This thought-provoking study challenges the usefulness of existing
parameters for assessing and describing the development of children
in early education settings, and shows how notions of
developmentally appropriate practices exclude vitally important
social and political constructs of gender. By repositioning gender
at the centre of our view of children's interactions and emotional,
physical, intellectual and social development, Blaise highlights
the imbalance of power in the classroom and the continually
shifting performances and understanding of young children's
awareness of gender and gender roles. Insightful and inspiring for
classroom practitioners, this book will also be of interest to
anyone concerned with child development, gender studies, feminist
and queer studies, and all those fascinated by the socialization of
our children.
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