SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
Browse
2 results
Search Results
Item Restricted Gender Role Depictions in Arabic Children’s Picture Books(University of South Florida, 2024-05-01) Almuqbil, Aljawharah; Han, SophiaThis study aimed to explore gender role depictions in children's Arabic picture books. The importance of this study emerged from its focus on young children, where the concept of gender begins to be constructed. This study provided insight into the nature of gender roles in children’s picture books, especially under the remarkable changes that Saudi society is witnessing and the lack of Arab studies in this area. Social cognitive theory, gender schema theory, and critical literacy pedagogy guided the study. A sample of 26 picture books was selected from the Child Book Club at King Abdulaziz Public Library and analyzed using multi-method approaches. I utilized qualitative content analysis, critical content analysis, and social semiotic analysis to comprehensively understand gender roles in children's Arabic picture books. The results of this study demonstrated the domination of human and female characters in picture books, on the book's cover and inside. Both genders were prominently portrayed in traditional roles, inside and outside the home. Male characters were characterized by independence and financial authority and showed greater connection to means of transportation. Female characters showed more association with children and their care. In contrast, the results showed an unbiased portrayal of both genders in picture books at the level of interests, such as drawing, watching television, playing with cars, and building a castle. Both genders were also portrayed with positive characteristics. Females demonstrated their ability to solve problems, be creative and imaginative, accept diversity, and work hard. The males showed their ability to be creative and solve problems, but they also showed their lack of time management and organization skills, such as staying up late, being late for school, and disorganizing. Biased and unbalanced representation of gender roles in children's books may reinforce stereotypes that frame children's beliefs about the roles they are expected to play in society.43 0Item Restricted Play-Based Pedagogies in Saudi Kindergartens: Examining Teachers’ Perceptions and Practices(ProQuest, 2023-02-16) Alharbi, Manal; Blank, JolynIn this study, I explored three Saudi kindergarten teachers’ play-based pedagogies. I conducted a qualitative case study (Stake, 1994) in order to examine these teachers’ perceptions of play and describe the ways they incorporated play into their classrooms. My research questions were: How do three Saudi kindergarten teachers perceive play-based learning? In what ways do three Saudi kindergarten teachers implement play-based learning? Participants taught kindergarten in a large private school that served early childhood, elementary, middle, and high school students in Saudi Arabia. Classroom observations and interviews with the teachers were the central data sources. To analyze the data, I conducted a thematic analysis following Clark and Braun’s (2013) process. I found that teachers believed in the benefits of play for children’s learning and development and believed in the influence of their involvement in children’s learning and play. The teachers indicated that a purposeful play which targets academic learning would also promote children’s developmental skills. Further, teachers expressed hopes to develop the education of early childhood to enhance children's learning outcomes and to enhance their practices in the field. Implications and recommendations for future research from the study findings were discussed.75 0