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Using in-depth interviews with 15 teachers (14 females, 1 male), the research identifies stereotypes visible in role play, songs, poems, storytelling, and group work. Findings show limited knowledge of gender-responsive pedagogy, with a need for teacher training aligned to equality goals in the 2016 UN Sustainable Development Goals.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-61-full-length-research-paper/590736/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-61-full-length-research-paper/590736.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study?","Question",{"text":112,"@type":113},"To explore preschool teachers’ views regarding gender and pedagogical practices in teaching English language in public preschools in Nairobi County, Kenya.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"Through in-depth interviews with 15 preschool teachers, with data analyzed from the interview transcripts.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings indicate about teacher practice?",{"text":121,"@type":113},"Teachers show some gender sensitivity, but limited knowledge of gender-responsive pedagogy; visible gender stereotypes appear in activities used to teach English.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590736,1792162253,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","African Educational Research Journal  \nVol. 6(1), pp. 10-19, March 2018 DOI: 10. 30918/AERJ.61.18.007 ISSN: 2354-2160  \nFull Length Research Paper  \n‘The unfinished business’: Exploring teachers' views on gender and pedagogical practices in public preschoolsin Nairobi county, Kenya  \nJuliet Njeri Muasya* and Teresia Wakesho Kazungu  \nSchool of Education, University of Nairobi, P.O. Box 25304-00100 Nairobi, Kenya.  \nAccepted 12 March, 2018  \n\n| ABSTRACT\u003Cbr>Early years of a child, especially during Early Childhood Education (ECE), is a critical period facilitating the formation of gender identity and stereotypes, which could affect the appropriate development of a child. Yet, to date, most studies on gender and pedagogy in ECE have been done outside Africa, and so far none in Kenya. The aim of this study was to explore the views of preschool teachers in regard to gender and pedagogical practices in their teaching of English language through the use of in-depth interviews. Data analysed from interviews transcripts with 15 (14 females and 1 male) preschool teachers shows that in their use of role play, songs, poems, storytelling, group work to teach English language, there are visible aspects of gender stereotypes, more emphasis on masculinity status as compared to femininity. Although preschool teachers encourage children to work in groups of boys and girls, parents seem to be influencing children's choice of their role play. Further, the findings show that although preschool teachers are to some extent gender sensitive, they tend to have limited knowledge on how to use gender responsive pedagogy when teaching boys and girls English language, which confirms the yet ' Unfinished Business of 21st Century'. There is need to train preschool teachers on how to effectively use gender pedagogical practices for\u003Cbr>purposes of achieving equality as postulated in the 2016 United Nations Sustainable Development Goals. Keywords: Gender and pedagogy, gender, gender roles, Early Childhood Education, preschool education. |\n| --- |\n| *Corresponding [author. E-mail: julietnjerim@gmail.com. Tel:](author. E-mail: julietnjerim@gmail.com. Tel:) 254-724766431. |\n\nINTRODUCTION  \nInternational conventions on education, Dakar Framework for Action 2000 and Millennium Development Goals (MDG) 2000 shows that gender equity goals in education should have been achieved by 2015, however, this is yet to be realised. The question is: To what extent has the MDG Goal 4 on gender equality and empowerment been achieved and what obstacles could have hindered this achievement? This is what Hillary Clinton in 2014 refers to as ‘Unfinished Business of the 21st Century’, meaning there is still lack of full participation of male and female, girls and boys in education in terms of access, performance, retention and transition, thus, hindering the achievement of gender equality. United Nations Sustainable Development Goals (SDGs) 2016 calls on governments to ensure that girls  \nand boys have access to quality early childhood development and care in education (UNICEF, 2016) . Studying boys and girls in their early years is key to achievement of equality because this is the time when children are beginning to form gendered perceptions of their abilities (Slater, 2003) . And, since gender stereotype and bias are well developed and defined between 5 to 7 years, this makes preschool years, which is a foundation of holistic learning, a critical period (Martin and Ruble,  \n2004; Piscalho et al. , 2011) to undertake this study.  \nIn 2006, UNICEF challenged governments, committed to education and gender equality to be aware that early years are most critical in a child's development. While emphasising on the importance of gender and ECE, during the 2006 United Nations Girls Education Initiative  \n(UNGEI) meeting held in Cairo, UNICEF Deputy Executive Director, said: “Gender equality must be addressed from the first years of a child’s life.” In their support, Pohjolainen and Westendor","cbCainL62aPBTNDh","https://ap.wps.com/l/cbCainL62aPBTNDh","pdf",148949,"English","# Abstract\n## Introduction\n## Gender and pedagogy","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To explore preschool teachers’ views regarding gender and pedagogical practices in teaching English language in public preschools in Nairobi County, Kenya.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Through in-depth interviews with 15 preschool teachers, with data analyzed from the interview transcripts.\"},{\"question\":\"What do the findings indicate about teacher practice?\",\"answer\":\"Teachers show some gender sensitivity, but limited knowledge of gender-responsive pedagogy; visible gender stereotypes appear in activities used to teach English.\"}]","African Educational Research Journal - Vol. 6(1) - Full Length Research Paper | PDF",1792070311,25]