Beyond Blue and Pink: An Exploration of Greek Early-Years Educators’ Perceptions of Children’s Gender Expression in Greek Early-Years School Settings

This study explores how early childhood teachers in Greece understand children’s gender expression in their classrooms. It poses an important question: How do early-childhood teachers in Greece understand children’s gender-related behaviours, the influence of Greek society, and their own role in the classroom? Answers to this question were collected through interviews, in the form of flexible yet purposeful discussions, with 6 Greek early-years teachers, in English-speaking nurseries in Athens. They were asked about their views on gender more broadly, children’s gender specifically, children’s play, interests, behaviours, and expectations set by the Greek sociocultural context. Focusing on Greece’s sociocultural reality is important because Greece is not especially progressive on gender, and there are still normalised traditional expectations about girls and boys that shape their everyday lives in school, at home, and in society. The interviews were read together and grouped around common ideas and patterns that appeared across them. The findings showed that teachers do not view gender in just one way. They initially talked about gender in terms of biological differences between boys and girls. However, when asked to elaborate, they also described gender as children’s social behaviours and play choices. Some teachers believe that Greek traditional gender stereotypes are still in place and continue to shape how young children express their gender. Contrastingly, other teachers believe that Greece is moving forward, slowly taking apart these gender expectations, and that young children are not too restricted by them. Additionally, the findings showed that the participating schools are seen by teachers as more progressive than the rest of the country, especially because they are private international institutions. Simultaneously, most teachers view Greece’s ideas around gender as more traditional and less progressive, compared to places they have worked in abroad. Finally, the interviews showed that, in practice, teachers respond to children’s gender behaviours using both subtle and more direct action. This depends on their personal beliefs, the expectations of their school, and parental requests. 33 My interest in this topic was sparked by my experience growing up as a woman in Greece, where I felt that gender expectations deeply affected mine and other women’s everyday lives. This made me want to understand how gender ideas in Greece are learned from a young age, and how education can intervene to either reinforce or challenge them. This research project demonstrates that the early-years classroom is an important space where teachers can play a role in shaping children’s understanding of gender. This dissertation recommends more future research on the topic and clearer guidance for teachers around gender and inclusion

This study contributes to more modern, careful, and critical thinking about how gender is understood in early-years education. It shows that teachers’ perceptions of gender play a powerful role in how children understand their own identity and what is possible for their future. The findings can be used as a stepping stone for future research. They can also be used to inform teachers, teacher trainers, and school leaders on how classroom environments, language, and play can support children’s gender expression. This research project provides insight into the importance of creating inclusive learning environments where children are not expected to conform to binary ideas around femininity and masculinity. The study also contributes to current efforts in education to foster learners who can imagine any future for themselves, without societal constraints limiting their aspirations. As a Greek woman who has gone through all stages of Greek primary and secondary education, this carries particular meaning, as no one created these opportunities for me. Instead, I had to work hard not to let societal expectations control the future I imagined for myself. Seeing research begin to move education in this direction for future generations is deeply significant. Being part of this research myself is especially affirming, because it allows me to contribute to work that speaks directly to my experiences and to the change I believe is necessary. Therefore, the impact of this dissertation is both academic and personal. It is a step towards helping children in Greece grow up with more freedom and confidence in their gender.