Detection of gender inequality stereotypes in the upbringing of preschoolers within the educational process of a preschool institution

Abstract

The aim of the article is to present the results of a study on the opinions of educators and parents of children in preschool institutions in the Zaporizhzhia region regarding the presence of gender inequality stereotypes in the upbringing of preschool-aged children. To achieve this aim, an anonymous online survey method was used, along with other supplementary methods: statistical data processing based on questionnaire responses, comparative analysis of respondents' answers, visualization of results, and interpretation of findings. The results indicate that: 1) For the vast majority of educational staff, ensuring equal opportunities for the development of girls and boys within the educational space of preschool institutions (hereinafter referred to as PI) is very important; 2) Only half of the surveyed PI educators understand that the concepts of "sex" and "gender" differ in meaning; 3) Respondents agreed with the view that there are certain inequalities or biases based on sex in the upbringing of girls and boys (girls receive more lenient treatment than boys, while boys face more demanding expectations than girls); 4) The vast majority of educational staff indicated that the institution should create equally favorable conditions for both girls and boys. The conclusions state that educators need support to ensure successful gender socialization of children within PI and families. Therefore, training programs and specialized courses in postgraduate education on acquiring knowledge, successful practices, and skills in the field of gender socialization of students will contribute to their professional growth and help create conditions for promoting gender equality in the upbringing of preschoolers.