Whether they are playing among themselves, listening to stories or interacting with adults, even very young children are clearly aware of gender roles.

Rethinking gender in early childhood education reveals how the focus on individual development that is promoted in early childhood education doesn't produce gender equity. Rather, everyday teaching practices influence the gendering of young children's identities.

Glenda MacNaughton draws on theory and research to explain this and to develop approaches which open up new possibilities for both boys and girls.

... invaluable for early childhood teachers, for students in teacher training, for teacher educators and for researchers who are wanting to work with teachers ...
Bronwyn Davies, James Cook University, author of Frogs and snails and feminist tales.

A major contribution to the international literature in early childhood - Glenda MacNaughton has done a terrific job in making difficult theory accessible for teachers and student teachers. Her consistent use of plentiful examples and explorations of how different theories held by teachers might impact on their practice will be tremendously useful to teachers and teacher educators.
Debbie Epstein, Centre for Research and Education on Gender, Institute of Education, London.

Glenda MacNaughton is associate professor in the Department of Learning and Educational Development at University of Melbourne. She has worked in early childhood for thirty years as a practitioner, as a manager and as a senior policy advisor to government both in Australia and the UK. She is co-author of Communication in early childhood services, Teaching techniques with young children and Working with young children.