The Influence of Digital Media on Gender Stereotypes in ECD Learners: Leveraging Heavy Media Consumption by Young Children to Demystify Gender Stereotypes

Wonder Muchabaiwa and Leah Makonye
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Wonder Muchabaiwa: Midlands State University, Department of Educational Policy Studies and Leadership
Leah Makonye: Midlands State University, Department of Educational Foundations and Primary Education Pedagogy

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 6515-6526

Abstract: The study aimed to demonstrate how Early Childhood Development (ECD) teachers can utilize young children’s exposure to digital media to deconstruct gender stereotypes, fostering positive gender identities. This qualitative study adopted a sequential exploratory research design wherein in-depth interviews with key informants (Infant teachers in charge and parents of ECD learners) were preceded by focused group discussions with ECD teachers. Content analysis was also used to explore the nature of content viewed by children in selected cartoon movies and films. The qualitative research approach adopted the purposive sampling strategy to select participants. The findings reveal the heavy consumption of media content by 21st-century young children. It revealed a vivid digital divide between girls and boys from a very tender age. Through the lens of the cultivation theory, it can be argued that characters in cartoon movies can be used to cultivate either positive or negative gender identities in young children. Gender-stereotyped identities tend to negatively affect ECD learners’ schooling experiences. However, leveraging children’s heavy consumption of digital media, ECD teachers can deconstruct gender stereotypical perceptions and cultivate positive self-images in ECD learners. ECD teachers are encouraged to apply gender-responsive pedagogies, leveraging the heavy consumption of digital media content by children

Date: 2025
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