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dc.contributor Leslie, Angela en
dc.contributor.advisor Carinci, Sherrie en
dc.contributor.author Jones, Marcia Lenae en
dc.date.accessioned 2017-01-03T22:30:45Z en
dc.date.available 2017-01-03T22:30:45Z en
dc.date.issued 2017-01-03 en
dc.date.submitted 2016-11 en
dc.identifier.uri http://hdl.handle.net/10211.3/182893 en
dc.description Thesis (M.A., Education (Behavioral Sciences Gender Equity Studies))--California State University, Sacramento, 2016. en
dc.description.abstract The purpose of this study was to observe gender differences in children’s play in the socio-dramatic play area of a preschool classroom. Also, to gain retrospect on children’s ideas of gender roles through a facilitation of discussion through reading of children’s literature. The data was collected qualitatively through use of observational methodology and analyzed thematically. The following research questions were examined: What kind of gender roles do children display through interactions with peers in: sociodramatic play area, block area, children’s conversations, peers assigning roles, adult roles (mommy/daddy), and dramatic characters (superheroes)? What are the ways in which these gender role behaviors are expressed, verbally (speech) and non-verbally (actions)?; What are children’s responses to literature concerning gender roles? The researcher conducted this study at a Northern Sacramento preschool. Participants in the study were all aged 3 to 5 years old. There was a total of 18 children, six girls and 12 boys that participated in this study. The racial background of children consisted of: eight of the 18 participants were African American; five of the 18 participants were Caucasian; three of the 18 participants were Asian American; and two of the 18 participants were Hispanic. As far as age, there were a total of four 5 year olds, eleven 4 year olds, and four 3 year olds. All of the children’s names used in this study were pseudonyms. Throughout the data, children seemed to express a sense of traditional and non-traditional feminine and masculine roles. The overall arching themes evident in the data were: Dress up prior to play, Helping roles, Nurturing roles, Domestic roles, Dominance, Aggression, and Risk Taking Roles, and Use of Stereotypical Language. The data concerned with children’s responses to the selected children’s literature displayed some significant results that are explained following the themes. Also, children’s reactions to the readings of the selected text were enthralling. Children demonstrated interest in all three texts. Both boys and girls exemplified attentiveness to the stories read aloud. Most importantly, the researcher observed that children learn and create their belief systems of behavior through close observations of others. Ultimately, more global awareness to gender behavior that children display and communicate, will grant parents, teachers and other important role models in a children’s life the moments to support and teach children about gender equality. en
dc.description.sponsorship Education (Behavioral Sciences Gender Equity Studies) en
dc.language.iso en_US en
dc.subject Gender roles en
dc.subject Preschool children en
dc.title Does gender make a difference? : an examination of gender and play of preschool children en
dc.type Thesis en

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