THEORETICAL ISSUES OF GENDER EDUCATION RESEARCH IN PRESCHOOL EDUCATION
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Abstract
Gender education in preschool settings represents a complex and multifaceted area of research that encompasses pedagogy, developmental psychology, sociology, and cultural studies. The early years of childhood are a formative time during which children construct their gender identities through interaction, play, language, and institutional settings. Despite a wealth of empirical research, theoretical debates continue to exist regarding the conceptualization of gender, the interplay between biological and societal influences, and appropriate pedagogical approaches for early childhood settings.
This article examines major theoretical frameworks that shape gender education research within preschool education, such as essentialist, social constructionist, feminist, post-structuralist, and intersectional approaches. Through a systematic theoretical analysis, the study identifies conceptual complexities, methodological challenges, and practical implications for curriculum development and teacher training.
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