Playing with gender: taking up and challenging heteronormativity in an early childhood education setting
Bibliographic record
Abstract
This study challenges a common view that sexualities and the topic of sexuality are irrelevant and inappropriate to children’s lives. In early childhood education, sexuality is generally viewed as an innate developmental experience that evolves over time as children grows. Framed in a postmodernist and queer perspective, this study upholds sexuality as a social construct influenced by cultural and societal values. This study examines how heteronormativity is discursively constructed in an early childhood education setting. Participant observation was employed and video recorded with ten kindergarten children and their early childhood educators. First, the children were found to employ a number of discourses, including: “hair;” “clothes;” “colours;” “masculinity as the rejection of femininity;” “superhero” and “princess play.” Secondly, the findings suggest that play is a site for children to transgress hegemonic discourses regarding genders and sexualities. Thirdly, the early childhood educator was found to be a critical role in this transgressive play by posing questions and problematizing children’s heteronormative assumptions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".