Download or read book The Relationship Between Understanding that Gender is Unchangeable and the Development of Sex typed Preferences in Preschool aged Children written by Brenda L. Kenyon and published by . This book was released on 1994 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Gender Development written by Susan Golombok and published by Cambridge University Press. This book was released on 1994-01-28 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gender Development is the first book to examine gender from a truly developmental perspective and fills a real need for a textbook and source book for college and graduate students, parents, teachers, researchers, and counsellors. It examines the processes involved in the development of gender, addressing such sensitive and complex questions as what causes males and females to be different and why they behave in different ways. The authors provide an up-to-date, integrative review of theory and research, tracing gender development from the moment of conception through adulthood and emphasising the complex interaction of biology, socialisation, and cognition. The topics covered include hormonal influences, moral development, play and friendships, experiences at school and work, and psychopathology.

Download or read book Learning Gender Labels at 15 18 and 21 Months written by Eleanor W. Herzog and published by . This book was released on 1996 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental theory has posited that children's knowledge about gender is a stimulus for their development of sex-typed behavior in the second year, especially same-sex peer preferences (between 21 and 27 months) and sex-typed toy choices (around 20 months). Dispositional factors have been used to account for the latter because of the presumed late acquisition of knowledge of the gender of children's peers. The debate between the dispositional and cognitive views of toy choice has mostly focused on the timing of the emergence of same-sex peer preferences, toy choices, and an assessment of the child's ability to accurately label or identify pictures of girls and of boys. The experimental paradigm that has typically been used to test these two hypotheses used a conservative definition of gender knowledge, describing "understanding" as achieving a high degree of accuracy at identification of pictures of young children. While failure to demonstrate gender knowledge cannot prove lack of knowledge, this caveat has been largely ignored. This experiment examines the developmental course that leads to gender understanding in seventy-five 15, 18 and 21 month olds, half girls and half boys. Children played a game in which they were asked to identify pictures of boys and girls. All groups performed significantly better than chance, on a 12 item run, from a low of 61% for 15 month old boys to 75% correct for 21 month old girls. Girls were more accurate than boys at all three ages. Contrasts and correlations indicated no significant relationship between the ability to identify girls and the ability to identify boys. Even the youngest participants were able to identify pictures of girls and boys. Although the results of this experiment alone neither conclusively support nor refute the cognitive-developmentalist argument or the disposition/compatability theory, they suggest that (a) 15 to 21 month olds already have some knowledge of gender; (b) that criteria of 90 to 100% understate children's comprehension; and (c) that research about the development and inter-relationship of cognition and sex typed behavior needs to focus on younger children.

Download or read book Gender Socialization of Preschoolers written by Alice Blackwell Passannante and published by . This book was released on 1998 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1980 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.

