Spolno razlikovanje in stereotipi v vrtcu

Kovšca, Urška (avtor), Batistič Zorec, Marcela (mentor)

V teoretičnem delu diplomske naloge sem najprej opredelila razliko med biološkim in družbenim spolom, ki jo je uvedel John Money (v Blakemore, Berenbaum in Liben, 2009) in jo uporabljamo še danes. Nato sem opisala razvoj otrokove spolne identitete po štirih teorijah: psihoanalitični, spoznavno-razvojni, teoriji socialnega učenja ter spolnih shem. Primerjala sem razlike med spoloma v biološkem razvoju od prenatalnega obdobja do osnovne šole ter izpostavila več podobnosti kot razlik (v Marjanovič Umek, 2009). V naslednjem poglavju sem se dotaknila teme stereotipov in spolnega razlikovanja ter vloge staršev, vzgojiteljev in drugih, ki soustvarjajo otrokovo okolje. Teoretični del sem zaključila s primeri dobre prakse in uporabnimi nasveti. V empiričnem delu sem raziskovala, na katerih področjih se kažejo spolno razlikovanje in stereotipi ter kakšna je vloga vzgojitelja pri nastanku in rahljanju spolnih stereotipov. Pri tem sem uporabila metodi opazovanja dela v petih oddelkih primorskega vrtca in intervju s petimi vzgojiteljicami v teh oddelkih. Z raziskavo sem ugotovila, da se spolni stereotipi in razlikovanje kažejo predvsem v komunikaciji, tako verbalni kot neverbalni, vzgojiteljice pa se po rezultatih intervjujev večine svojih stereotipov ne zavedajo. Zaključujem, da igrajo spolni stereotipi in spolno razlikovanje pomembno vlogo pri soustvarjanju dela in življenja v vrtcu. Vse opazovane oz. intervjuvane vzgojiteljice pravijo, da v svoji karieri z otroki še niso obravnavale te teme in je tudi ne nameravajo.

• Jezik: Slovenski jezik
• Ključne besede: razlike med spoloma
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2020
• PID: 20.500.12556/RUL-121906
• COBISS.SI-ID: 35328259
• Datum objave v RUL: 10.11.2020

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Gender differentiation and stereotypes in preeschool

Izvleček

In the theoretical part, I first defined the difference between biological and social gender, which was introduced by John Money (in Blakemore, Berenbaum, and Liben, 2009) and is still used today. I then described the development of a child’s gender identity according to four theories: psychoanalytic, cognitive-developmental, social learning theory, and gender schemes. Later, I compared the differences between the sexes in biological development from the prenatal period to primary school and pointed out more similarities than differences (in Marjanovič Umek, 2009). In the next chapter, I described the topic of stereotypes and gender discrimination and the role of parents, educators and others who co-create the child's environment. I concluded the theoretical part with examples of good practice and useful advice. In the empirical part, I researched in which areas gender discrimination and stereotypes are manifested and what is the role of the educator in the emergence and loosening of gender stereotypes. In doing so, I used the method of observing work in five departments of the Primorska kindergarten and an interview with five educators in these departments. Through research, I found that gender stereotypes and discrimination are manifested primarily in communication, both verbal and nonverbal, and educators are not aware of most of their stereotypes, according to the results of interviews. I conclude that gender stereotypes and gender discrimination play an important role in co-creating work and life in kindergarten. All observed and interviewed educators say that they have not discussed this topic with their children in their careers and do not intend to.

• Ključne besede: gender differences