Teacher Perceptions of Gender Roles, Socialization, and Culture During Children’s Physical Play
Play involves activities promoting children’s development in physical, social, emotional, and cognitive domains (Dewar, Servos, Bosacki, & Coplan, 2013). The existing literature describes ways in which teachers’ perceptions may influence children’s emerging gender roles during physical play. This paper describes teachers’ perceptions of children’s gender roles and the relationship with physical play. A teacher’s potential influence on emerging gender roles during physical play is discussed.
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