Pathways for gender equality through early childhood teacher policy in China

Author(s): Chi, Jin

Organisation(s): Brookings Institution (USA). Center for Universal Education

Date: 2018

Pages: 18 p.

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Studies from the psychological, sociological, neurobiological, and anthropological fields all point to the significance of early childhood care and education (ECCE) on a range of developmental outcomes relevant to gender equality, including the cognitive and affective formation of gender identity and stereotypes, and the range of skills learned by girls and boys through teacher-child interactions and gendered childhood play. Children begin to label the gender identity of others around two and a half years-old, and begin to understand gender stability around three and a half years-old. Recent research has found that gender stereotypes about girls’ and boys’ intelligence may be formed as early as age six. As such, in order to bridge the gender gaps that girls and women experience later in life, evidence suggests that it is critical to begin tackling gender bias early in life.

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