Erken Çocukluk Eğitiminde Toplumsal Cinsiyet: Çocuk Failliği ve Riskli Öğretmenlik

Yazarlar

DOI:

https://doi.org/10.33831/qr283656

Anahtar Kelimeler:

Çocuk Failliği- Erken Çocukluk Eğitimi- Feminist Postyapısalcı Kuram- Queer Kuram- Riskli Öğretmenlik

Öz

Erken çocukluk eğitim kurumları, toplumsal cinsiyet normlarının üretildiği, yeniden müzakere edildiği ve kimi zaman dönüştürülebildiği önemli toplumsal alanlardır. Feminist postyapısalcı, postyapısalcı ve queer kuramsal yaklaşımlara dayanan bu kuramsal eleştirel derleme, İngilizce literatür çerçevesinde erken çocukluk eğitim ortamlarında toplumsal cinsiyet ilişkilerinin nasıl kurulduğunu analiz etmektedir. Çalışma, çocukları toplumsal cinsiyet normlarının pasif alıcıları olarak değil, oyun, mekân kullanımı, söylem ve akran etkileşimleri yoluyla bu normları aktif biçimde üreten ve dönüştürebilen özneler olarak ele almaktadır. Kadın/erkek ikiliğinin çocuklar tarafından nasıl pekiştirildiği, “cinsiyet rolünü doğru oynama”, “sınır çalışması” ve “kategori sürdürme” kavramları etrafında tartışılmaktadır. Bununla birlikte, çocukların normatif çerçevelerin ötesine geçerek alternatif konumlanmalar geliştirebildikleri de gösterilmektedir. Makale ayrıca öğretmenlerin biyolojik determinizme dayalı söylemlerini eleştirel bir biçimde analiz etmekte ve “riskli öğretmenlik” kavramı aracılığıyla erken çocukluk eğitiminde cinsiyetçi ve heteronormatif normların sorgulanma olanaklarını tartışmaktadır. Çalışma, toplumsal cinsiyetin erken çocukluk eğitiminde sabit değil; söylemsel, ilişkisel ve bağlamsal olarak kurulan dinamik bir süreç olduğunu ileri sürmektedir. Bu yönüyle çalışma, Türkiye'de erken çocukluk eğitiminde toplumsal cinsiyeti feminist postyapısalcı ve queer perspektiflerden ele alan mevcut çalışmaları değerlendirerek, bu kavramların Türkiye bağlamında nasıl derinleştirilebileceğine dair bir araştırma gündemi önermektedir.

Referanslar

Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 39(3), 11–19.

Änggård, E. (2011). Children’s gendered and non-gendered play in natural spaces. Children, Youth and Environments, 21(2), 5–33.

Askew, S., & Ross, C. (1988). Boys don’t cry: Boys and sexism in education. Open University Press.

Aslan H. S., & Akman, B. (2025). A look at the early childhood teacher education undergraduate curriculum: is it gender sensitive? Teachers and Teaching, 31(8), 1396-1410. https://doi.org/10.1080/13540602.2024.2411971

Blaise, M. (2005). Playing it straight!: Uncovering gender discourses in the early childhood classroom. Routledge.

Blaise, M. (2009). “What a girl wants, what a girl needs”: Responding to sex, gender, and sexuality in the early childhood classroom. Journal of Research in Childhood Education, 23(4), 450–460. https://doi.org/10.1080/02568540909594673

Blaise, M. (2010). Kiss and tell: Gendered narratives and childhood sexuality. Australasian Journal of Early Childhood, 35 (1), 1–9. https://doi.org/10.1177/183693911003500102

Blaise, M., & Andrew, Y. (2005). How ‘bad’ can it be? Troubling gender, sexuality, and early childhood teaching. In N. Yelland (Ed.), Critical issues in early childhood education (ss. 49–57). Open University Press.

Blaise, M., & Taylor, A. (2012). Using queer theory to rethink gender equity in early childhood education. Young Children, 67(1), 88–96.

Browne, N. (2004). Gender equity in the early years. Open University Press.

Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. Routledge.

