In this case, we see that some research has depicted that sex-appropriate toys are chosen by children as young as 2 years old and that they prefer to play with other children of the same gender from 3 years of age. In this instance gender roles are displayed by children several years before they have reached peak gender consistency. Thus it poses the thought that not all gender based behaviour is dependent on gender consistency. A very basic understanding of gender is necessary before children conform to gender stereotypes and therefore measures of gender consistency do not fully divulge how “sex-typed” children are (Lobel & Menashri, 1993 as cited in (Eysenck, 2001). Another downfall to Kohlberg’s theory is that it does not account for external factors such as reinforcement from guardians and superiors.
The essay “Why Boys Don’t Play With Dolls” by Katha Pollitt, is an essay angled at young people who are, or potentially will be parents. The piece begins with an analysis of the indoctrination of gender roles upon children, with the focus beyond societal influences. Pollitt says other people claim that the reasoning behind children’s affinity for specific toys can be traced to things innate in humans, listing “...prenatal hormonal influences, brain chemistry, genes…” (Pollitt 1) as the top offenders. She also includes “...that feminism has reached its natural limits.” (Pollitt 1) as another thing we are told to explain the potential lack of ability to abstract gender roles in children. As Pollitt moves to the second paragraph she begins
Gender Role Development and the Effects on Children Children’s development is very important for them to identify themselves and learn about who they are. Gender roles creates a bit of a conflict because it teaches children at a very young age what they should and shouldn’t wear, what sports or activities are deemed acceptable, and they should act based on their gender. Most kids grow up to believe in this gender stereotype that girls are so supposed to act and dress a certain way and the same with boys. By breaking these social norms, it would be showing kids at a young age that they do not have to conform to these schemas. Gender roles are designed to put boys and girls into two different categories.
The final thing that’s super important to talk about is how are severe gender roles in toys affecting kids? One thing me research has lead me to conclude is that gender toys make profits on toys lower. The heavily gendered toys make it difficult for kids to feel conformal playing with such toys because they are made for the opposite sex. In another study I found it had concluded that younger girls love for or preference for pink is learned more than instincts. Studies have shown both male and female children have a preference for blue when younger.
While this study includes nonparental daycare attendance as a variable, it was determined through previous “inconclusive” research that the variable alone did not correlate with socio-emotional development. Melhuish’s study, however, includes several variables to ensure maximum clarity. Building upon that notion, with regard to temperament, it is stated “temperamental difficulty may well relate to developing socio-emotional behavior...descriptions of the easy or difficult child incorporate behaviors that inevitably affect social interactions.” Similarly, Melhuish asserts the importance of gender in this study through various socio-emotional comparisons between children, which correlated temperamental difficulty and initial sociability with gender (Melhuish, 1987). The results indicated several links between types of daycare (nonparental, parental, and sibling/baby-sitter), temperamental disposition, and socio-emotional development: nonparental daycare children scored lower on measurements of social orientation, and positive tone than all other types. No relation between daycare type and temperament were found
1) Introduction. Based on the information from your textbook, briefly summarize the Social Learning Theory of Gender and include the possible influences of gender development. (one paragraph) Social Learning Theory of Gender is when children learn the behaviors that are acceptable to their specific gender. The basic society’s rules that govern the behaviors of individuals at such a young age to act accordingly. For example, girls should play with dolls, while boys are forbidden to play with dolls, unless they are male action figures.
If stores market toys for a specific gender they will prevent children from having this. 6th grader at Plainview Old Bethpage middle school Carly Barca says that “when kids see a toy they want but it’s labeled for just a girl or for just a boy it can make them feel down because if they want a toy and it’s labeled for a specific gender it can make them think that they cannot do what they want and they have to follow the “tradition” of what is considered for boys or for girls”. When toys are marketed for a specific gender they suggest what children should like to do and who they should aspire to be before they’ve had an opportunity to figure that out on their own. Children’s view of the world can be shaped based on what they do and what they play
That is what gender stereotyping does to children. Gender Stereotyping suppresses an individual to believe that they are not perfect and will not be accepted by society unless they follow the societal norms. The most shocking part about gender stereotyping in children, is that adults instill it in them without even realizing they do. Consider a person’s life for example. From the moment he/she born, that one word defines most if not all of their life choices starting with the clothes they wear to the decorations in their room to the toys they play with.
These toys are mainly Play-Doh and hula hoops. Most of these gender-neutral toys are intended for learning and generating creativity. Sesame Street toys are not essentially attracted to one gender more than the other. These toys seem to be created for toddlers who possibly do not yet acknowledge colors, like blue and pink, as having concealed
Some good ways to talk to your kids is by using different race dolls, story books, at home, and diverse schools or daycares. Kristen Olson, says, “ Children aren’t blind to race. Like all of us, they notice differences, seeing that some people have darker or lighter skin or curlier or straighter hair than others. Children must be aware that this topic must be important because unlike their other questions, these ones go unanswered and leave their parents with looks of worry .Discuss race directly with your kids. Children make up their own conclusions about race if no one discusses it with them.” Make sure you talk to your kids about race before they see others of the other race.