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Self,

Self

Biological Influences

XY= male, XX= female.

The biological perspective focuses on how hormones, genes, and brain development influence children’s gender identity and behaviour.

In the embryo, Wolan ducts → Potential to develop into male reproductive structures. Mullerian ducts → Potential to develop into female reproductive structure.

If the embryo has XX chromosomes:

Around 10 weeks, the DAX1 gene signals ovary formation. DAX1 suppresses SRY, ensuring female development.

Without testosterone, the embryo develops female reproductive organs, influenced later by estrogen (estradiol).

If embryo has xy chromosomes:

6 weeks: SRY gene on Y chromosome triggers testes development.

7-8 weeks testes produce: Testosterone → Develops male reproductive structures. Anti-Müllerian Hormone (AMH) → Causes female reproductive structures to degenerate.

Hormones influence both physical development and behavior.

Key testosterone surges occur: Between 2-6 months of gestation. Between 1-3 months after birth.

Twin studies, prenatal hormone exposure studies

Self Esteem

During preschool years, children begin to take more responsibility for themselves (e.g., dressing themselves).

Erikson’s psychosocial theory states that young children realize that their initiative may conflict with others.

By-product of psychosocial growth: Self-esteem emerges as children form an initial sense of self-worth

High Self-Esteem: Children judge themselves favorably and feel positive about themselves.

Low Self-Esteem: Children judge themselves negatively, feel unhappy, and may wish to be someone else.

Prosocial Behavior & Self-Esteem: Japanese researchers found that children who saw themselves as prosocial were more likely to help friends and engage in positive social behaviors (Ito, 2006).

Harter & Pike (1984) developed a pictorial test to measure children’s self-esteem in four areas: Cognitive Competence, Physical Competence, Acceptance by Peers, Acceptance by Mother

Peschool years = peak self-esteem. Self-esteem declines when children enter school.

Gender Roles

Like roles in a play, gender roles are cultural guidelines for behavior, Children learn gender roles early, often in preschool.

Every culture has beliefs about how genders differ in personality, interests, and behaviors.

People tend to associate traits like active, independent, competitive, and aggressive with men.

Traits linked to men are called instrumental (focused on action and influence). Traits linked to women are called expressive (focused on emotions and relationships).

A study across 30 countries found significant variation in how traits are assigned to men and women.

By 24 months (girls) and 31 months (boys), toddlers recognize gendered activities.

Gender Identity

Children develop gender identity by observing and experiencing cultural expectations.Family is the primary influence in shaping gender expectations (Dobrescu & Atudorei, 2018).

Friends, parents, media are influences.

By age 3, children begin to form their gender identity—their inner sense of gender (Roselli, 2018). Children both learn and enforce gender norms (Bluiett, 2018)

Social Learning perspective, biological perspective, cognitive develop. Perspective.

Cog. Theories

Cognitive Developmental perspective focuses on children's active role in constructing their own understanding of gender. This is influenced by both biological and social factors.

Kohlberg’s Gender Development Theory focuses on how gender labelling, stability, consistency, and constancy.

Gender fluidity, diversity and context-dependant gender understanding are all contemporary theories.

Gender-schema theory suggests that kids develop gender schemas

Social Influence

Albert Bandura (1977, 1986) proposed that children learn gender roles through reinforcement and observational learning. Children observe adults and peers, learning which behaviors are culturally appropriate (Dobrescu & Atudorei, 2018).

Parents interact equally with sons and daughters in terms of warmth and encouragement, Fathers are more likely than mothers to reinforce gender stereotypes (Snow et al., 1983).

Preschoolers enforce gender norms and criticize cross-gender play (Langlois & Downs, 1980) and boys face more criticism.

Women are portrayed as passive, weak. Men are portrayed as active, strong.