Classroom Management Practices of Preschool Teachers According to Children's Gender in Azerbaijan

ABSTRACT

This article examines the gendered approach to classroom management in preschools and its impact on children's development. Gender is defined not only through biological but also through social roles. Boys' active and risky behavior is often perceived as disobedience, while girls are considered "good" for their calmness and obedience. Such stereotypes shape different pedagogical approaches, which in turn affect children's self-esteem and motivation to learn. Studies show that girls are praised more for discipline, while boys are subjected to harsher measures. This contributes to the continuation of gender inequality in the future. To prevent such a biased attitude, educators should review their methods and strive to treat children equally, regardless of their gender. It is also important to involve families in this process and promote a balanced perception of gender roles. Fairy tales and works of fiction that express gender relations play an important role in the socialization of a child. Therefore, paying attention to gender equality issues in the educational and cultural environment is very important for the harmonious development of children.