Fostering gender inclusion through children’s picturebooks
Published:
Mar 13, 2026
Keywords:
Gender-inclusive picturebooks, gender role diversity, teaching approach, preschool children
Abstract
The present study explores the extent to which early childhood educators incorporate gender-inclusive picturebooks into their teaching, and how factors such as academic background, personal beliefs, educational context, and school-family cooperation influence this integration. The sample comprised 82 early childhood female educators from the Directorate of Preschool & Primary Education in Eastern Thessaloniki, Greece. Participants completed a semi-structured questionnaire with 15 closed-ended questions. The data analysis was conducted using descriptive and inferential statistical procedures and parametric methods, specifically two-way ANOVA, to assess differences based on educators’ working experience and academic qualifications. Findings revealed two main educator profiles: one consisting of more experienced teachers with only a basic degree, who showed lower confidence in using gender-inclusive materials and limited willingness to adopt innovative methods; and a second group of younger, more academically specialized educators, who were more familiar with inclusive practices, more supportive of gender-inclusive picturebooks, and more likely to defend their use to parents. Although most educators expressed a generally positive attitude toward using gender-inclusive picturebooks to promote gender equity and inclusive role models, many reported a lack of confidence or training in using such materials effectively. A notable proportion also indicated reluctance to inform parents about the books used or include them in lending libraries. In hypothetical cases of parental objection, half of the educators said they would defend the use of these resources, while the other half preferred to avoid conflict. The findings highlight the need for ongoing professional development focused on gender issues in early childhood education. Training programs should equip educators with the knowledge and confidence to challenge gender stereotypes and adopt inclusive pedagogical practices. The study concludes that gender-inclusive picturebooks, when used through participatory and reflective methods such as action research, can serve as valuable tools to promote critical thinking and support the holistic, equitable development of all children.
Article Details
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Kalaitzi, C., & Kakana, D. (Mika). (2026). Fostering gender inclusion through children’s picturebooks. Dialogoi! Theory and Praxis in Education, 12, 68–91. https://doi.org/10.12681/dial.41135
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- Vol. 12 (2026)
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- Scientific columns
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