A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play-Reference-Cited by-同舟云学术

A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play

Published:2019-08-19 Issue:1 Volume:40 Page:95-108
ISSN:0957-5146
Container-title:Early Years
language:en
Short-container-title:Early Years

Author:

Josephidou Jo¹

Affiliation:

1. Faculty of Education, Canterbury Christ Church University, Canterbury, CT1 1QU, United Kingdom

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09575146.2019.1655713

Reference66 articles.

1. Elementar – Männer in der pädagogischen Arbeit

2. Primary School Boys' Identity Formation and the Male Role Model: An exploration of sexual identity and gender identity in the UK through attachment theory

3. The importance of outdoor play for young children's healthy development

4. Effect of Male and Female Early Childhood Education Teacher’s Educational Practices on Children’s Social Adaptation

5. Failing to attract males in foundation phase teaching: an issue of masculinities

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3. Promotion of 3–5-year-old girls’ and boys’ physical activity in the outdoor playground of kindergarten, viewed from female and male kindergarten staff’s perspective;European Early Childhood Education Research Journal;2024-02-05

4. Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?;Gender and Education;2022-10-21

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