Rooms are constantly present in our lives : A study of the physical environment at preschools based on a gender perspective

The purpose of our essay is to investigate how preschool teachers take gender into account in the design of the physical environment at their preschool. We will examine this based on the following issues: How do preschool teachers use gender-coded material and how do they design an environment that is inviting both girls and boys? We also want to find out if the preschool teachers believe that the design of the room affects the creation of children's gender identity. Therefore, we have chosen to apply a qualitative method as it allows us to get closer to the subject area we want to investigate. The study has been demarcated, and consequently we have only studied three preschools in Stockholm. To gather our empirical material, we have chosen to interview five preschool teachers. We have also observed the physical indoor environment at three preschools. The result of our empirical material shows that all three preschools use gender-coded material. They also separated the material in defined areas. Based on the interview answers, we could see that preschool teachers work on gender equality and gender issues in different ways. We conclude that preschool teachers experience difficulties in carrying out gender equality work. Based on the research carried out by the Delegation for Gender Equality at Preschool, they address the difficulties that educators often face, as they look after the children's individual needs and ignore their gender. It can lead to gender blindness, and it counteracts successful gender equality work