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EQUIPMENT PREFERENCES OF MEN AND WOMEN EMPLOYED IN EARLY CHILDHOOD EDUCATION.

机译:早期儿童教育中男女的设备偏好。

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摘要

During the last four decades early childhood educators have stressed the importance of male workers entering the occupation. Claims have been made that both children and programs benefit from the presence of male caregivers. However, the actual percentage of men working with young children is very small and has not increased.;The current study measured the different equipment and supply preferences of men and women working in the field of early childhood education. Participants were each given a booklet with 50 pictures of daycare equipment and supplies and requested to choose 15 items that they would like to use to supplement an already equipped classroom. A panel had previously rated these items on a 5 point scale from very feminine to very masculine. Participants were also requested to complete an education and experience survey as well as a Sex Role Preference scale.;Analysis of variance showed that sex was a significant variable in differentiating male and female equipment preference scores. Neither education nor experience influenced the choices, but Sex Role Preference did affect scores. Traditional women chose significantly more feminine equipment than modern women, traditional men, or modern men did. Sex was the only significant predictor of equipment preference scores in a multiple regression analysis, explaining 26% of the variance in Sex Equipment Preference Scores.;Recommendations were that studies of the educational environment in daycare should consider the variables of sex and Sex Role Preference. Further recommendations were that the dependent variable of children's behaviors should not be classified as either male or female, but that the criterion of situational appropriateness be used.;While professionals have accepted, as a matter of faith, that the presence of male workers is beneficial, no empirical data support this claim. Research efforts have failed to document unique male contributions to the early childhood environment. The current study suggests that previous studies may have been measuring the wrong variables.
机译:在过去的四十年中,幼儿教育者强调了男性工人进入这一职业的重要性。有人声称,男性照顾者的存在使儿童和计划受益。但是,与幼儿一起工作的男性的实际百分比很小,并且没有增加。;本研究测量了在幼儿教育领域工作的男性和女性在设备和供应方面的偏好。分别给与会人员一本小册子,其中包含50张日托设备和用品的图片,并要求他们选择15种物品,以补充已经配备好的教室。小组先前曾以非常女性化到男性化的5分制对这些项目进行评分。还要求参与者完成教育和经验调查以及性别角色偏好量表。方差分析表明,性别是区分男性和女性设备偏好得分的重要变量。教育和经验都不会影响选择,但性别角色偏好确实会影响得分。与现代女性,传统男性或现代男性相比,传统女性选择的女性装备要多得多。在多元回归分析中,性别是唯一的设备偏好分数的重要预测指标,解释了26%的性别设备偏好分数的变化。;建议在日托的教育环境研究中应考虑性别和性别角色偏好的变量。进一步的建议是,不应将儿童行为的因变量归类为男性或女性,而应使用情境适当性的标准。​​;尽管出于专业考虑,专业人员认为男性工人的存在是有益的,没有经验数据支持此主张。研究工作未能证明男性对幼儿环境的独特贡献。当前的研究表明,以前的研究可能一直在测量错误的变量。

著录项

  • 作者

    GORDON, TOM.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Education Early Childhood.
  • 学位 Ph.D.
  • 年度 1987
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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