Gender and Relationship of Children Introduction The topic of sex differences in the play preschoolers has been explored by many researchers in the past. Studies have been conducted on basic sex differences such as what toys and gender of playmates do young boys and girls prefer. The size of children's play networks, as well as if these networks change in the size during the preschool years have been explored. Also, differences in styles of play and the occurrence of positive and negative interactions have been examined. The effect that parents have on their sons and daughters, as well as preschool classrooms and teachers have been examined as possible causes of sex differences during play.
This work (repeat the teaching) could make the kids realize and know their genders. The second step, in ages 3-5, when the kids know exactly what their gender, the parents want to let them do activity together. In this step, it is very hard to do that for boys particularly because their stereotypes about the gender are very stronger than the girls. This is back to the learning that they (boys) got from their previous step. In the third phase, we find that Kohlberg believes that children age 6 to 10 years begin to comprehend the gender differences between them.
Children’s tendency to engage in gender segregation is a widespread and well-documented phenomenon. (Hoffmann & Powlishta, 2001) Gender segregation starts at a very young age, usually by three the children are separating themselves during play according to gender and this continues until the middle of childhood. Although many studies have been performed to see what is causing this gender segregation we still don’t seem to fully understand why children are doing this. One theory that explains why gender segregation exists is play/interaction-style theory. This theory states that children prefer to play with other children who have styles of play or interpersonal interaction that are similar to their own.
They get ideas about their gender roles from their parents, their school teachers and subconsciously from the toys they play with and the television shows they watch. Even before the children are born, parents begin choosing clothing and decorations by color based on the sex of the baby. The stereotype of pink, pastels, yellow and white for girls and bright or dark colors like green, blue and red for boys has long been a part of our culture. How many times have you heard kids argue over toys because the girls don’t want the icky boy color or the boys don’t want the gross girl color? The issue of color may go deeper than just fighting for toys.
While children are growing up, gender roles are highly defined by parents and teachers as well as societal influences. Boys were taught to do "boy" things and girls were taught to do "girly" things. The toys that children play with growing up are targeted at either males or females. The activities that are encouraged by adults demonstrate the influence of gender roles on today's youth. Little boy toys include trucks, blocks, guns, soldiers, and action figures.
Some attribute the sex roles to the media, literature and society, but it is a combination of all these factors. Despite the best of intentions by parents to not encourage the sex roles, at the time of kindergarten, children will demonstrate behaviors specific to their sex. It is believed that this phenomenon occurs because the children know that they are either a boy or a girl but are trying to figure out exactly what that means (Seid, 114). The behaviors that children seem to learn do have gender specific characteristics. Examples of male appropriate behavior includes: aggression, independence and curiosity.
Blue is associated with boys while pink is associated with girls because it is a more delicate color (738). Not only are the roles implemented by acquaintances, but also parents. Power discusses how parents’ behavior toward their children “by their expectations about how their children should behave and act, and by the toys they buy for them” impact the gender roles the child takes on and feels pressured to follow from a young age (2). In addition, West and Zimmerman explain that gender is fixed and established by around age five (126). Kids are so imprinted on and influenced that before even knowing what they truly want they are pressured to believe and follow whatever their parents and peers place on
Gender-typed play is a very apparent aspect of preschool aged children’s play experiences (Goble, Martin, Hanish, & Fabes, 2012). Research indicates that female children prefer to play with feminine items, and male children prefer to play with masculine items (Goble et al., 2012). It is also evident that children prefer to play with peers of the same-sex (Fabes, Martin, & Hanish, 2003). This could potentially contribute to why research tends to show the same patterns in gender-typed play. However, not every research study has shown this, so what, then, accounts for the variability that can be seen within these preferences in pre-school aged children, and why is this trend so apparent in this age group over others?
Gender Identity Children begin to form concepts of gender around the age of 2. By the age of 3 children know if they are boy or girl. It isn’t until somewhere between 3 and 5 when children begin to understand what it means to be either male or female. Once they are aware of their gender children begin to develop stereotypes that they apply to themselves and others. They do this in an attempt to understand and give meaning to their own identities.
There has even been studies that children under the age of one can tell the difference between male and female just by seeing certain objects paired with a male or a female face. Then the article goes into talking about when children start understanding what it means to be a boy or a girl. At the age of three or four children begin to understand the differences in the two types of genders. Since we begin to notice the difference at a young age, it is a perfect opportunity for toy companies to enforce the traditional genders on the toys they