Leadership in early childhood: Gender and age intersectionality

Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations.

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DEVELOPMENT OF “SELF” AND “OTHER” IMAGES IN EARLY CHILDHOOD: GENDER ASPECT

Bulletin of Krasnoyarsk State Pedagogical University named after V P Astafiev ◽

10.25146/1995-0861-2019-47-1-109 ◽

2019 ◽

Vol 47 (1) ◽

pp. 105-115

Author(s):

I.G. Malanchuk ◽

◽

A.G. Zalewskaya ◽

Keyword(s):

Early Childhood ◽

Self And Other ◽

Childhood Gender ◽

Gender Aspect

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Predicting Early-Childhood Gender Transitions

Psychological Science ◽

10.1177/0956797619830649 ◽

2019 ◽

Vol 30 (5) ◽

pp. 669-681 ◽

Cited By ~ 8

Author(s):

James R. Rae ◽

Selin Gülgöz ◽

Lily Durwood ◽

Madeleine DeMeules ◽

Riley Lowe ◽

...

Keyword(s):

Early Childhood ◽

Sex Identification ◽

Gender Identification ◽

Gender Nonconforming ◽

Initial Testing ◽

Social Transitions ◽

Transgender Children ◽

Childhood Gender ◽

Before And After ◽

And Gender

Increasing numbers of gender-nonconforming children are socially transitioning—changing pronouns to live as their identified genders. We studied a cohort of gender-nonconforming children ( n = 85) and contacted them again approximately 2 years later. When recontacted, 36 of the children had socially transitioned. We found that stronger cross-sex identification and preferences expressed by gender-nonconforming children at initial testing predicted whether they later socially transitioned. We then compared the gender-nonconforming children with groups of transitioned transgender children ( n = 84) and gender-conforming controls ( n = 85). Children from our longitudinal cohort who would later transition were highly similar to transgender children (children who had already socially transitioned) and to control children of the gender to which they would eventually transition. Gender-nonconforming children who would not go on to transition were different from these groups. These results suggest that (a) social transitions may be predictable from gender identification and preferences and (b) gender identification and preferences may not meaningfully differ before and after social transitions.

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Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

Preschool and Primary Education ◽

10.12681/ppej.8779 ◽

2016 ◽

Vol 4 (2) ◽

pp. 241 ◽

Cited By ~ 30

Author(s):

Stamatis Papadakis ◽

Michail Kalogiannakis ◽

Nicholas Zaranis

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Educational Software ◽

Control Group ◽

Mathematical Competence ◽

Childhood Education ◽

Mathematical Performance ◽

Mathematics Ability ◽

Mathematics Competence ◽

Gender And Age

<p class="Abstract"><span lang="EN-GB">The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the group, were running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that, teaching with tablets comparatively to teaching with computers has contributed significantly to the development of children’s mathematical ability to a greater extent. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.</span></p>

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Reversible regression in early childhood

V M BEKHTEREV REVIEW OF PSYCHIATRY AND MEDICAL PSYCHOLOGY ◽

10.31363/2313-7053-2021-56-3-110-118 ◽

2021 ◽

Vol 56 (3) ◽

pp. 110-118

Author(s):

I. V. Makarov ◽

S. A. Krasnoshchekov

Keyword(s):

Early Childhood ◽

Age Differences ◽

Irreversible Process ◽

Pathological Condition ◽

Complete Recovery ◽

Sex Factors ◽

Gender And Age ◽

Gender And Age Differences ◽

Didactic Material ◽

Age And Sex

Summary. The article (didactic material) addresses the following aspects of the study of reversible regression in early childhood: question history, systematics, regression symptoms, including in childhood autism. The authors analyze the available data, express the opinion that the possibilities of reversible regression therapy in children have not been studied, there are no accurate data on the pathogenesis of these disorders, indicate the need to assess the dynamics of the condition, taking into account the age and sex factors of the child.The authors conclude that reversible regression is a pathological condition developing against a background of relatively favorable child development, in which there is a prolonged decay of previously acquired skills followed by partial or complete recovery. Unlike dementia, which is an irreversible process, regression has the stage of restoring lost functions. In studying the issue, clinical-dynamic analysis of variants of reversible regression of early childhood, an understanding of gender and age differences in the symptoms of the disorder, and prognosis criteria.