Download or read book Sex Role Discrimination and Preference in Preschool Aged Children written by Alan Iwao Sugawara and published by . This book was released on 1971 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: The two major purposes of this study were: (1) to test the assumption that the IT Scale for Children (standard-ITSC) can be used as a measure of both appropriate sex role discrimination and sex role preference with preschool aged children, and (2) to extend previous studies in these areas by analyzing the relationship between sex role discrimination and preference, and a variety of variables shown to be important in understanding sex role development in, young children. These variables included such characteristics as sex, age, IQ, ' preschool program involvement and sibling status. In attempting to test the assumption regarding the adequacy of the standard-ITSC as a measure of both appropriate sex role discrimination and sex role perference, all subjects were administered the ITSC three times; once using the standard-ITSC with the sex of the IT figure not designated, once using a modified-ITSC with the IT figure replaced by a clear drawing of a little boy, and once using a modified- ITSC with the IT figure replaced by a clear drawing of a little girl. The subjects of the present study were 38 children attending two preschool programs established by the Department of Family Life at Oregon State University. Essentially, subjects in these two preschool programs represented matched pairs based on the variables of age, sex, ordinal position, age of parents, length of parents' marriage, number of children in the family, religion and socioeconomic status of the family. The instruments used to collect the data for the present study included the standard-ITSC and a modified-ITSC which was specifically designed for this study. The standard -'ITSC was used as a measure of sex role preference, while the modified-ITSC was used as a measure of sex role discrimination. The Peabody Picture Vocabulary Test was used to estimate the subjects' IQ scores. The analysis of variance approach was used to test three null hypotheses concerning the subjects' own sex role discrimination, opposite sex role discrimination and sex role preference scores. The paired-difference test was used to test two additional null hypotheses related to comparisons of the subjects' sex role discrimination and sex role preference scores. The test of Hypothesis I, dealing with own sex role discrimination scores, revealed .a significant interaction effect for sex X preschool program, and indicated that subjects with same-sex teachers were slightly better than subjects with opposite-sex teachers, in their ability to make own sex role discriminations. The findings associated with the tests of opposite sex role discrimination scores indicated that: (1) whether the subjects were grouped by sex or sex x age, girls were significantly better than boys in their ability to make opposite sex role discriminations, (2) while older girls were better than younger girls in their opposite sex role discrimination scores, the reverse was true for boys, and (3) older and younger girls differed in their ability to make opposite sex role discriminations to a greater degree than did older and younger boys. The test of Hypothesis III, dealing with sex role preference scores, was perhaps the most productive of those in this group, in that three of the four main effects yielded significance, as did three of the sex interaction effects. Tests of the main effects indicated that boys, older subjects, and subjects with male teachers had significantly more appropriate sex role preference scores than did their opposite in these groupings. In addition, the significant interaction terms suggest the following: (1) whether the subjects were grouped by sex X age, IQ or preschool program, boys tended to have more appropriate sex role preference scores than girls, (2) while older boys tended to have more appropriate sex role preference scores than younger boys, this was not noticeable for girls, (3) while average girls tended to have more appropriate sex role preference scores than rapid girls, there was only a minor difference between rapid and average boys, and (4) while boys with same-sex teachers had more appropriate sex role preference scores than boys with opposite-sex teachers, girls with same- or opposite-sex teachers did not differ appreciably from each other. Results of the paired-difference test as applied to the two additional hypotheses in this study indicated that whether the subjects were grouped by sex, age, IQ, preschool program or sibling status: (1) replacing the IT figure with a clear drawing of a boy in testing, resulted in significantly higher, more masculine mean scores, and (2) replacing the IT figure with a clear drawing of a girl in testing, resulted in significantly lower, more feminine mean scores. It was concluded that collectively these findings did little to resolve the controversy concerning the use of the standard-ITSC as a measure of both sex role discrimination and preference with preschool aged children. It appears that the findings could be used with equal facility to support and to question this assumption. Attempts were made to relate all specific findings to both theoretical positions and existing research findings in the area of sex role discrimination and preference in preschool aged children. Because of the complexity of the data and the analysis, definitive conclusions regarding the implications of the findings were not possible. In general, however, the results support the multi-dimensional nature of sex role development in young children and strongly document the need for future researchers to include additional child and environmental variables in their studies. Possible interpretations of the findings and trends in the data were discussed, and sections dealing with limitations of the study and suggestions for future research were presented.

Download or read book The Development of Sex Typing in Middle Childhood written by Lisa A. Serbin and published by . This book was released on 1993 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Gender Identity and the Performance of Sex typed Behavior in Young Children written by Victor J. Bernstein and published by . This book was released on 1973 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developmental Differences in Young Children s Sex typing Automatic Versus Reflective Processing written by Hung-yen A. Sung and published by . This book was released on 1993 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Social Construction of Gender in Preschool Children written by Maria Luiza Dantas and published by . This book was released on 1995 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This descriptive study was developed to investigate preschool girls' gender socialization in a social constructivist curriculum. The children's, especially the girls, exploration of the classroom, and the teachers' instructional strategies to facilitate cross-gender interaction and exploration of play areas were examined in this study. Relationships between the teachers' personal practical knowledge and their understanding and implementation of the curriculum were also of interest. The findings revealed classroom circumstances during free play time in which, as a group, girls participated more often at table activities prepared by the teacher, and boys participated more often in block activities which involved less adult directions. Despite the preschool's awareness and commitment to promote a non sexist curriculum, gender-stereotyped preferences were observed in the children's exploration of the classroom. At the same time, the study findings indicate that teacher planned strategies as well as teacher participation and active modeling facilitate and maximize opportunities for cross-gender interaction and exploration of classroom play areas. Teachers' participation and active modeling were observed affecting in particular older girls' participation in play activities either sex-typed as female appropriate or male appropriate. The findings also revealed circumstances in which the teachers' past experiences and personal frames of references influenced and expanded their interaction in classroom and curriculum implementation.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Boys and Girls at Play written by Evelyn Goodenough Pitcher and published by New York, N.Y. : Praeger ; South Hadley, Mass. : Bergin & Garvey. This book was released on 1983 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A fresh and provocative approach to the ongoing nature/nurture, How shall we shape the playspace? debate, this persuasive and controversial book illustrates and analyzes, in colorful detail, children's developing perceptions of their own-and the other sex's-gender identity. The authors conclude that efforts to modify traditional sexual stereotypes might more effectively be directed toward a later stage of development than that of the preschooler, if at all." --from book description, Amazon.com.

