Preschool teacher’s perception and practice of gender disparities in learning in English-medium setting

Abstract

This thesis examines preschool teachers' perceptions of gender differences in learning within English-medium settings, focusing on how these beliefs impact teaching practices and child development. Recognizing Early Childhood Education (ECE) as essential for lifelong learning, this study addresses an important gap by investigating teachers' beliefs that influence their interactions with students. Through a qualitative approach, involving interviews with five preschool teachers and ten classroom observations, the study explores how teachers’ beliefs may shape their responses to boys and girls differently, potentially contributing to or reducing gender disparities in educational outcomes. Key findings reveal that teachers perceive notable developmental differences between boys and girls, especially in language and fine motor skills, where girls are often seen to excel. These perceptions appear to be shaped by both biological factors, like neurological differences, and sociocultural factors, including societal norms around gender roles. The study emphasizes the need for targeted professional development and policy reforms to help educators recognize and address potential biases. By shedding light on the underlying factors driving gender disparities in early learning, this research seeks to inform policies that foster gender equity within ECE settings, ensuring a more inclusive and balanced educational experience for all children.