Preschool children’s discourses on gender during dramatic play from critical perspective

ABSTRACT

The aim of this study was to explore dramatic play processes from a Marxist-Feminist perspective as a context in which preschool children express their understanding of gender and related issues. This qualitative study utilized critical discourse analysis to focus on the meaning created among children through their interaction while playing. The current study, with its idea of the active construction of gender and its critical attitude, goes beyond other studies that focus only on stereotypes and are influenced by constructivist approaches. The children's discourses on gender are organized into four Marxist-Feminist related categories as stereotypes, false consciousness, inequality in production, and power relations. The results showed that the inequalities in the social context of children are reflected in the educational environment through dramatic themes, play roles, and materials used in dramatic play. At the same time, children challenged these inequalities from time to time by using the dramatic structure.

KEYWORDS:

• Gender
• dramatic play
• Marxist/feminism
• video studies
• critical discourse

Acknowledgements

The authors appreciate the children who participated in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Research data is available for sharing upon request.

Ethics approval statement

Ethical permission was obtained from the Scientific Research and Publication Ethics Committee of Çukurova University in the Field of Social and Human Sciences.

Additional information

Notes on contributors

Meltem Emen-Parlatan

Meltem Emen-Parlatan, MA, is early childhood education researcher. She is working as a research assistant at the University of Çukurova in Turkey. She is interested in the gender development, social and emotional development. She has several articles in these fields.

Mustafa Yaşar

Mustafa Yaşar, PhD, is early childhood education researcher with a combined background of psychology and education. He is working as an associate professor at Çukurova University. He is interested in qualitative research in education, dramatic play and childhood culture. He has several articles in these fields.