Özet:

Hurlock (2006) argues that parents in general teach traditional gender role as a role for man and another role for woman. School and society teach that there is another role that can be done by both gender called the gender role. Gender roles can be developed with the same level of learning and the use of literature in schools. The purpose of this study is to describe the ef fectiveness of picture stories to teach the role of gender to the students in kindergarten. Paired t tests between pretest and posttest experimental group generate significant value (2-tailed) <0.05 is 0.000, which means there are significant differences between the control group and the experimental. Paired t-test calculation results between the pretest and posttest control group generating value Significant (2-tailed)> 0.05 is 0.058, which means there is no significant difference. Paired t test results posttest experimental and control groups was no significant dif ference because they have Significant (2-tailed) <0.05 is 0.01, which means there are significant dif ferences. The result showed there are differences in understanding the role of gender in the experiment group before and after they are given the picture stories, and the differences in understanding also found in the experiment control group after treatment. From these fact, we can conclude hat picture stories are ef fective to be used to teach the gender role to children in kindergarten. This research has been conducted in accordance with the procedures of the study, but there are still limitations in the implementation. Time constraints in the implementation of the study, with a longer time then the picture story will have more inf luence on the understanding of the role of child gender. Respondents were slightly. The study design is simple so just measure the effectiveness of a picture story but less identify the extent to which the understanding of gender roles

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