Kindergarten Teachers’ Views on Gender Equality and Social Inclusion Concepts
Abstract
The purpose of this study is to explore early childhood teachers' views on the concepts of gender equality and social inclusion. Teachers are expected to create learning spaces that challenge stereotypes, facilitate equal participation, and encourage children to develop complex understandings of identity and difference. The research method used is a qualitative method with a case study research type on three kindergarten teachers, using interviews. In the data collection technique, the researcher uses a grounded theory approach in the data analysis process. This research shows that there are still biased concepts about how early childhood teachers understand diversity. This paper produces recommendations for teachers, parents, and the community to continue to understand the concepts of gender equality and social inclusion at the level of early childhood education units.
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