GENDER SENSITIVITY IN EARLY CHILDHOOD CARE AND EDUCATION

Abstract

This study explores gender sensitivity in Early Childhood Care and Education (ECCE), focusing on how educational practices, curricula, and institutional policies influence young children’s understanding of gender roles. Using a qualitative research approach, the study aims to examine the integration of gender-sensitive practices in ECCE, assess the awareness and perceptions of teachers, caregivers, and parents, and identify challenges and barriers in promoting gender equity in early learning environments. Through in-depth interviews, focus group discussions, and classroom observations, data will be collected to understand the experiences of educators and stakeholders in fostering inclusive and equitable practices. The research further seeks to evaluate the role of gender-responsive curricula and pedagogies, the impact of educator training, and the use of inclusive learning materials in shaping children’s attitudes towards gender. Additionally, it emphasizes policy recommendations to strengthen gender sensitivity in ECCE, including parental engagement, community involvement, and the establishment of monitoring mechanisms. Findings from this study are expected to provide actionable insights for policymakers, educators, and caregivers, contributing to the development of holistic, gender-equitable educational frameworks that promote the cognitive, social, and emotional development of all children.