Chapman, R. (2016). A case study of gendered play in preschools: How early childhood educators’ perceptions of gender influence children's play. Early Child Development and Care, 186(8), 1271–1284. https://doi.org/10.1080/03004430.2015.1089435

Connell, R. (1987). Gender and power: Society, the person and sexual politics. Polity Press.

Connell, R. W. (1996). Teaching the boys: New research on masculinity and gender strategies for schools. Teachers College Record, 98(2), 206–235. https://doi.org/10.1177/016146819609800203

Danby, S., & Baker, C. (1998). How to be masculine in the block area. Childhood, 5(2), 151–175. https://doi.org/10.1177/0907568298005002004

Davies, B. (2003). Frogs and snails and feminist tales: Preschool children and gender. Hampton Press.

Davies, B., & Banks, C. (1992). The gender trap: A feminist poststructuralist analysis of primary school children's talk about gender. Journal of Curriculum Studies, 24(1), 1–25. https://doi.org/10.1080/0022027920240101

DePalma, R., & Atkinson, E. (2009). ‘No outsiders’: Moving beyond a discourse of tolerance to challenge heteronormativity in primary schools. British Educational Research Journal, 35(6), 837–855. https://doi.org/10.1080/01411920802688705

Francis, B. (1998). Power plays: Primary school children's constructions of gender, power, and adult work. Trentham Books.

Freeman, N. K. (2007). Preschoolers’ perceptions of gender-appropriate toys and their parents’ beliefs about genderized behaviours. Early Childhood Education Journal, 34(5), 357–366. https://doi.org/10.1007/s10643-006-0123-x

Gelir , I. (2022). Becoming a girl and boy: preschool children’s construction of gender roles in the community and nursery, Early Child Development and Care, 192(2), 302-312. https://doi.org/10.1080/03004430.2020.1756790

Gündoğdu, N. (2016). Children's construction of gender and national identities with respect to preschool policy and practice: A case study of two preschool classrooms in Turkey (Doctoral dissertation). University of Warwick.

Işıtan Kılıç, D. (2022). A poststructural feminist approach to the acquisition of gender roles in early childhood. İstanbul Üniversitesi Kadın Araştırmaları Dergisi, 25, 141-154. https://doi.org/10.26650/iukad.2022.1135316

Jackson, S. (2007). ‘She might not have the right tools... and he does’: Children’s sense-making of gender, work and abilities in early school readers. Gender and Education, 19(1), 61–77. https://doi.org/10.1080/09540250601087769

Janmohamed, Z. (2010). Queering early childhood studies: Challenging the discourse of developmentally appropriate practice. The Alberta Journal of Educational Research, 56(3), 304–318. https://doi.org/10.55016/ojs/ajer.v56i3.55413

Lee-Thomas, K., Sumsion, J., & Roberts, S. (2005). Teacher understandings of and commitment to gender equity in the early childhood setting. Australian Journal of Early Childhood, 30(1), 21–27. https://doi.org/10.1177/183693910503000105

Lenz Taguchi, H. (2005). Getting personal: How early childhood teacher education troubles students’ and teacher educators’ identities regarding subjectivity and feminism. Contemporary Issues in Early Childhood, 6(3), 244–255. https://doi.org/10.2304/ciec.2005.6.3.5

Lloyd, B., & Duveen, G. (1992). Gender identities and education. Harvester Wheatsheaf.

Lowe, K. (1998). Gendermaps. In N. Yelland (Ed.), Gender in early childhood (ss. 206–222). Taylor & Francis.

Lyttleton-Smith, J. (2019). Objects of conflict: (Re)configuring early childhood experiences of gender in the preschool classroom. Gender and Education, 31(6), 655–672. https://doi.org/10.1080/09540253.2017.1332343

MacNaughton, G. (1997). Feminist praxis and the gaze in the early childhood curriculum. Gender and Education, 9(3), 317–326. https://doi.org/10.1080/09540259721286

MacNaughton, G. (2000). Rethinking gender in early childhood education. Paul Chapman Publishing.

MacNaughton, G. (2005). Doing Foucault in early childhood studies: Applying poststructural ideas. Routledge.