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PERENCANAAN PROGRAM KEGIATAN RESPONSIF GENDER

YINYANG: Jurnal Studi Islam, Gender dan Anak ◽

10.24090/yinyang.v12i2.2017.pp327-350 ◽

2017 ◽

Vol 12 (2) ◽

pp. 327-350

Author(s):

Novan Ardy Wiyani

Keyword(s):

Parent Involvement ◽

Early Childhood ◽

Program Planning ◽

Planning Program ◽

Early Childhood Programs ◽

Childhood Education ◽

Childhood Gender ◽

Childhood Program ◽

Design Activities ◽

The Republic

Abstract: This paper is structured to provide a description of the planning of gender responsive early childhood programs. The hope is that gender responsive early childhood education programs can shape and develop a gender equitable early childhood outlook. This can be done by preparing a gender responsive early childhood program planning. There are three designs of gender responsive early childhood programs. First, the design of the gender responsive thematic program planning. In this planning design, teachers conceived two gender-responsive themes, namely the theme of my profession and the theme of my hero. Second, the design of gender responsive habits planning program. In this planning design teachers conduct routine annual habituation activities by carrying out carnival activities in order to commemorate the independence day of the Republic of Indonesia and carry out the commemoration activities of Kartini Day. Third, the design of gender responsive parent involvement program planning. There are three design activities in this planning design, namely father day, cooking day, and my father is my teacher.Keywords: planning, activities, early childhood, gender Abstrak: Tulisan ini disusun untuk memberikan deskripsi tentang perencanaan program kegiatan PAUD responsif gender. Harapannya, program kegiatan PAUD responsif gender dapat membentuk dan mengembangkan pandangan pada anak usia dini yang adil gender. Hal itu dapat dilakukan dengan menyusun perencanaan program kegiatan PAUD responsif gender. Ada tiga desain perencanaan program kegiatan PAUD responsif gender. Pertama, desain perencanaan program pembelajaran tematik responsif gender. Pada desain perencanaan ini guru PAUD memunculkan dua tema yang responsif gender, yaitu tema profesiku dan tema pahlawanku. Kedua, desain perencanaan program pembiasaan responsif gender. Pada desain perencanaan ini guru PAUD melaksanakan kegiatan pembiasaan rutin yang bersifat tahunan dengan melaksanakan kegiatan karnaval dalam rangka memperingati hari kemerdekaan Republik Indonesia dan melaksanakan kegiatan peringatan hari Kartini. Ketiga, desain perencanaan program pelibatan orang tua responsif gender. Ada tiga desain kegiatan pada desain perencanaan ini, yaitu father day, cooking day, dan my father is my teacher.Kata kunci: perencanaan, kegiatan, anak usia dini, gender

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The influence of children's emotional control skills and social competence on adaptation to early childhood education institutes: with emphasis on gender and age difference

Korea open association for early childhood education ◽

10.20437/koaece22-3-07 ◽

2017 ◽

Vol 22 (3) ◽

pp. 145-168

Author(s):

Hye-Jin Choi ◽

Hyo-Min Gwag

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Social Competence ◽

Emotional Control ◽

Age Difference ◽

Childhood Education ◽

Gender And Age

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Gender Disrupted During Storytime: Critical Literacy in Early Childhood

Journal of Childhood Studies ◽

10.18357/jcs00018978 ◽

2020 ◽

pp. 35-48

Author(s):

Cayley Burton

Keyword(s):

Early Childhood ◽

Critical Literacy ◽

Gender Diversity ◽

Literacy Skills ◽

Gender Performance ◽

Pedagogical Strategies ◽

Gender Nonconforming ◽

Childhood Education ◽

Gender Binary ◽

Childhood Gender

In Western early childhood education, cultural expectations about socially acceptable gender performance too often divide young learners along the Victorian sex-gender binary, erasing the beauty of childhood gender diversity. This essay advocates for the development of children’s gender literacy skills through the use of picture books. Building on Judith Butler’s theory of recognizability, I argue that gender is a sociocultural construct that can be actively disrupted during storytime activities. Texts featuring gender-nonconforming characters and corresponding pedagogical strategies for deconstructing gender portrayals in children’s literature are analyzed and offered in this essay.

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