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Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore, 1 - 3 June 2009
According to some feminist writers, women are born “female” (according to whatever the
culture and time define it to be), but a sense of femininity and sex role as female is
constructed through social indoctrination. Hence a child’s sense of femininity is not innate, but rather socialized through contacts with people in the family and beyond. One of the important environments that provide input for the socialization process is the school setting. Through different types of early literacy materials, children’s sense of sex roles is acquired
and reinforced. This study attempts to analyze the contents of early childhood literature used in Hong Kong and examine possible influences of such materials on gender concepts and sex role at the early stages of child development. Interviews were also carried out with 28 kindergarten teachers on what and how the fairy tales they usually use in their teaching may
influence young children’s development of gender concepts. Findings will have important implications for redesigning pedagogy in the early childhood setting to suit the needs of young children of both sexes.
Appears in Collections:CRPP - Conference Papers

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