Download or read book Why Gender Matters written by Leonard Sax, M.D., Ph.D. and published by Harmony. This book was released on 2007-12-18 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are boys and girls really that different? Twenty years ago, doctors and researchers didn’t think so. Back then, most experts believed that differences in how girls and boys behave are mainly due to differences in how they were treated by their parents, teachers, and friends. It's hard to cling to that belief today. An avalanche of research over the past twenty years has shown that sex differences are more significant and profound than anybody guessed. Sex differences are real, biologically programmed, and important to how children are raised, disciplined, and educated. In Why Gender Matters, psychologist and family physician Dr. Leonard Sax leads parents through the mystifying world of gender differences by explaining the biologically different ways in which children think, feel, and act. He addresses a host of issues, including discipline, learning, risk taking, aggression, sex, and drugs, and shows how boys and girls react in predictable ways to different situations. For example, girls are born with more sensitive hearing than boys, and those differences increase as kids grow up. So when a grown man speaks to a girl in what he thinks is a normal voice, she may hear it as yelling. Conversely, boys who appear to be inattentive in class may just be sitting too far away to hear the teacher—especially if the teacher is female. Likewise, negative emotions are seated in an ancient structure of the brain called the amygdala. Girls develop an early connection between this area and the cerebral cortex, enabling them to talk about their feelings. In boys these links develop later. So if you ask a troubled adolescent boy to tell you what his feelings are, he often literally cannot say. Dr. Sax offers fresh approaches to disciplining children, as well as gender-specific ways to help girls and boys avoid drugs and early sexual activity. He wants parents to understand and work with hardwired differences in children, but he also encourages them to push beyond gender-based stereotypes. A leading proponent of single-sex education, Dr. Sax points out specific instances where keeping boys and girls separate in the classroom has yielded striking educational, social, and interpersonal benefits. Despite the view of many educators and experts on child-rearing that sex differences should be ignored or overcome, parents and teachers would do better to recognize, understand, and make use of the biological differences that make a girl a girl, and a boy a boy.

Download or read book Own sex Bias Sex role Stereotyping and Gender Constancy in Preschool Girls written by Grace K. Baruch and published by . This book was released on 1979 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Oxford Handbook of Human Development and Culture written by Lene Arnett Jensen and published by . This book was released on 2015 with total page 769 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oxford Handbook of Human Development and Culture provides a comprehensive synopsis of theory and research on human development, with every chapter drawing together findings from cultures around the world. This includes a focus on cultural diversity within nations, cultural change, and globalization. Expertly edited by Lene Arnett Jensen, the Handbook covers the entire lifespan from the prenatal period to old age. It delves deeply into topics such as the development of emotion, language, cognition, morality, creativity, and religion, as well as developmental contexts such as family, friends, civic institutions, school, media, and work. Written by an international group of eminent and cutting-edge experts, chapters showcase the burgeoning interdisciplinary approach to scholarship that bridges universal and cultural perspectives on human development. This "cultural-developmental approach" is a multifaceted, flexible, and dynamic way to conceptualize theory and research that is in step with the cultural and global realities of human development in the 21st century.

Download or read book Understanding Gender and Early Childhood written by Jo Josephidou and published by Routledge. This book was released on 2020-01-31 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding Gender and Early Childhood is a comprehensive and accessible introduction into the main issues around gender and what these mean for our youngest children. Drawing on key theories and research, and illustrating each topic with case studies, reflective questions and a summary of key points, students are encouraged to question why it is more relevant than ever to consider gender issues and to reflect critically on their own practice and on the practice of others. The three parts examine gender in relation to the children, the workforce and wider society, concluding with inclusive suggestions for the future of the early years classroom. Topics covered include: how gender impacts on children’s play, learning and achievement, the gender imbalance in the early years workforce and the impact of this on children, the gendered ways in which people engage with children, gender issues in children’s health. This book is an essential read for those studying on Early Years and Early Childhood courses, along with practitioners and anyone else who wants to develop their understanding of the most pressing issues relating to gender and early childhood practice.