Presentation is loading. Please wait.

Presentation is loading. Please wait.

Gender Roles and Development

Similar presentations

Presentation on theme: "Gender Roles and Development"— Presentation transcript:

1 Gender Roles and Development

2 Gender As we talked about before, “gender” refers to the cultural and social meanings that are associated with maleness and femaleness.

3 Gender Roles Behaviors and traits that culture designates are male or female Examples?

4 Gender Identity A person’s psychological sense of being male or female
Between 2-3 years, a child can identify themselves as either boy or girl However, they only can categorize this by hairstyle, clothing, and activities

5 Dolls What gender? Why?

6 Trucks, dirt, aggression
What gender? Why?

7 Social Worlds Girls play with other girls Boys play with other boys
They find the other gender “icky” Boys are far more rigid in their stereotypes Is this true even as they get older?

8 Social Learning Theory
Posits that gender roles are learned through reinforcement, punishment, and modeling How might that work?

9 But… They found that parental reinforcement really only plays a small role—parents treat their boys and girls rather similarly.

10 Soo… what’s the dealio? Books Television Observation of role models

11 Gender Schema Theory Children actively develop mental categories for masculinity and femininity. “Trucks are for boys and dolls are for girls.” Tend to make students like their own gender better Labeling objects as boy or girl objects completely influenced their memory and perception of the object

12 Cognitive Development in Infancy and Childhood: Piaget’s Cognitive Stages

13 Do Kids think differently than adults?
Question to ponder Do Kids think differently than adults? Do freshmen think differently than Seniors?

14 Piaget’s Theory of Cognitive Development
Jean Piaget (1896–1980) Swiss psychologist who became leading theorist in 1930’s Piaget believed that “children are active thinkers, constantly trying to construct more advanced understandings of the world” These “understandings” are in the form of structures he called schemas

15 Piaget’s Approach Primary method was to ask children to solve problems and to question them about the reasoning behind their solutions Discovered that children think in radically different ways than adults Proposed that development occurs as a series of ‘stages’ differing in how the world is understood

16 Children think differently than adults
Cognition All the mental activities associated with thinking, knowing, and remembering Children think differently than adults

17 Stage 1- Sensorimotor Stage
From birth to about age two Child gathers information about the world through senses and motor functions Child learns object permanence

18 Sensorimotor Stage (birth – 2)
Information is gained through the senses and motor actions In this stage child perceives and manipulates but does not reason Symbols become internalized through language development Object permanence is acquired

19 Object Permanence The understanding that objects exist independent of one’s actions or perceptions of them Before 6 months infants act as if objects removed from sight cease to exist Can be surprised by disappearance/reappearance of a face (peek-a-boo)

20 “Out of sight, out of mind”
Object Permanence The awareness that things continue to exist even when they cannot be sensed “Out of sight, out of mind”

21 Object Permanence


23 Stage 2- Preoperational Stage
From about age 2 to age 6 or 7 Children can understand language but not logic Fantasy Play

24 Preoperational Symbolic functioning – is that a child uses to represent something that is not physically present like the use of mental symbols, words, or pictures

25 Find the two doors that are alike

26 Preoperational - Egocentrism
The child’s inability to take another person’s point of view Includes a child’s ability to understand that symbols can represent other objects

27 Conservation An understanding that certain properties remain constant despite changes in their form The properties can include mass, volume, and numbers.

28 Conservation

29 Conservation

30 Conservation

31 Conservation Number Keywords piaget, conservation Figures from Gray (3e) In conservation of number tests, two equivalent rows of coins are placed side by side and the child says that there is the same number in each row. Then one row is spread apart and the child is again asked if there is the same number in each.

32 Conservation Length In conservation of length tests, two same-length sticks are placed side by side and the child says that they are the same length. Then one is moved and the child is again asked if they are the same length. Keywords piaget, conservation Figures from Gray (3e)

33 Conservation Substance
In conservation of substance tests, two identical amounts of clay are rolled into similar-appearing balls and the child says that they both have the same amount of clay. Then one ball is rolled out and the child is again asked if they have the same amount. Keywords piaget, conservation Figures from Gray (3e)


35 Concrete Operational Stage (7–12 years)
Understanding of mental operations leading to increasingly logical thought Classification and categorization Less egocentric Inability to reason abstractly or hypothetically

36 Concrete operational Decentering – this is where a child considers all aspects of a problem to solve it Elimination of egocentrism – kids can begin to see the others point of view

37 Formal Operational Stage (age 12 – adulthood)
Hypothetico-deductive reasoning Adolescent egocentrism illustrated by the phenomenon of personal fable and imaginary audience

38 Stage 4- Formal Operational Stage
Child can think logically and in the abstract Can solve hypothetical problems (What if…. problems)




42 Critique of Piaget’s Theory
Underestimates children’s abilities Overestimates age differences in thinking Vagueness about the process of change Underestimates the role of the social environment Lack of evidence for qualitatively different stages

43 Vygotsky’s Sociocultural Perspective
Vygotsky—children learn from interactions with other people Zone of proximal development—what a child can do by interacting with another person, but can’t do alone. Critical thinking based on dialogue with others who challenge ideas Piaget—focused on children’s interaction with the physical world

44 Scenarios Although the parents spent $300 on holiday toys for their 1-year old daughter, she spent more time playing peekaboo by sticking her head in and out of the box that one of the toys came in. Why should the parents have kept their money?

45 What activity might interest a 1 year old?
Is there anything that might interest them all at once?

Download ppt "Gender Roles and Development"

Similar presentations

Ads by Google