Girls and Boys at School. Do Gender Differences Still Matter?

In this chapter, we review theory about gender and socialization during early childhood (age 3-6). In particular, in § 1 we describe the different currents of thought and main changes in the gender perspective in the field of education, paying specific mention to gender socialization theory. Over the years, some theories have prevailed by explaining how the educational context operates as an engine for reproducing gender differences and inequalities. In § 2 we review how gender differences in early childhood educational contexts affect the use of school spaces. This differential use of space is a result of the fact that some institutional school practices such as spatial division reinforce, normalize, and encourage gender dualism. In § 3 we discuss how children themselves are interested in topics that are specifically associated with their gender identity. In particular, this section aims to discuss how children explore and rehearse roles during their games. Finally, the chapter offers some policy recommendations for future research and practice. Specifically, we refer to the EURYDICE report which illustrates gender inequalities in the school environment and gives a comprehensive overview of national policies. We also outline policies designed to tackle gender inequalities. This goal is a part of the Europe 2020 strategy for smart, sustainable and inclusive growth promoted by the European Commission.