or taking them home, solving educational issues or during various events. However, a bigger number of informants pointed out that they had already noticed some changes in the attitudes of society as well as family towards gender equality. According to them, stereotypical attitudes towards gender roles are getting weaker and this is particularly visible among young families.

Discussing the problem of educators, the members of all focus groups emphasised that children’s education is a matter of educators of both genders.

Keywords:

Preschool education, education in Lithuania, gender stereotypes.