Teacher's Perspectives on Social Gender Formation in Pre-School Children

The purpose of the study is to examine teachers' views on the formation of gender roles in preschool children. In this study, a qualitative research approach based on the phenomenological method was used. The study group consisted of fourteen volunteer preschool teachers with different genders and seniority working in different preschool institutions. The data were collected through a semi-structured interview form and analysed through descriptive analysis. When the findings of the study were examined, it was seen that many factors such as family and society's approach to children, teacher attitudes and behaviours, and extended family factors were effective in the formation of gender in preschool children in the context of gender roles according to the teachers. In addition, it is noteworthy that children raised in families and society with a traditionalist perspective may develop similar patriarchal perspectives. This study also shows that well-designed pre-school curriculum in terms of gender roles can prevent discrimination based on gender roles and that both genders can develop gender perception under equal when such curriculuma are implemented appropriately by teachers.