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A valuable resource for school administrators, school leaders, teachers, paraprofessionals, academic professionals, and others who are interested in the incorporation of new Professional Learning Communities (PLC) or the improvement of existing PLCs in their institution.
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As early childhood education is often approached through learning domains, this narrative review of literature traces some of the background theoretical work of the social/emotional learning domain, specifically looking at theoretical contributions in the area of the self, identity, and gender. Early childhood education is grounded in the developmental perspective. As such, two aspects of children's early development within the social/emotional domain (the biological and the sociological), are examined. The research question prompting this review asked how adults' understanding of gender discursively influences young children's development of gender and identity. This narrative review seeks to qualitatively synthesize the chronological progression of theoretical explanations of gender emerging from research since 1966. It is recognized that the literature on gender is wide and that the sources and theories included here may not be exhaustive but do attempt to be comprehensive and provide a thread back over the last six decades spanning to the present that shows the evolving perceptions of gender. In looking at the thread of evolving perceptions about gender, it becomes evident that older generations (i.e., the adults of a given time) theorize and develop explanations and understandings regarding gender, and it is the younger generations (children of the given time) that enact the discursive information in each generation’s evolving perceptions of gender. Thus, how society, and particularly adults in society, view and treat gender has a profound effect on how children take up and enact gender. Future research may emerge out of feminist new materialism, where the materiality of gender signifiers, shared spaces, and embodied presentation stand to be examined as to their place in evolving views of gender.
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