At a young age, children rely on observational learning to acquire skills. This learning style is works by observing and replication another person’s behavior (King, 2014). Much of the skills a child learns are from their parents. In a research article called “Parental Toy Choice Stereotyping and its Effects on Child Toy Preference and Sex-Role Typing” it was said that, “toys are designed and made to appeal to both children and their parents” (Peretti, Sydney 1984). During infancy, it is up to the parent to pick the toys, this process conditions on gender and social-role identities.
This will include, Kohlberg‘s theory of gender development (1966) and Bandura‘s theory of social cognitive development (1986). Theories like these help psychologists understand how and in which way children understand behaviour and which leads them to do so. One theory of gender role development would be Kohlberg's theory of gender development (1966). His theory indicates that gender develops throughout different stages. Therefore, he predicts that children think about gender in characteristic ways in each stage.
The Purpose of this essay is to discuss how toys impact the gender construction. Toys that can be describe as being toy which are generally suitable for one gender over the other such as wheeled or GI Joe doll for males and dolls or kitchen toys for females. The term gender refers in typical toys where it chooses the appropriate sex. It is very important to know the gender; but the parents are the one who chose the toys for their kids to know if they are masculine or feminine. Based on Social Learning theory, it determines that the child develops both gender identity and gender role through a learning process that involving modeling, imitation and reinforcement.
Psychodynamic theories put a focus on the family/caregiver relationships which is female dominated. It is through the interactions with our family or caregivers that we build our identity. For males, this theory suggest they must find a way to separate themselves from the identities of their caregiver so that they can establish their own independence. The psychological theories of gender development include the social learning theory and the cognitive development theory. According to the social learning theory, children learn masculine and feminine behavior through imitation and validation.
A Reflection on Genders From the first breath a newborn takes as it enters this world, every movement thereafter is monitored. As children grow and mature their actions are reflective upon the gender in which they were bestowed. Believed to be natural behavioral patterns, the treatment of young children does in fact affect their development. The article, “Learning to Be Gendered,” by Penelope Eckert and Sally McConnell-Ginet highlights the effects gender specific names, colors, and even toys relay on young developing children. Eckert and McConnell-Ginet correctly state that the gender specific behaviors parents place on children are more powerful than they had originally thought.
Cognitive theories of gender-role acquisition stem from the idea that children socialize themselves into their gender roles through playing with toys. Toys turn out to be the main source of information about how the representatives of each sex should act, look, and think in order to
The child experiences the interaction and learns communication and language through the parent. Vygotsky theorised that then, cognitive development occurred when the child had experienced a social process and afterward, within their own mind, transformed it into a process within themselves, (Duchesne et al. 2013 pp. 84) a progression which he called internalisation. In learning, Vygotsky theorised that in order for learning to occur effectively, the learning experiences had to be meaningful and authentic in cultural context (Eggan & Kauchak, 2010. pp 48).
After they can label themselves as boy or girl they begin to show a preference for gender-typed activities and materials. According to Lev Vygotsky, a Russian psychologist, Adults promote this learning by role-modeling behavior, assisting with challenging tasks, and passing along cultural meanings to objects and events. All of these are components of gender development. Denying the existence of stereotyped perceptions succeeds only in perpetuating and manifesting gender-based polarization of children’s behavior. To help children become more open-minded, we must ... ... middle of paper ... ...ritically evaluated for gender biases.
As the early years are a critical time for children to develop the rudiment of gender awareness and gender identity, early childhood teachers should create a gender-fair learning environment for children and consciously counter the issues of gender inequity when they are exposed in the child care centre. This essay focuses on how gender inequity and stereotypes are generalized in the early childhood period and methods for early childhood teachers to address gender inequity in the child care centre. It will illuminate how my understanding of gender inequity and stereotypes in early childhood education has extended from a future early childhood teacher’s perspective. It also attempts to interpret how these articles discuss the relation between
And, social learning theorists believes that our gendered is a learned behavior as well. For example, as a child develops and grow they gain their understanding of general behaviors through their social environment, and they develop an understanding of gender identity. (Stainton, 2001) According to, (Marica, 1980) he believes that a person choices of his/her identity is determined based on certain personal and social traits. Also, Marcia, states that a well-developed identity has a great sense of strengths, weakness, and has a uniqueness about one’s self. Whereas, on the other hand, if the well-developed identity lacks strengths, weakness, they do not a well-developed articulated sense of one’s self.