Construction of Gender Identity of Preschool-Age Girls in the Institute of Kindergarten and in Family: Institutional Approach

The study was designed to investigate the interaction of institutions of family and kindergarten in the context of the construction of gender identity of preschool-age girls. The focus of research was on institute of kindergarten. Formation of gender identity of the preschool-age children has particularly striking features because this age is characterized with the beginning of this process. However, the study of the level of education in Russia is relatively recent and, despite the fact that the conceptual model of the kindergarten space was already built scientific papers that reveal the nature of the institute to the same extent as the school of today фку not enough to talk about the full view of the social nature of kindergartens. Empirical objects, by virtue of the maximum involvement in the education of pre-school age girls were their mothers. Field stage accompanied by the use of two methods: individual interviews and interviews in the dyad (mother and daughter). The results showed that most used in kindergartens and family practices and tactics of education are gender-oriented. Therefore, they make girls understand their femininity and its correlation with life strategies and norms of behavior.