[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603374-105":59,"doc-detail-603374-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","philosophy-and-the-role-of-teacher-reflections-on-constructing-gender","Philosophy and the Role of Teacher Reflections on Constructing Gender","","Explores how classroom interaction and broader sociocultural contexts actively construct gender through both verbal and non-verbal communication patterns. Argues that before formal schooling, families, communities, media, and children’s make-believe play shape gender identity via repeated exposure and rehearsal, internalized within cognitive gender schemes. Reviews research on play from parallel interaction to more social engagement, linking communication development to identity formation. Concludes that once schooling begins, teachers, peers, curricula, and school culture regulate identity through continuous interaction processes.",{"@graph":69,"@context":121},[70,84,104],{"@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":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/philosophy-and-the-role-of-teacher-reflections-on-constructing-gender/603374/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/philosophy-and-the-role-of-teacher-reflections-on-constructing-gender/603374.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How do verbal and non-verbal classroom interactions affect gender construction?","Question",{"text":111,"@type":112},"They shape social construction of gender by establishing interaction structures and the sociocultural context those structures create.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What roles do family, community, and media play before formal schooling?",{"text":116,"@type":112},"They are primary settings where children construct gender identity through gendered messages from parents and observations of gender in television, movies, books, and illustrations.",{"name":118,"@type":109,"acceptedAnswer":119},"How does children’s play influence gender development and communication?",{"text":120,"@type":112},"Play supports symbolic manipulation and dialogue through make-believe and role division, while non-verbal interactions also build communication competencies that affect how children mediate gender.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603374,1792096147,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Philosophy and the Role of Teacher Reflectionson Constructing Gender  \nBy Colette Gosselin  \nColette Gosselin is a professor and coordinator of secondary education in the Department of Educational Administration and Secondary Education at The College of New Jersey, Ewing, New Jersey.  \nKaren: You didn’t vote for a boy!  \nPeter: I’ve changed my mind!  \nKaren: Too late, it’s already a girl.  \nJason: Some boys have long hair.  \nKaren: We’re not making a rock boy. You can forget it!  \nPeter: Then let’s make a girl and a boy.  \nKaren: There’s no room!  \n(Laura’s Classroom)  \nVerbal and non-verbal communication interactions have a strong influence on the social construction of gender. Therefore understanding the classroom interaction structures we establish and the subsequent sociocultural context those create is a vital commitment for any teacher. Furthermore, since gender is constructed in the day-to-day interactions of children’s lives, our concerns for promoting equality in the lived experiences of women and men must recognize the importance of early, daily communication structures in which patterns are first observed, tested, and legitimized by authority figures such as parents and teachers.  \nPrior to formal schooling, the family and community are the primary places where children construct gender identity. In addition to the gendered messages they receive from parents, children observe gender at work in television, movies, books and illustrations. Studies show that young children spend nearly 30 hours per week viewing television (as cited in Witt, 2000). As a result, they are exposed to a range of programming from cartoons, commercials, sitcoms, and TV dramas that convey messages about gender. These messages range from traditional depictions of men and women in gendered professional occupations (women as nurses and men as doctors) and family roles to messages that equate femininity with thinness and submissiveness and men with brawn and violence (Witt, 2000) . Popular children’s literature and programming such as The Berenstain Bears, The Boxcar Children, and Sesame Street also perpetuate traditional gender roles. Finally, through makebelieve play with toys such as Barbie dolls and X-men action figures, young children rehearse the theories they are exposed to. In the rehearsal process, children will internalize their observations and subsequently accommodate these into their gender scheme (Piaget, 1954) .  \nThe research on play acknowledges the powerful impact play has on gender development. From eighteen months to age three, young children engage in parallel play in which activities are engaged in side by side (Fromberg, 1992; Garvey, 1990; Johnson & Wardle, 2005). But these interactions do not show full social awareness; their conversational goals are egocentric. After age three, children become more social and begin to interact and play with other children. These play interactions also shape children’s communication skills. Since these are the very skills that determine the kinds of interactions in which children engage in, their sound development is a crucial foundation to their lives as fully engaged individuals.  \nCommensurate with this social development is the formation of a gendered self. Asthe child grows, cultural codes of femininity and masculinity are reinforced and contested by the child as s/he interacts with his/her social environment (Goncu, 1993) . Since identity development is embedded in the interaction structures that organize the child’s social relationships, different interaction structures will impact the kind of gendered self the child constructs. When placed in structures that expect stereotypical role performances, children are coached into definitionsofthe self that incorporate traditional limits and inequities. By contrast, children who are provided with roles that balance opportunities and power relationships can construct the full potential of gender.  \nFurther, once children begin formal school","cbCairHvQj3SyP2q","https://ap.wps.com/l/cbCairHvQj3SyP2q","pdf",110995,"English","# Philosophy and the Role of Teacher Reflections on Constructing Gender\n## Classroom interaction and sociocultural context\n## Pre-school gender identity construction\n## Play, communication, and gendered self\n## Formal schooling and identity regulation\n## Early childhood play studies and gender","[{\"question\":\"How do verbal and non-verbal classroom interactions affect gender construction?\",\"answer\":\"They shape social construction of gender by establishing interaction structures and the sociocultural context those structures create.\"},{\"question\":\"What roles do family, community, and media play before formal schooling?\",\"answer\":\"They are primary settings where children construct gender identity through gendered messages from parents and observations of gender in television, movies, books, and illustrations.\"},{\"question\":\"How does children’s play influence gender development and communication?\",\"answer\":\"Play supports symbolic manipulation and dialogue through make-believe and role division, while non-verbal interactions also build communication competencies that affect how children mediate gender.\"}]","Philosophy and the Role of Teacher Reflections on Constructing Gender | PDF",29]