Purpose
The study investigates how gender roles and norms affect kindergarten, especially traditional masculine practices. The research question is: How can boys’ portrayal and use of war toys and toy weapons be understood in terms of meaning-making in a kindergarten context?
Result
The boys in the two empirical examples presented in the study can be said to use elements of learning in their use of toy weapons; they talk, discuss, explain, argue and make a game around weapons. The results show a hierarchy of play in kindergartens, where certain types of play, such as pretend cooking, are accepted, while war play and weapon play are stopped. The study concludes that there is a need to reconsider the ban on such play, as it can contribute to children’s meaning-making and learning. This raises questions about how norms of ‘good’ play and masculinity are shaped in educational contexts.
Design
The study is an ethnographic study conducted in a Swedish kindergarten over the course of one year. Research data were collected through fieldwork two days a week and included field notes, pictures and video recordings. The study included 19 children, 3-4 years old, and focused on their free play. Two examples of play were analysed in order to explore meaning-making related to gender norms and play.
References
Heikkilä, M. (2022). Boys, weapon toys, war play and meaning-making: prohibiting play in early childhood education settings?.Early Child Development and Care, 192(11), 1830–1841.
Online year: 2021
Issue year: 2022
Review year: 2022
Financed by
Not disclosed