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CHILD DEVELOPMENT II: Gender Identity (Gender Development Theory…
CHILD DEVELOPMENT II: Gender Identity
Gender Development Theory
Behaviourism
Gender-consistent behaviour is reinforced by others
Social Cognitive Theory
Children imitate gender-consistent behaviour they see others perform
Cognitive Developmental Theory
Identity is determined by cognitive growth in stages
(1) gender identity
stage when children can identify gender but their concept of gender relies on external appearance
(2) gender stability
stage when children understand that their gender will remain stable over time, but are not sure that it would not change if they do activities usually performed by the other gender
(3) gender constancy
the stage at which children understand that one's gender remains constant despite external changes
Gender Schema Theory
Gender concepts are learned from society's norm for each gender
Implication for Teachers
Boys
encourage boys to be sensitive in relationships & engage in more prosocial behavrious
encourage boys to be less physically aggressive
encourage boys to handle situations more effectively
work with boys to improve school performance
Girls
encourage girls to be proud of their relationship skills & caring
encourage girls to develop their self-competencies
encourage girls to be more self-assertive
encourage girls achievement
Both
help children to reduce gender stereotyping and discrimination
How to create learning environment that encourages healthy gender development
offer wide range of toys, books and games that expose children to diverse gender roled
help children expand their possibilities
use inclusive to address your class as a whole like "good morning everyone"
avoid assumption that girls or boys are not interested in an activity that may be typically associated with one gender of the other
develop classroom messages that emphasises gender-neutral language
provide dramatic play props that gives children the freedom to explore and develop their own sense of gender and gender roles
Gender Segregation
The tendency of children to play and become friends with other children of the same gender
Friendship
girls friendship are more self-disclosure and agreement
boys friendships include competition and dominance
Play style
Girls do not like rough play
Boys like rough play
Communication
girls uses suggestions as a style of communication during play
boys uses commanding as a style of communication during play
Social interaction
boys prefer to interact in large groups
boys involve themselves in organised games or projects
boys interaction would involve cooperation, competition, conflict and coordination
girls prefer to interact in pairs or small groups
girls interaction involves intimate connection, attention to the individual needs and feelings of the participants