Spielumwelten im Kindergarten: Auswirkungen auf Geschlechterunterschiede in Spielverhalten und Kompetenzentwicklung
Abstract
Die explorative Studie hatte zum Ziel, die Auswirkungen von Spielumwelten im Kindergarten auf Geschlechtertrennung im freien Spiel sowie auf Geschlechterunterschiede im Spielverhalten und der Entwicklung von Mädchen und Jungen in den Bereichen sozial-emotionale Kompetenzen und räumliches Denken zu untersuchen. Die geschlechtstypischen Spielbereiche Bau- und Puppenecke wurden zu einem geschlechtsneutral gestalteten Spielbereich zusammengelegt. Vor und zwei Monate nach der Umgestaltungsmaßnahme wurden in der Kindergartengruppe (14 Mädchen, 10 Jungen) das gleich- und gemischtgeschlechtliche Spiel und das Spielverhalten im Freispiel beobachtet sowie die sozial-emotionalen Kompetenzen und das räumliche Denken der Kinder erfasst. Nach der Umgestaltungsmaßnahme nahm das gemeinsame Spiel von Mädchen und Jungen signifikant zu und im Spielverhalten waren keine Geschlechterunterschiede mehr zu beobachten. Bei den Jungen stieg die Beschäftigung mit Fantasie- und Rollenspielen signifikant an und sie verbesserten sich in ihren sozial-emotionalen Kompetenzen. Die Mädchen spielten signifikant häufiger Konstruktionsspiele und verbesserten sich im räumlichen Denken.
The primary goal of this explorative study was to investigate whether the classroom environment in kindergarten influences gender segregation and gender differences in play behavior and competence development. The gender-typed block and doll play areas were integrated to a gender-neutral designed play area. The same-sex and mixed-sex play and the play behavior were observed during free-play and the children's social-emotional competencies and spatial abilities were assessed before and two months after the change in the classroom design. After the intervention the common play of boys and girls increased, and no gender differences in play behavior were observed anymore. Boys were more engaged in pretend and sociodramatic play and improved their social-emotional competencies. Girls were more engaged in construction play and improved their spatial abilities.
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