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|Title:||Korean kindergarten children's play choice: Activity structure and sex-type|
|Doctoral Committee Chair(s):||Carpenter, C. Jan|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Sociology of|
|Abstract:||This study investigated the classroom context variables which influence the socialization of sex-typed behavior of Korean kindergarten children. The study focused on the Korean kindergarten children's different activity choices in the classroom and the variables which influence this behavior.
This study begins with the hypothesis that the typical Korean middle class kindergarten setting defines specific attitudes, modes of acting, and opportunities which are appropriate for boys and girls.
One purpose of this study was to replicate the theoretical model suggested and supported by a series of studies by Carpenter and other researchers in the U.S.
The second purpose was to identify sex-stereotypical (masculine, feminine, neutral) activities in the Korean kindergarten classroom and to examine teachers' and peers' influence on children's participation in sex-typed play activities.
For the purpose of this study, in addition to the activity type, teacher feedback, peer interaction, aggressiveness and rough and tumble play, leadership attempts, physical initiation, compliance, asking for help and bids for recognition were selected for classroom observation as social behavior typically seen in the Korean preschool classroom.
In total, 60 children, ages 4 to 5 years, from two classrooms of the university lab school participated in this study. The two trained observers, including the researcher, conducted observations over a period of 2 months by using a time sampling technique in the classroom during the free play time. Each child was observed for a 2-minute period, in 20-second intervals during one observation period.
From this study, it is clear that sex-stereotyping occurs in the Korean kindergarten classrooms to a high degree in children's play choices and interaction with peers and teachers. If teachers are interested in providing a non sex-stereotyped educational environment for children, the results of this study offer important and useful implications for early childhood education in Korea concerning the curriculum, classroom setting, materials, equipment, and teacher education.
|Rights Information:||Copyright 1991 Suk, Chunhee|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9136747|