Effectiveness of a Gender-Responsive Pedagogy Model in Early Childhood Education in South Africa

This extended abstract presents the findings of VVOB’s research on the Gender-Responsive Pedagogy for Early Childhood Education (GRP4ECE) model, implemented in partnership with the Department of Basic Education (DBE) and the South African Council for Educators (SACE). Conducted in KwaZulu-Natal, the study assessed how gender-responsive pedagogy training and professional learning communities (PLCs) affected early childhood practitioners, school leaders and children.

Results show that the GRP4ECE model significantly improved teachers’ and school leaders’ understanding of gender concepts, reduced gender stereotypes in classroom practice and encouraged more equitable play-based learning environments. Teachers reported positive changes in attitudes and interactions, while children increasingly engaged in non-stereotypical play behaviours. The research highlights the potential of early initiatives to challenge gender norms and promote gender equity from a young age.

The study concludes that GRP4ECE is a promising, scalable model for strengthening gender-responsive teaching in early childhood education and recommends further implementation across South Africa.