Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education

ABSTRACT

Play is a highly valued pedagogy in early learning settings around the world. Supporters of play have emphasised the benefits of this approach in promoting children’s development and learning and their alleged freedom to choose, explore, and follow their interests. Feminist research, however, has shown that play contexts can be key sites that perpetuate gender inequalities. Building on this scholarship, I apply a critical feminist lens to examine the gendered effects of a recent shift in a Canadian province towards full-day play-based learning in kindergarten. Analysis of ethnographic data collected in two classrooms reveals that not all children may benefit from play-based learning. Instead, the findings show that the play settings in this study implicitly propagated patriarchal values that upheld hierarchal gender divisions and legitimized sexist practices among children in play. Specifically, in this paper I examine the subordination of girls through role allocations in the big blocks center. Given these findings, I discuss the need for critical gender literacy and transformative action among early education stakeholders.

KEYWORDS:

• Early childhood education
• critical feminist theory
• gender
• play-based learning
• teacher practice

Acknowledgments

I am grateful to the students and educators who participated in this study and to the reviewers for their valuable feedback on earlier drafts of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Concept of 'be(com)ing borrowed from Osgood and Ruby (2015).