Marsh, J. (2000). ‘But I want to fly too!’: Girls and superhero play in the infant classroom. Gender and Education, 12(2), 209–220. https://doi.org/10.1080/09540250050010018

Osgood, J., & Robinson, K. H. (2017). Celebrating pioneering and contemporary feminist approaches to studying gender in early childhood. In K. Smith, K. Alexander, & S. Campbell (Eds.), Feminism(s) in early childhood: Using feminist theories in research and practice (ss. 35–47). Springer.

Özer, G. & Keser, P.B. (2020). Annelerinin ev içi ve ev dışı rollerine yönelik okul öncesi çocukların görüşlerinin toplumsal cinsiyet açısından incelenmesi. Değerler Eğitimi Dergisi, 18(39), 377-413. https://doi.org/10.34234/ded.679593

Paechter, C. F. (2007). Being boys, being girls: Learning masculinities and femininities. Open University Press.

Prioletta, J. (2022). Unearthing gender violence with/in the kindergarten play environment. Gender and Education, 34(8), 973–990. https://doi.org/10.1080/09540253.2022.2118441

Prioletta, J. (2024). Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education. Early Years, 44(3–4), 801–814. https://doi.org/10.1080/09575146.2023.2190053

Robinson, K. (2005). Doing anti-homophobia and anti-heterosexism in early childhood education. Contemporary Issues in Early Childhood, 6(2), 175–188. https://doi.org/10.2304/ciec.2005.6.2.7

Robinson, K., & Diaz, C. J. (2006). Diversity and difference in early childhood education: Issues for theory and practice. Open University Press.

Ryan, S., & Grieshaber, S. (2005). Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education. Journal of Teacher Education, 56(1), 34-45.

Skelton, C. (2001). Schooling the boys: Masculinities and primary education. Open University Press.

Şalgam, D. (2014). Gender and sexual identity construction in early childhood education: The case of a private kindergarten in Ankara (Master’s thesis). Middle East Technical University.

Smith, K., Alexander, K., & Campbell, S. (2017). Feminism(s) in early childhood: Using feminist theories in research and practice. Springer.

Surtees, N. (2005). Teacher talk about and around sexuality in early childhood education: deciphering an unwritten code. Contemporary Issues in Early Childhood, 6(1), 19-29. https://doi.org/10.2304/ciec.2005.6.1.5

Surtees, N., & Gunn, A. (2010). Re)marking heteronormativity: Resisting practices in early childhood education contexts. Australasian Journal of Early Childhood, 35(1), 42–47. https://doi.org/10.1177/183693911003500107

Tantekin Erden, F. (2009). A course on gender equity in education: Does it affect gender role attitudes of preservice teachers? Teaching and Teacher Education, 25(3), 409-414. http://doi.org/10.1016/j.tate.2008.11.001

Taylor, A., & Richardson, C. (2005). Queering home corner. Contemporary Issues in Early Childhood, 6(2), 163–173. https://doi.org/10.2304/ciec.2005.6.2.6

Thorne, B. (1993). Gender play: Girls and boys in school. Rutgers University Press.

Tobin, J. J. (1997). Introduction: The missing discourse of pleasure and desire. In J.J. Tobin (Ed.) Making a place for pleasure in early childhood education (ss1-37). Yale University Press.

Uzkul, S. (2025). Preschool Preservice Teachers’ Views on LGBTIQA+ and a Children’s Book on This Theme: Morris Micklewhite and the Tangerine Dress. Journal of Homosexuality, 1–29. https://doi.org/10.1080/00918369.2025.2610503

Walkerdine, V. (1990). Schoolgirl fictions. Verso.

Warner, M. (1993). Fear of a queer planet: Queer politics and social theory. University of Minnesota Press.

Yıldız, S. & Erkan, N. S. (2023). Preschool teachers' perceptions of gender in the classroom: A multifaceted examination. Theory and Practice in Child Development, 3(1), 37-50. https://doi.org/10.46303/tpicd.2023.3

Yayınlanmış

2026-06-28

Nasıl Atıf Yapılır

Erken Çocukluk Eğitiminde Toplumsal Cinsiyet: Çocuk Failliği ve Riskli Öğretmenlik. (2026). Kadın/Woman/2000,/Journal/for/Women’s/Studies, 27(1). https://doi.org/10.33831/qr283656