A Study on Competence Indicators of Gender Equity Education in Early Childhood

• Main Authors: Chin-chih Chung, 鍾錦織
• Other Authors: Hsiu-Mei JEN
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/95990284100497106829

碩士 === 國立臺南大學 === 教育經營與管理研究所 === 95 === This paper presents several competence indicators of gender equity eucation for early childhood education. In order to collect relevant information from participants (teachers, children, and experts), the researcher implemented qualitative research practice by using three approaches: focus group, participant observation and depth interview. The results showed that if teachers could conduct children with adequate discussions and participations, children would be able to achieve the following competence indicators: 1. Cognitive domain: （1） recognize the differences of physical features between male and female （2） realize that display of self is gender-free （3） realize the formation of a family （4） realize that the division of domestic labor is gender-free 2. Affective domain: （5） respect body autonomy of self and others （6） respect privacy of self and others （7） respect the diversity of gender 3. Active domain: （8） claim body autonomy and privacy of self （9） fairly express opinions and feelings of self, regardless of gender （10） accept opposite-sex peers and be willing to interact with them （11） accept the diversity of gender Based on the above results, the conclusions reached in this study can hopefully serve as useful recommendations for relevant educators, parents, educational policies, and further studies. Keywords：early childhood, gender equity education, competence indicators