Inhaltszusammenfassung

The article is prompted by an assumption often (implicitly) posited in relevant literature, namely that a) gender-related differences in the everyday kindergarten experiences and behaviors of girls and boys exist and that b) these differences increase in the course of kindergarten attendance. On the basis of the longitudinal study BiKS-3-8 (a project which examines educational processes, competence development and selection decisions at pre- and primary school age by means of two panel studie...The article is prompted by an assumption often (implicitly) posited in relevant literature, namely that a) gender-related differences in the everyday kindergarten experiences and behaviors of girls and boys exist and that b) these differences increase in the course of kindergarten attendance. On the basis of the longitudinal study BiKS-3-8 (a project which examines educational processes, competence development and selection decisions at pre- and primary school age by means of two panel studies), everyday experiences of girls and boys in kindergarten and everyday actions and attitudes of kindergarten teachers are examined as to the frequency and distinctiveness of gender-specific behavior among the key players. This analysis reveals that there are only a few differences in behavior between girls and boys, which do not always correspond to the traditional role stereotype and which grow even less pronounced in the course of kindergarten attendance. These differences are essentially due to the initiative of the children themselves; kindergarten teachers promote gender-specific behavior in a very limited way. » weiterlesen» einklappen

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