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The report investigates how understandings of gender affect children’s everyday life in Danish kindergartens. The researchers study how gender norms are shaped and maintained in educational practice, and how these norms affect children’s opportunities to participate and develop identity.

The research questions are:

1. How are understandings of gender expressed in kindergartens’ furnishings and materials, in interactions between children and educators, and in children's interactions with each other?
2. How do understandings of gender influence children’s positions, self-perceptions, opportunities for participation, and sense of community?
3. How can educators work in a gender-sensitive manner to support children’s opportunities for participation in diverse communities and their opportunities to express gender in various ways?​

The results indicate that traditional understandings of gender dominate in kindergarten settings, as highlighted by the use of materials, play patterns, and social expectations. Both the children and educators contributed to maintaining gender stereotypes, but there were also instances where both the children and educators challenged these norms. Children found new ways to express gender through play, especially when toys and activities were not predefined as ‘boy’ or ‘girl’ things. In addition, the researchers found that educational initiatives that promoted creativity and gender-neutral activities helped create more inclusive and varied ways for children to interact, regardless of gender.

The data were collected over several months in four Danish kindergartens. The researchers conducted ethnographic observations of the children’s daily activities to see how gender was understood and expressed. 20 children aged 4-6 were interviewed to gain insight into their experiences of gender, play and relationships. In addition, 12 educators participated in reflective workshops discussing how gender influenced their educational practice, and how they could create more inclusive environments that challenge traditional gender roles.

Christensen, K. S., Prins, K., Thingstrup, S. H., Aabro, C. (2023)