INTEGRATING DEMOCRATIC PRINCIPLES IN EARLY CHILDHOOD EDUCATION THROUGH AN ART PROGRAM FOR GENDER EQUALITY

Authors

  • Charikleia Pitsou PhD, Department of Educational Sciences and Social Work, University of Patras, Greece
  • Ariadni Theocharidi Med, Pre-primary Educator, Greece

DOI:

https://doi.org/10.46827/ejae.v9i2.5725

Keywords:

kindergarten, democracy, gender disparities, gender roles, art program

Abstract

Early childhood education is a foundational period for children. The early years are crucial for the development of social values, and teaching democratic principles can have a significant impact on young children’s social and emotional growth. Using art as a medium of expression and as an educational tool provides young learners with a touching and engaging experience to explore democratic principles. By integrating artistic activities with educational objectives, educators can address deeply rooted societal norms and foster a sense of equity, empathy, and inclusivity in young minds. All in all, through an exploration of theoretical frameworks and having art as a tool, this paper proposes a program which has been designed and implemented in pre-primary education to promote gender equality and challenge traditional gender norms, fostering an inclusive, democratic environment in the classroom. The implementation of the program shows that in the beginning, children discern the conventional roles of their parents within the familial structure, and by the conclusion of the program, a transformation in their viewpoints is evident through drawing, demonstrating a profound comprehension.

Author Biographies

  • Charikleia Pitsou, PhD, Department of Educational Sciences and Social Work, University of Patras, Greece

    Pitsou Charikleia (PhD) specializes in Human Rights Education, with her research interests encompassing human rights, the rights of a child and active citizenship. She is a member of the Teaching Staff in the Department of Educational Sciences and Social Work at the University of Patras and is also an Adjunct Lecturer at the Hellenic Open University. Her scholarly contributions include books, book chapters, and scientific articles published in Greek, English, and French. She serves as a reviewer for international and Greek academic journals. She has participated in numerous research and European programs as well as in conferences. She is actively involved in educational organizations.

    Email: xpitsou@upatras.gr

  • Ariadni Theocharidi, Med, Pre-primary Educator, Greece

    Ariadni Theocharidi, Med, is a primary teacher and holds a master’s degree in educational leadership from the Open University of Cyprus. She is currently pursuing postgraduate studies in Digital and Soft Skills in Education at the International Hellenic University. Her interests focus on the use of robotics in education as well as the implementation of innovative programs in the field of pre-primary education.

    Email: artheochar@sch.gr

References

Beetham, D. (1999). Democracy and Human Rights. Polity Press. Retrieved from https://books.google.ro/books/about/Democracy_and_Human_Rights.html?id=32fZMZ7tx5YC&redir_esc=y

Berk, L.E. (2013). Child development. 9th eds. Pearson. Retrieved from https://books.google.ro/books/about/Child_Development.html?id=Ev1HDgAAQBAJ&redir_esc=y

Blakemore, J, & Hill, C. (2008). The development of sex differences in childhood. In Crawford MC, Gentry M (Eds.), The psychology of women and gender, Wiley-Blackwell, pp 73-91. Retrieved from https://us.sagepub.com/en-us/nam/the-psychology-of-women-and-gender/book269887

Cameron, D. (2020). Feminism: Past and Present of a Movement (translated by F. Ditsas). Crete University Press. [In Greek] Retrieved from https://press.uchicago.edu/ucp/books/book/chicago/F/bo37161614.html

Council of Europe (n.d). Free to Speak - Safe to Learn” Democratic Schools for All. Retrieved from https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/tackling-discrimination/-/asset_publisher/4a3esYbkstv9/content/democratic-schools-network-intro.

Gallerani, M. (2017). Art Pedagogy and Gender Education: The Dialectic between Images and Consciousness, Words and Meanings. Proceedings 1(9): 1092. Retrieved from https://doi.org/10.3390/proceedings1091092

Dahl, R. (2000). On Democracy. Yale University Press. Retrieved from https://newuniversityinexileconsortium.org/wp-content/uploads/2022/08/Robert-A.-Dahl-On-Democracy-1998-1.pdf

Fagot, B. (2017). Gender role development and behavior in early childhood. In Dweck DL (Eds.), The Cambridge handbook of early childhood development, Cambridge University Press, pp 103-116. Retrieved from https://doi.org/10.1017/CBO9780511529320

Kakkai, B, & Dave, N. (2024). Reassessing Early Childhood Literature for Quality Education and Gender Equality in the Context Of SDGs. Journal of Lifestyle and SDGs Review 5(1): e02665. Retrieved from https://doi.org/10.47172/2965-730X.SDGsReview.v5.n01.pe02665

Kemalasari, R. (2024). Perancangan Desain Karakter “Buyung dan Upik” Sebagai Upaya Mengajarkan Kesetaraan Gender Untuk Anak Usia Dini. JAGS (Journal of Animation and Games Studies) 10(2):163-178. Retrieved from https://journal.isi.ac.id/index.php/jags/article/view/13745

Kokkos, A, & Coworkers. (2011). Education through the Arts. Metaixmio. [In Greek]

Nikita, E, Rehren., T, & Weihs, BJ. (2023). Encyclopedia of Archaeology: Second Edition. Geography and Geology Faculty Books and Monographs 12. Retrieved from https://digitalcommons.unomaha.edu/geoggeolfacbooks/12

Phelan, P. (2020). Democratic education and early childhood practice. In McCauley LR, Walter KM (Eds.), Democracy and education: Strategies for early childhood educators, Routledge, pp 15-29.

Samartzis, L, & Pitsou, C. (2024). Representations of preschool teachers on children's gender as a factor in differentiating their free play in the schoolyard. European Journal of Social Sciences Studies 10(4):17-35. Retrieved from http://dx.doi.org/10.46827/ejsss.v10i4.1824

Sen, A. (1999). Development as Freedom. Oxford University Press. Retrieved from https://books.google.ro/books/about/Development_as_Freedom.html?id=NQs75PEa618C&redir_esc=y

Smith, K. (2019). Children’s Voices and Gender Pedagogies for Equity in and Out of Early Childhood Classrooms. In Kessler., S A., & Swadener., B B, (Eds.), Educating for Social Justice in Early Childhood, pp 34-45. Retrieved from https://www.routledge.com/Educating-for-Social-Justice-in-Early-Childhood/Kessler-Swadener/p/book/9780367246990

Smith, K, Alexander, KD, & Campbell, S. (2017). Feminism(s) in Early Childhood Using Feminist Theories in Research and Practice. Springer. Retrieved from https://link.springer.com/book/10.1007/978-981-10-3057-4

Tobin, J. (2014). Gender in early childhood education: Perspectives and practices. Early Childhood Education Journal, 42(4):273–282.

Therborn, G. (2013). The Killing Fields of Inequality. Polity Press. Retrieved from https://doi.org/10.2190/hs.42.4.a

United Nations. (1979). Convention on the Elimination of All Forms of Discrimination Against Women. Retrieved from https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-elimination-all-forms-discrimination-against-women. Accessed 6 September 2024.

Yulianti, E, Sally, N, & Risdiana, A. (2023). Building Political Awareness of Gender for The Young Learners. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 11(1):87-106. Retrieved from doi: http://dx.doi.org/10.21043/thufula.v11i1.20400

Zeng, X. (2023). Promoting Gender Equality in Early Childhood Education: Lessons from the Nordic Countries. World Journal of Educational Research, 10(2): 63-78. Retrieved from https://doi.org/10.22158/wjer.v10n2p63

Downloads

Published

2024-12-15

Issue

Vol. 9 No. 2 (2024)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).