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Exploring Early Childhood Educators' Perceptions and Practices Towards Gender Differences in STEM Play: A

Simeng Wang1

  • 1Faculty of Education, Monash University, Melbourne, Victoria Australia.

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Summary

Early childhood educators in China recognize the importance of gender equity in STEM play but hold ingrained preconceptions. Addressing external prejudices and peer influence is crucial for fostering inclusive STEM environments for girls.

Keywords:
Chinese early childhood educatorEarly childhood educationGender-inclusive educational settingGender-stereotypeSTEM

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Area of Science:

  • Early Childhood Education
  • Gender Studies
  • STEM Education

Background:

  • Gender biases in early childhood education (ECE) favor boys in STEM play, potentially impacting girls' future STEM identity and career choices.
  • Underrepresentation of women in STEM fields is a persistent global issue, with limited research on Chinese ECEs' perceptions of gender equity in STEM.

Purpose of the Study:

  • To investigate Chinese early childhood educators' perceptions and responses to gender differences in STEM play.
  • To explore the influence of cultural-historical theory and feminist perspectives on understanding gender equity in early STEM education within China.

Main Methods:

  • A multiple-case study approach was employed.
  • Data were collected from six in-service Chinese early childhood educators regarding their experiences with STEM play and gender-related issues.

Main Results:

  • Educators acknowledged and valued equal child involvement in STEM play but exhibited contradictory beliefs due to ingrained gender preconceptions.
  • External environmental prejudices and peer influence were identified as primary obstacles to gender inclusion in STEM play.

Conclusions:

  • Inclusive practices are essential, highlighting the ECEs' role in creating gender-neutral STEM play environments.
  • Findings offer insights for achieving gender equity in STEM in China, emphasizing the need for further research on ECEs' stereotypes and professional development to support girls' STEM engagement.