Gender Difference in Play
Gender Differences in Play and Socialization:
Peer Socialization of Masculinity and Femininity
A gender difference is one of social contents that may affect young children either positively or negatively. By the ages of three or four, most children are aware of their gender differences through their physical appearances. (Tobin, Menon, Spatta, Hodges, & Perry, 2010). In the study of Lee & Troop-Gordon (2011), more often both male and female students are influenced by negative responses from their peers and may change the behaviors by either verbal or non-verbal harassments among their peers. Based on the studies, educators should be aware of the peer pressures that children receive in negative implicit or explicit behaviors toward stereotyped gender activities. (Tobin et al., 2010). When teaching school age children, educators should understand how negative responses through peers may affect behaviors of each gender. Educators also need to understand the typical behaviors of children when they are facing dilemma among gender norms and expectations. Teachers including caregivers in school age programs should provide the safe environment where children could learn in cross-gender education.
Recently researchers emphasize that only 10% of boys and 20% of girls consistently engage in gender non-normative behaviors. (Lee & Troop-Gordon, 2011). For example, boys prefer playing action figures, watching sports, and building blocks or legos. Most girls prefer playing with a play house, playing dress-up, and drawing pictures. Some children choose a peer who atypically engages in either masculine or feminine activity and harass the peer through social exclusion, spreading of rumors, or threats of friendship. (Lee & Troop-Gordon, 2011). Similar to this, afterschool coordinators that had been interviewed share their experiences in gender-bias activities among kindergarten through 6th grade children. Although the coordinators encourage
Peer Socialization of Masculinity and Femininity
A gender difference is one of social contents that may affect young children either positively or negatively. By the ages of three or four, most children are aware of their gender differences through their physical appearances. (Tobin, Menon, Spatta, Hodges, & Perry, 2010). In the study of Lee & Troop-Gordon (2011), more often both male and female students are influenced by negative responses from their peers and may change the behaviors by either verbal or non-verbal harassments among their peers. Based on the studies, educators should be aware of the peer pressures that children receive in negative implicit or explicit behaviors toward stereotyped gender activities. (Tobin et al., 2010). When teaching school age children, educators should understand how negative responses through peers may affect behaviors of each gender. Educators also need to understand the typical behaviors of children when they are facing dilemma among gender norms and expectations. Teachers including caregivers in school age programs should provide the safe environment where children could learn in cross-gender education.
Recently researchers emphasize that only 10% of boys and 20% of girls consistently engage in gender non-normative behaviors. (Lee & Troop-Gordon, 2011). For example, boys prefer playing action figures, watching sports, and building blocks or legos. Most girls prefer playing with a play house, playing dress-up, and drawing pictures. Some children choose a peer who atypically engages in either masculine or feminine activity and harass the peer through social exclusion, spreading of rumors, or threats of friendship. (Lee & Troop-Gordon, 2011). Similar to this, afterschool coordinators that had been interviewed share their experiences in gender-bias activities among kindergarten through 6th grade children. Although the coordinators encourage