Abstract Although numerous studies have investigated gendered play in early childhood settings, they have mostly explored educators' gender beliefs and practices or gender positioning in children's stories and toys in Western contexts. Little is known about gendered play in Indonesia. This paper explores how children take up and experience different gendered roles within a playworld activity setting of a traditional Indonesian folktale. Vygotsky's (1966) cultural-historical play concept and Hedegaard's (2002) concept of motive were used to understand how one 4-year-old focus child experienced the tensions and drama of gendered roles. From a total of 98 h of video observation of nine teachers interacting with 18 boys and 20 girls (3.5–5 years; mean age 4.4 years) during group-play activities, 11 h of data were selected to observe the focus child's interactions. The findings show how playworld creates conditions and possibilities for the child to experience different gender roles, and also suggest that more attention should be focused on how children experience gender role tensions while entering a play-based environment. In its support of children's development through play, playworld can be seen as a pedagogical approach that highlights the teacher's active role. Consequently, playworld supports motive development while children experience gender tensions.

中文翻译：

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儿童在游戏世界中扮演性别角色的经历分析

摘要 尽管许多研究调查了早期儿童环境中的性别游戏，但他们大多探索了西方背景下教育者在儿童故事和玩具中的性别信念和做法或性别定位。人们对印度尼西亚的性别游戏知之甚少。本文探讨了儿童如何在传统印度尼西亚民间故事的游戏世界活动环境中扮演和体验不同的性别角色。Vygotsky (1966) 的文化历史游戏概念和 Hedegaard (2002) 的动机概念被用来理解一个 4 岁的焦点儿童如何体验性别角色的紧张和戏剧。从 98 小时的视频观察中，9 名教师在小组游戏活动中与 18 名男孩和 20 名女孩（3.5-5 岁；平均年龄 4.4 岁）互动，选择 11 小时的数据来观察焦点儿童的互动。研究结果显示了游戏世界如何为儿童体验不同的性别角色创造条件和可能性，还表明应该更多地关注儿童在进入基于游戏的环境时如何体验性别角色紧张。在通过游戏支持儿童发展的过程中，游戏世界可以被视为一种强调教师积极作用的教学方法。因此，当儿童经历性别紧张时，游戏世界支持动机发展。并建议应更多地关注儿童在进入以游戏为基础的环境时如何体验性别角色紧张。在通过游戏支持儿童发展的过程中，游戏世界可以被视为一种强调教师积极作用的教学方法。因此，当儿童经历性别紧张时，游戏世界支持动机发展。还建议应该更多地关注儿童在进入以游戏为基础的环境时如何体验性别角色紧张。在通过游戏支持儿童发展的过程中，游戏世界可以被视为一种强调教师积极作用的教学方法。因此，当儿童经历性别紧张时，游戏世界支持动机发展。