APPROACHES OF GENDER DIVERSITY IN KINDERGARTEN: A LITERATURE INTERVENTION THROUGH PICTUREBOOKS

The aim of the current research is to explore if it is possible for preschool students to alter their perceptions of gender stereotypes, through a literature intervention.A sample of thirty kindergarten students participated in a semi-structured interview which primarily focused on the impact of gender stereotypes on a) colours, b) clothing, c) toys, d) sports, e) occupations, and f) appearance.Students were equally divided into a Control and an Experimental Group, with the latter participating in a literature intervention.The intervention consisted of five phases with activities based on five different picturebooks.The selection of the picturebooks was based on their depictions and portraits of diversity on gender issues.The findings corroborate the existing literature, indicating that the majority of preschool students have already internalized numerous stereotypes before entering the school environment.A notable deviation in Experimental Group's answers at post-intervention was observed.Their answers and positive attitude to the possibility of change, could be interpreted as the shift in Experimental Group's perceptions regarding gender diversity.This shift in perspective reveals the impact of the intervention, given the lack of any deviation in Control Group's perceptions about gender stereotyped roles.Discussion on findings, highlights the fact that literature interventions using gender diversity-themed picturebooks in the preschool setting can bring about significant changes and prompt students to reconsider their perspectives on gender roles.