Emotions and gender in preschool: navigating norms and values in society : Preschool Teachers´ Perspectives on toxic masculinity and Children's Emotional Development

The purpose of this study is to accentuate and critically examine gender norms and their significance in how children are treated in preschool settings. The method for this study is a mixed-methods approach, utilizing interviews and surveys as the methods for data collection. All collected data is analyzed through thematic analysis or univariate analysis. Our study investigates how preschool teachers articulate their own and their colleagues' approaches to addressing children's emotional expressions in preschool, by critically analyzing gender norms in the performative actions identifiable in the teachers' descriptions.". The findings reveal that preschool teachers are aware of the existence of toxic masculinity and how gender norms influence children's emotional management. Boys tend to express emotions through physical actions, while girls often receive more support in articulating their emotional expressions. The preschool teachers emphasize the importance of challenging these norms in preschool to foster the emotional development of all children. Additionally, the findings show that preschool teachers' own emotional expressions can influence children’s perceptions of emotional expression. The conclusion is that preschool teachers unintentionally reproduce heteronormative gender roles through their interactions with boys and girls, which affects children’s emotional development. By encouraging different emotional expressions for boys and girls, gender norms that limit children's ability to manage emotions are reinforced. Preschool teachers' awareness of these norms is crucial for creating a more equitable and inclusive environment that challenges gender stereotypes and promotes the authentic development of children's identities. Through reflection, educators can contribute to improved emotional management and the breaking of restrictive norms.