Citation

Beach BA. Early Child Res. Q. 1992; 7(3): 463-480.

Copyright

(Copyright © 1992, Elsevier Publishing)

DOI

10.1016/0885-2006(92)90032-T

PMID

unavailable

Abstract

This study explores nurturance as a gender-based quality in early childhood educators by comparing three generations of teachers. Using a semistructured interview, it asks 27 retired, practicing, and aspiring teachers their views of the cultural expectation that teachers of young children possess and display a maternal quality (specifically, nurturance) in their professional work. Despite a shared commitment to caring for young children as the core of their profession, each generation's experiences of nurturing varied due to two factors: (1) distinctive life and career histories, and (2) institutional changes in the nature of teaching.