Exploring Gender and Learning |
observational study
Research Question: To what extent can gender roles influence the application/ use of Vygotsky's theories on the Zone of Proximal Development and scaffolding?
Aim: Investigate whether gender affects the process of application of Vygotsky's ZPD and scaffolding theories.
Procedure: A group of researchers was able to perform overt observations on an opportunity sample of children in a kindergarten class. The observations were taken over four days between the time of 9-10 in the morning on Wednesdays. Researchers observed students as they went through the activities for the day. Some children were also asked questions regarding the work they were doing and some questions about their preferences in colour, movies, superheroes etc. Children were observed during their rotation time, in which four stations were created and students were divided among the stations where they did the assigned activity for 15-20 minutes before rotating to the next station. Stations included: art/painting, writing, iPad, playtime, math. The teacher of the class was also interviewed to present her observations on learning in the classroom and to comment on whether she noticed differences in teaching methods used on girls and boys.
Findings: Many gender stereotypes were observed in the classroom. Girls usually had pink princess bags while boys typically had blue or red bags with superhero's or cars as designs. When asked about favourite colours, many girls replied with 'pink' while boys said 'blue'. In the iPad station, children played educational games and boys typically chose games with more action and girls chose games that were simple and more colourful. Boys were much more interested in the iPad station than the girls while girls preferred the Art station. While girls chose to sit down and play games, boys were more active and played with building blocks and made structures.
*Informed consent was given by the teachers of the classes where the observations took place. Researchers answered any questions asked by the students about their presence in the classroom. The researchers did not disrupt class time and took care to not distract the children form the tasks they were supposed to be doing.
Procedure: A group of researchers was able to perform overt observations on an opportunity sample of children in a kindergarten class. The observations were taken over four days between the time of 9-10 in the morning on Wednesdays. Researchers observed students as they went through the activities for the day. Some children were also asked questions regarding the work they were doing and some questions about their preferences in colour, movies, superheroes etc. Children were observed during their rotation time, in which four stations were created and students were divided among the stations where they did the assigned activity for 15-20 minutes before rotating to the next station. Stations included: art/painting, writing, iPad, playtime, math. The teacher of the class was also interviewed to present her observations on learning in the classroom and to comment on whether she noticed differences in teaching methods used on girls and boys.
Findings: Many gender stereotypes were observed in the classroom. Girls usually had pink princess bags while boys typically had blue or red bags with superhero's or cars as designs. When asked about favourite colours, many girls replied with 'pink' while boys said 'blue'. In the iPad station, children played educational games and boys typically chose games with more action and girls chose games that were simple and more colourful. Boys were much more interested in the iPad station than the girls while girls preferred the Art station. While girls chose to sit down and play games, boys were more active and played with building blocks and made structures.
*Informed consent was given by the teachers of the classes where the observations took place. Researchers answered any questions asked by the students about their presence in the classroom. The researchers did not disrupt class time and took care to not distract the children form the tasks they were supposed to be doing.